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Expanded Core Curriculum

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EXPANDED CORE CURRICULUM. Compensatory Skills such as Communication Modes ... but what does this Expanded Core Curriculum stuff have to do with me? ... – PowerPoint PPT presentation

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Title: Expanded Core Curriculum


1
Expanded Core Curriculum
  • August 3, 2006 Pinellas County

2
Agenda
  • 830 900 Welcome and Introductions
  • 900 1000 Brainstorming, Background
    Knowledge and Activities
  • 1000 1015 Break
  • 1015 1200 National Agenda and the Florida
    Agenda
  • 1200 100 LUNCH
  • 100 145 Implementing the ECC
  • 145 200 Break
  • 200 300 Pinellas Agenda

3
Pre-Test
4
Objectives for today
  • Define the Expanded Core Curriculum
  • Determine strategies for implementing the ECC
  • Design next steps for Pinellas County

5
Thinking Styles Assessment
6
Role of the TVI
  • Brainstorm all the things that you do in your
    job..

7
How do you decide WHAT to teach?
Complete the following As a teacher of the
visually impaired or an OM Specialist I am
responsible for..
8
National Agenda for the Education of Children and
Youths with Visual Impairments, Including Those
with Multiple Disabilities
  • So.What does this have to do with my job???

9
National Agenda
  • Developed in 1994 grassroots effort of
    professionals and parents to define the issues
    facing students with visual impairments
  • Printed in 1995 by American Foundation for the
    Blind (AFB)
  • Originally had 8 goals

10
National Agenda
  • Endorsed by 124 Agencies and Organizations of
    and for persons with visual impairments
  • Revised in 2004
  • Added two more goals
  • The National Agenda defined the Expanded Core
    Curriculum

11
Lets Look at the National Agenda
12
EXPANDED CORE CURRICULUM
  • Compensatory Skills such as Communication Modes
  • Orientation and Mobility
  • Social Interaction Skills
  • Independent Living Skills
  • Recreation and Leisure Skills
  • Career Education
  • Use of Assistive Technology
  • Visual Efficiency Skills
  • Self-Determination

13
OK. but what does this Expanded Core Curriculum
stuff have to do with me??
14
Background Knowledge Cont.
  • 94 Completing High School
  • 43.3 participated in one or more community
    groups
  • 66.1 participated in PS Education opportunities
  • 62 likelihood of employment
  • NLTS2http//www.nlts2.org/index.html

Karen Blankenship, Weekends with the Experts Feb.
2006
15
Background Knowledge Cont.
  • What does the research say?
  • 27 Academically Oriented
  • 14 Tutoring
  • 18 Communication Skills
  • 9 Social Interaction Skills
  • 8 Sensory Motor Skills
  • 7 Independent Living Skills
  • (Wolffe, Sacks, Corn, Erin, Huebner Lewis,
    (2002)JVIB, v. 96 5)
  • 61.7 indicated that they were teaching academics
    (Agran, Hong, Blankenship (2006)

Karen Blankenship, Weekends with the Experts Feb.
2006
16
Expanded Core Curriculum (ECC)
  • The ECC is not an additional or parallel
    curriculum but a skill set that research has
    shown is needed for students with a visual
    impairment to obtain positive adult outcomes.

17
ECC
  • The ECC are skills that students with visual
    impairments are not able to learn incidentally
    and must obtain through quality instruction in
    order to demonstrate proficiency within each
    deficit area and achieve positive adult outcomes.
    The need for instruction is based on both a needs
    assessment (needs/priorities) and formal/informal
    assessments (valid and reliable). Not all
    students need instruction in all ten content
    areas and the needs and priorities may change on
    a yearly basis or more often depending on natural
    transitions or circumstances.

