Using Assessment to Put the EGLCE’s to Work for the Low-Incidence Population

1. Using Assessment to Put the EGLCE’s to Work for the Low-Incidence Population Macomb Intermediate School District Keith Bovenschen School Karen Zech, M.A. CCC-SLP Rebecca Gibson, M.Ed.

2. Keith Bovenschen School Center Program – 3-26 year olds with moderate, severe, and severe multiple impairments

3. Goals for Session • Present and review English Language Arts and Math assessments • Learn how to use the assessments to create a standards-based IEP

4. History: Where Have We Been? • Michigan Statewide Curriculum Project • Started by SLIP (Supervisors of Low-Incidence Populations) in 2004 • Focused on Participation and Supported Independence levels only • Created 2 curricula: Participation and Supported Independence • Aligned with AUEN – the state framework at the time • User friendly • Provided increased accountability to state

5. History: Where Have We Been? Participation Level Curriculum (AUEN): 5 Performance Expectations (or domains): 1. Engage in Typical Pattern of Leisure and Productivity Activities in their Homes and Communities 2. Engage in Typical Pattern of Interactions 3. Participate in Effective Communication Cycles 4. Participate in Personal Care, Health, and Safety Routines 5. Reach Desired Locations Safely within Familiar Environments NO ACADEMIC SECTION FOR PARTICIPATION LEVEL CURRICULM!!!!

6. History: Where Have We Been? Supported Independence Level Curriculum (AUEN): 9 Performance Expectations (or domains): 1. Complete personal care, health, and fitness activities 2. Complete domestic activities in personal living environments 3. Manage personal work assignments 4. Complete activities requiring transactions in the community 5. Participate effectively in group situations 6. Respond effectively to unexpected events and potentially harmful situations 7. Manage unstructured time 8. Proceed appropriately toward the fulfillment of personal desires 9. General Education Core Curriculum: Modified for Students with Cognitive Impairments

7. Everything Changes… • MI-ACCESS based on AUEN NOT approved by the Federal Department of Education • New MI-ACCESS created based on Extended Grade Level Content Expectations (EGLCEs) • Focus shifts onto “Access to General Education” • English Language Arts (ELA) • Math • Science • Social Studies (still to come)

8. Now What? • Macomb ISD encouraged the creation of standards-based IEP by aligning objectives to the EGLCEs • Provides “Access to General Education” • Educators in district were given a huge binder full of EGLCEs for Supported Independence and Participation levels • How exactly are we supposed to go about aligning our goals and objectives? • Not User Friendly • Very overwhelming, don’t know where to start • How do we even know how our students function in relation to the EGLCEs? Do they have some of these skills? • Looked at commercial tests – not age or developmentally appropriate, usually students need to be verbal, skills don’t go low enough for our population of students

9. Solution: Be Proactive and Create Our Own • Created an English Language Arts (ELA) and Math Assessment • Compilation of Sources • Surveyed teachers about different skills they work on in their classrooms • Early Childhood Curricula and Assessments • Brigance IED-II • Breaking skills down into smaller steps as needed • Aligned to EGLCEs

10. Key Points on Assessments • Aligned to EGLCEs - titles of each section on the assessment are the same as the EGLCE strand or domain areas • Developmental Sequence - line items are in developmental sequence for the most part, some sections are not as clear cut as others • Continuity of Classroom Programs - brings out common language among staff

11. Scoring the Assessment • Levels of Mastery • Determines to what extent student has mastered the line item • Scoring Rubric • Describes the prompt level the student requires to complete skill

12. Scoring Rubric • Cumulative Assessment - designed to be used over time through observations, not just a snapshot • Students’ scores can move horizontally – from one line item to the next • Students’ scores can also move vertically – they might become more independent in a skill over time • Downfall – leaves room for subjectivity

13. Stop, Absorb, Ask Questions

14. Creating Standards-Based IEP • Step 1: Assessment • Step 2: PLAAFP (Present Level, Narrative, Etc.) • use line items from the assessment to describe the skills students can do in relation to content areas • use the levels of mastery to describe those skills • helps your present level stay positive • Step 3: IEP Objectives • Use line items to decide on appropriate goals and objectives • Use scoring rubric to decide on appropriate criteria • Cite EGLCE using crosswalk You Just Provided Your Student “Access to General Education” !!!

15. EGLCE Crosswalk • Supported Independence = white • Participation = shaded • Elementary, Middle, High School columns • Last Column – corresponding line items from the assessment

16. Standards-Based IEP

17. Additional Advantages • Used for school/program wide assessment and data collection • Used in creation of school improvement goals • Accountability – you can now say you are providing your students “Access to General Education” • Instructional Rubric in creation

18. Please make sure to fill out sign-up sheet for the entire EGLCE Crosswalk and PowerPoint Presentation!!!! Contact Information Karen Zech - kzech@misd.net Rebecca Gibson – rgibson@misd.net