Title: Expanded Core Curriculum
1Expanded Core Curriculum
- August 3, 2006 Pinellas County
2Agenda
- 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
3Pre-Test
4Objectives for today
- Define the Expanded Core Curriculum
- Determine strategies for implementing the ECC
- Design next steps for Pinellas County
5Thinking Styles Assessment
6Role of the TVI
- Brainstorm all the things that you do in your
job..
7How do you decide WHAT to teach?
Complete the following As a teacher of the
visually impaired or an OM Specialist I am
responsible for..
8National 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???
9National 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
10National 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
11Lets Look at the National Agenda
12EXPANDED 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
13OK. but what does this Expanded Core Curriculum
stuff have to do with me??
14Background 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
15Background 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
16Expanded 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.
17ECC
- 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
18The Expanded Core CurriculumFinding the Time
- Kathleen M. Huebner, Ph. D.
- Pennsylvania College of Optometry
19A 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)
20What 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)
21What Itinerant Teachers Report as Most Time
Spent Teaching NON-Expanded Core (CO)
- Math
- Language Arts (Suvak 1999)
22Additional 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
23Current Concerns of 70 Experienced Teachers (TX)
- Keeping up with required paperwork
- Arranging a balanced schedule
- Keeping up on morale and confidence
24Another Suspected but Unreported Time Eater
25How to Make the Best of the Time We Have
26Strategies 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
27Teach Only Expanded Core
- Be convinced
- Be determined
- Be resourceful--in other words YOU have to make
it happen - Be firm
28Avoid 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
29Examine 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
30Change 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
31Weaknesses 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
32ADD OTHERS TO YOUR TEAMReauthorization of IDEA
(1997)
- Parents as members of the team
- Participation of regular educator
33Develop 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
34Appreciate Others Diversity
- Culture
- Education
- Socio/Economic Status
- Response to having a child with a disability
- Confidence
- Trust
- Lifestyle
- Responsibilities
35Look over the ECC Areas and mark those that were
included in your college or professional training.
36Background 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.
37ECC 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
38So what is included in each of these 10
areas.Im too busy to add a bunch of new stuff
to teach.
39Lets 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.
40Now lets go back to your brainstorming list of
things you do in your jobs.
41Anything new to teach???
42Effective 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.
43ECC Lesson Plan
- Lets do one together.
- (teacher modeling)
44ECC Lesson Plan
- Student
- Date(s) of Instruction
- ECC Area
- IEP Goal
- State Standard/Grade Level Expectation
45ECC Lesson Plan
- Target Skill (Skills necessary to reach IEP
goals) - Lesson Objective (Hierarchy of sub skills from
your assessment data)
46ECC Lesson Plan
- Probing Question (relate to previous learning)
- Teacher modeling of skill
- Guided practice
47ECC Lesson Plan
- Check for understanding
- Independent practice
- Summary
48ECC Data Collection
E Early/Emerging Skill (1-25), P Partial
Skills (25-80), S Skillful (80-100)
49Guided Practice.
- With the scenario given to your group, create an
ECC Lesson Plan.
50Back to earlier question.
- How do you decide WHAT to teach???
ASSESSMENTS
51AER Division 16
52Types of Assessments
- Texas Assessment Kit
- Assessment and Ongoing Evaluation Independent
Living Curriculum (TSBVI) - Oregon
- Brigance
- Key Math
53Types of Assessments
- Learning Media Assessments
- Functional Vision Assessments
- Reading Inventories
- Johns Basic Reading
- DIBELS
- ERDA
- DAR
54Types of Assessments
- Braille
- Minnesota Braille Skills Inventory
- Braille Assessment Inventory
- Braille Requisite Skills Inventory
- Mangold
- ABLS
55Types of Assessments
- ISAVE
- Every Move Counts
- Brigance (Pre-K)
- Assessment of Developmental Skills for Young
Multihandicapped Sensory Impaired Children
(SKI-Hi) - INSITE Developmental Checklist
56Annotated Bibliography of Curricular Materials
- Related to The Expanded Core Curriculum for
Children and Youth with Visual Impairments,
Including those with Multiple Disabilities
57Where do you go from here?
58Florida Agenda and Action Plan
- Bringing it down to the local level
59Florida 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.
60Florida
- 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.
61Unexpected 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
62Pinellas Action Plan
63What subjects/activities are you certified to
teach?
64Resources
- TSBVI.edu National Agenda and the RECC
- AFB.org Education and National Agenda
65Post Test
66Contact Information
- Kay Ratzlaff
- FIMC-VI
- kratzlaff_at_fimcvi.org
- 813-8937-7829
- 800-282-9193