Getting to eGLCEs:

1

• Getting to eGLCEs
• One Center Programs Journey
• Wing Lake Developmental Center
• Bloomfield Hills, MI
• Thomai Gersh, Supervisor of Special Education

2
1982-83

• Members of 6 Oakland County center programs
  began to work on the development of a common
  county curriculum.
• Developmental sequences from the Washtenaw and
  Ingham County curricula (as well as the Carolina
  and Hawaii) were reviewed. What resulted from
  this county-wide effort became known as the Wing
  Lake SMI/SXI Outcome-Based Curriculum.
• The curriculum was functional, based on the
  development of communication/socialization,
  productivity (fine motor), mobility (gross
  motor), recreation/leisure and personal
  (self- help).
• Many revisions of the Wing Lake Curriculum were
  done over the years.

3
1995-96

• Trainings for use of the Wing Lake Curriculum
  were done across Oakland County.
• Over 80 copies of the curriculum were distributed
  and became widely used by SMI/SXI center programs.

4
2002-03

• The AUEN framework was introduced as the basis
  for the development of a state-wide alternate
  assessment (MI-ACCESS).
• The Wing Lake SMI/SXI Outcomes-based Curriculum
  was revised again, aligning it with the AUEN
  framework. Again, WL staff traveled throughout
  the state teaching the use of the Wing Lake
  SCI?SXI Outcomes-Based Curriculum.
•  
• Piloting and then formal use of MI-ACCESS began
  throughout the state.

5
2005-06

• A state-wide curriculum project was
  sponsored by SLIP of MAASE. The result of that
  on-going project was a melding of the Wing Lake
  Outcomes-based Curriculum, along with the best
  of many others, into a new format. This new
  curriculum was cross- referenced with AUEN.
• This became known as the Michigan Model
  Curriculumnow named the Michigan Model
  Curriculum Supports-- (Participation and
  Supported Independence levels).

6
2006-07

• MI-ACCESS testing included Math and
  English/Language Arts items with no prior
  notification to center programs who had focused
  instruction on functional/daily-living skills.

7
2007-08

• Wing Lake staff was challenged to develop
  instructional activities aligned with eGLCEs.
  They were given copies of the Michigan
  StandardsExtended Grade Level Expectations for
  English/Language Arts, Mathematics and Science.
•  
• Each month, WL teachers took turns presenting
  lessons (some old, some new) and any and all
  eGLCEs that were addressed in each lesson.
  Lesson plans were shared with all other staff.
•  
• This process was presented to the Bloomfield
  Hills School Board and to all WL parents at our
  Open House.

8
(No Transcript)
9
(No Transcript)
10
2008-09

• Grade Level (Elementary, Middle School, High
  School) eGLCEs became the narrowed focus of
  instruction for WL classroom teachers. Working
  in three level teams, staff reviewed the eGLCEs
  for each content area.
•  
• Teacher/therapist groups at each grade level
  did curricular mapping in order to identify
  yearly content/standard goals in each grade
  level. The curricular maps were to cover a 3-4
  year cycle. The yearly plans prioritized the
  core skills to be mastered in each content area.
•  
• Subjects of English/Language Arts, Mathematics,
  Science and Social Studies were plotted into each
  classroom schedule as a reminder of the shift of
  instruction to include eGLCEs as well as
  functional and therapeutic goals.
•  
• Mid-year, Unique Learning Systems came to our
  attention as an option for planning instructional
  units.

11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
2009-10

• Continuing with the Unique Learning Systems
  Thematic Units for the basis of instruction of
  English/Language Arts, Math and Science, level
  teams collaborated on development of unit books
  and activities. Functional skill development was
  still embedded into the day, along with the
  pre-academic content areas.
•  
• Each teacher wrote one IEP goal that corresponds
  to an eGLCE for each student. (Although I
  thought that there would be no SCI/SXI students
  who need a reading, math or science goal, each
  teacher was able to find an appropriate, relevant
  eGLCE to include in the IEP.)

36
(No Transcript)
37
2010-11

• Use of the Standards-Based IEP

38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
Were almost there!

• Contacts
• Wing Lake Developmental Center
• 6490 Wing Lake Road
• Bloomfield Hills, MI 48302
• 248-341-7900
• Thomai Gersh tgersh_at_bloomfield.org