Iowa ECC notebook, 2005
18
The Expanded Core CurriculumFinding the Time
  • Kathleen M. Huebner, Ph. D.
  • Pennsylvania College of Optometry

19
A Quick Review of What is Included in the
Expanded Core Curriculum
  • Compensatory Skills (Braille listening skills
    handwriting skills abacus)
  • OM
  • Social Skills
  • Independent Living Skills
  • Recreation and Leisure Skills
  • Career Education
  • Assistive Technology
  • Visual Efficiency Skills (NA-1995)

20
What Itinerant Teachers Report as Most Time
Spent on Expanded Core (CO)
  • Braille Reading and Writing (listed on survey)
  • Nemeth Instruction
  • Braille Preparation
  • Independent Living Skills
  • OM
  • Vision Utilization (not listed on survey)
  • Technology Training
  • Materials Adaptation
  • Large Print Production (Suvak 1999)

21
What Itinerant Teachers Report as Most Time
Spent Teaching NON-Expanded Core (CO)
  • Math
  • Language Arts (Suvak 1999)

22
Additional Responsibilities and Time Consuming
Activities
  • Communication-Teachers-Parents-Administrators
  • Travel
  • Report preparation/paperwork
  • Assessment
  • Reinforce students other needs--MH
  • Other Expanded Core areas-social skills, career
    education, recreation/leisure
  • Materials ordering
  • Professional development

23
Current Concerns of 70 Experienced Teachers (TX)
  • Keeping up with required paperwork
  • Arranging a balanced schedule
  • Keeping up on morale and confidence

24
Another Suspected but Unreported Time Eater
  • TUTORING !

25
How to Make the Best of the Time We Have
26
Strategies to Make Best Use of Limited Time
  • Teach Only Expanded Core
  • Do Not Tutor
  • Examine Your Strengths and Weaknesses
  • Develop Appropriate and Shared
    Responsibilities-- Other Teachers/ Aides/Parents
  • Increase Team Effectiveness

27
Teach Only Expanded Core
  • Be convinced
  • Be determined
  • Be resourceful--in other words YOU have to make
    it happen
  • Be firm

28
Avoid Tutoring
  • Ask the question-- Does student need help because
    the visual impairment is impeding learning?
  • If yes--teach
  • If no--defer to other teacher, personnel, peer
    tutor, parents

29
Examine Your Strengths and Weaknesses
  • Be honest with yourself--Identify your
    weaknesses--its between you and yourself--not the
    world
  • Weaknesses result in lack of confidence, slowness
    to accomplish tasks, and defensiveness
  • Weaknesses result in inefficiency and
    ineffectiveness

30
Change Weaknesses into Strengths
  • Develop strategies and a plan to change
    weaknesses into strengths
  • Seek out constructive ways to strengthen your
    skills and professionalism
  • Work independently and seek out support where
    needed

31
Weaknesses Changed into Strengths
  • Recognize your improvements
  • Note that tasks now take less time
  • Note that you now have more confidence in your
    decisions and the quality of your work
  • Note that you no longer procrastinate or resist
    doing what used to be weaknesses

32
ADD OTHERS TO YOUR TEAMReauthorization of IDEA
(1997)
  • Parents as members of the team
  • Participation of regular educator

33
Develop Appropriate and Shared
Responsibilities-- Other Teachers/ Aides/Parents
  • Model--teach in the regular classroom
  • Provide positive reinforcement
  • Observe students in their regular classeseven
    snippets of time can tell you a lot
  • Provide formal and informal training
  • Teach your students to direct others for
    meaningful information-self advocate

34
Appreciate Others Diversity
  • Culture
  • Education
  • Socio/Economic Status
  • Response to having a child with a disability
  • Confidence
  • Trust
  • Lifestyle
  • Responsibilities

35
Look over the ECC Areas and mark those that were
included in your college or professional training.
36
Background Knowledge
  • Article Review and Presentation
  • 1. Each person read the article and use the
    Power Notes handout to summarize the article.
  • 2. In your group review your Power Notes and
    agree on the three most important aspects of the
    article.
  • 3. Share your review with the group.

37
ECC Content Areas
  • Accessing AT
  • Career education
  • Compensatory Skills, including communication,
    literacy functional academics
  • Independent Living
  • Orientation Mobility
  • Recreation/Leisure
  • Social Interaction
  • Visual Efficiency

Karen Blankenship, Weekends with the Experts Feb.
2006
38
So what is included in each of these 10
areas.Im too busy to add a bunch of new stuff
to teach.
39
Lets Explore the ECC
  • Read the information about your ECC area
  • 2. As a group list some of the skills in each
    area.
  • 3. Categorize the skills into 5 (or less) groups.

