Effective Teaching Practices for the Expanded Core Curriculum ECC AER 2006

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Effective Teaching Practices for the Expanded
Core Curriculum (ECC)AER 2006

• Karen Blankenship
• Iowa Department of Education
• Karen.Blankenship_at_iowa.gov
• Mary Ann Siller
• American Foundation for the Blind
• siller_at_afb.net

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KWL

• Please complete these sections
• K-What you know about effective teaching
  practices for the ECC
• W-What you want to learn about effective teaching
  practices for the ECC
• Project CRISS (1988). http//www.projectcriss.org

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Session Objective

• Participants will be able to articulate examples
  and rationale for effective teaching practices
  for the ECC

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AER-Division 16 Position PaperCaseload Based on
Students Assessed Needs Instructional Continuum

• Read Silently
• Complete Pair Share
• Report to Group

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Components of Instructional Continuum for the ECC

• Functional Vision Assessment (FVA)
• Learning Media Assessment (LMA)
• ECC content areas
• Other Educational Assessment

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Functional Vision Assessment

• Observe how a student uses vision to complete
  daily activities with a variety of materials
• Determine the degree to which the visual
  impairment interferes with learning
• Identify ways to increase the efficiency of
  visual functioning

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Learning Media Assessment

• Process of systematically gathering objective
  information to provide a basis for selecting
  appropriate learning and literacy media for
  students who are blind and visually impaired
• (Koenig Holbrook-TSBVI)

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ECC Content Areas

• Accessing Assistive Technology
• Career Education
• Compensatory Skills, including braille,
  functional academics and communication and
  tactile graphics
• Independent Living

• Orientation Mobility
• Recreation and Leisure
• Self-determination
• Social Interaction
• Visual Efficiency

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Expanded Core Curriculum (ECC) Content Areas

• Complete assessments identified as priority
  instructional areas by families, students, and
  other educational partners.
• Resources
• RECC-TSBVI site
• Iowa ECC Resource Guide
• http//www.uncc.edu/sdsp/sd_curricular.asp

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Other Educational Assessments

• Complete educational assessments in the areas of
  general education (reading, math, and science,
  social studies or other areas) that are
  developmentally appropriate, valid and reliable
  for students who are blind or visually impaired.
• Goodman, S., Wittenstein, S. Collaborative
  Assessment (2003). AFB Press

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IEP Development

• IDEA 2004
• Section 612
• IEP Development
• A. Academic Outcomes
• B. Functional Outcomes ( this is the Expanded
  Core Curriculum for TVIs
• IDEA 2004 language That Supports Effective
  Teaching and TVIs
• Functional skill areas pulled out for the IEP
• Annual Measurable Goals (for students with
  alternate assessments they remain with short-term
  objectives)
• Qualified Personnel in the development of the IEP
• Assessment in functional areas

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Instruction and On-going Probes

• Rigor Relevance Framework for
• Student Learning
• A Acquisition
• B Application
• C Assimilation
• DAdaptation

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Rigor and Relevance for Student Learning
(Independent Living)

• Feed self using a spoon or fingers
• Use a fork, spoon, or fingers as appropriate for
  particular foods
• Demonstrate skills in eating unusual or hard to
  handle foods
• Demonstrate the ability to adjust eating
  behaviors within a variety of situations

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Instructional Strategies That Work (Explicit
Teaching)

• Self-monitoring
• Reinforcement
• Self-questioning
• Drill Practice
• Strategy instruction
• Feedback
• Direct instruction
• Repeated reading

• Error correction
• Formative evaluation
• Peer mediation
• Diagnostic- prescriptive instruction
• Peer tutoring
• Increased time

Kavale (2005), Learning Disabilities, 13 (4)
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Effective Teaching for the ECC Resources

• Project CRISS CReating Impendence through
  Student-owned Strategies (800-542-6657)
• Classroom Instruction that Works Research-Based
  Strategies (www.ascd.org)

• Rigor and Relevance Handbook (www.LeaderEd.com )
• Teaching at its Best A Research-Based Resource
  for College Instructors (Anker Publishing
  Company, 176 Ballville Rd., P.O. Box 249 Bolton,
  MA 01740)

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Effective Teaching for the ECC Resources

• Iowa ECC Resource Guide
• (being revised-contact Karen.Blankenship_at_iowa.gov
  )
• Learning Media Assessment A Resource Guide for
  Teachers 2nd Edition (www.tsbvi.edu)

• The Individuals with Disabilities Education Act
  A Comparison of IDEA 1997 and H.R. 1350 as passed
  by Congress on November 19, 2004 (NASDSE
  703-519-3800 or www.nasdse.org)

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Effective Teaching for the ECC Resources

• Resources for ECC www.tsbvi.edu/recc/
• Self-Determination Synthesis Project
  http//www.uncc.edu/sdsp/home.asp. 

• E-Advisor web site  http//www.e-advisor.us/
• National Longitudinal Transition Study
  www.nlts2.org

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Conclusion

• KWL
• Please complete the L on your KWL and leave it on
  the seat
• Personal Growth Plan
• Please complete after this session to continue
  your learning

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Quote

• I've come to the frightening conclusion that I am
  the decisive element in the classroom. It's my
  personal approach that creates the climate. It's
  my daily mood that makes the weather. As a
  teacher, I possess a tremendous power to make a
  child's life miserable or joyous. I can be a tool
  of torture or an instrument of inspiration. I can
  humiliate or humor, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or
  de-escalated and a child humanized or
  dehumanized 
• Haim Ginott, child psychologist and
  teacher

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• Be the change you wish to see in the world
• Gandhi

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Contact Information

• Dr. Karen Blankenship
• Consultant for Visual Disabilities BCFCS Grimes
  State Office Bldg. Des Moines, IA 50319 Phone
  515-281-7972 Email Karen.Blankenship_at_iowa.gov

• Mary Ann Siller, M.Ed
• American Foundation for the Blind
• National Center on Vision Loss
• 11030 Ables Lane
• Dallas, Texas 72229
• 469-522-1803
• siller_at_afb.net

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Our Children Are Our Future