40
Now lets go back to your brainstorming list of
things you do in your jobs.
41
Anything new to teach???
42
Effective Teaching Practices
  • Effective Practices - Research has shown that
    teachers who use effective teaching practices
    achieve the highest student gains. Effective
    teaching practices follow the continuum from
    assessment (baseline data) to instructional
    programming, instruction using research-based
    teaching strategies, to ongoing evaluation (post
    data) and adjustment if your instruction is not
    working. An additional component for TVIs and
    COMS is the quality IEP that has measurable goals
    based on assessment data.

43
ECC Lesson Plan
  • Lets do one together.
  • (teacher modeling)

44
ECC Lesson Plan
  • Student
  • Date(s) of Instruction
  • ECC Area
  • IEP Goal
  • State Standard/Grade Level Expectation

45
ECC Lesson Plan
  • Target Skill (Skills necessary to reach IEP
    goals)
  • Lesson Objective (Hierarchy of sub skills from
    your assessment data)

46
ECC Lesson Plan
  • Probing Question (relate to previous learning)
  • Teacher modeling of skill
  • Guided practice

47
ECC Lesson Plan
  • Check for understanding
  • Independent practice
  • Summary

48
ECC Data Collection
E Early/Emerging Skill (1-25), P Partial
Skills (25-80), S Skillful (80-100)
49
Guided Practice.
  • With the scenario given to your group, create an
    ECC Lesson Plan.

50
Back to earlier question.
  • How do you decide WHAT to teach???

ASSESSMENTS
51
AER Division 16
  • Caseloads Position Paper

52
Types of Assessments
  • Texas Assessment Kit
  • Assessment and Ongoing Evaluation Independent
    Living Curriculum (TSBVI)
  • Oregon
  • Brigance
  • Key Math

53
Types of Assessments
  • Learning Media Assessments
  • Functional Vision Assessments
  • Reading Inventories
  • Johns Basic Reading
  • DIBELS
  • ERDA
  • DAR

54
Types of Assessments
  • Braille
  • Minnesota Braille Skills Inventory
  • Braille Assessment Inventory
  • Braille Requisite Skills Inventory
  • Mangold
  • ABLS

55
Types of Assessments
  • ISAVE
  • Every Move Counts
  • Brigance (Pre-K)
  • Assessment of Developmental Skills for Young
    Multihandicapped Sensory Impaired Children
    (SKI-Hi)
  • INSITE Developmental Checklist

56
Annotated Bibliography of Curricular Materials
  • Related to The Expanded Core Curriculum for
    Children and Youth with Visual Impairments,
    Including those with Multiple Disabilities

57
Where do you go from here?
58
Florida Agenda and Action Plan
  • Bringing it down to the local level

59
Florida Agenda
  • Goal 8 Expanded Core Curriculum
  • All educational goals and instruction will
    address the academic and expanded core curricula
    based on the assessed needs of each student with
    visual impairments.

60
Florida
  • Today a Five-Year Action Plan is being created to
    direct and prioritize goal attainment
  • Discussion about creating local/regional
    workgroups
  • Continue to educate and inform parents and
    professionals about the National Agenda and
    Floridas Action Plans for obtaining those goals.

61
Unexpected Gains
  • Improved communication between those involved in
    the education of students with visual impairments
  • Better understanding of roles and
    responsibilities of other agencies and providers
  • Opportunities for collaborative ventures
  • Less duplication of services

62
Pinellas Action Plan
63
What subjects/activities are you certified to
teach?
64
Resources
  • TSBVI.edu National Agenda and the RECC
  • AFB.org Education and National Agenda

65
Post Test
66
Contact Information
  • Kay Ratzlaff
  • FIMC-VI
  • kratzlaff_at_fimcvi.org
  • 813-8937-7829
  • 800-282-9193
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