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Please downloadHandouts to follow along Individualized Instruction in theExpanded Core Curriculum An Introduction to Student Portfolios.
and Project Based LearningRachel Anne Schles M Ed TVI July 18 2018University of Pittsburgh National Center on Deaf Blindness Why do we need to teach the ECC What does project inquiry based learning look like .
How do we use project inquiry based learning for ECCinstruction for students with visual impairments includingdeafblindness What are some benefits and challenges of implementing studentportfolio goals around the ECC .
BACKGROUND WHY TEACH THE ECC compensatory access skillscareer education The Expanded CoreCurriculum ECC is independent living skills.
comprised of 9 skill setsorientation mobility skills Developed for studentswith visual impairments recreational leisure skillsincluding students with self determination skills.
deafblindness oradditional disabilities sensory efficiency skillssocial interaction skillstechnology assistivetechnology.
BACKGROUND WHY TEACH THE ECC IT S THE LAW IDEA mandates Academic and functional performance and outcomes mustbe address in the evaluation for an IEP IDEA 300 304 and.
development of an IEP IDEA 300 320 For students with VI Functional Outcomes Expanded Core CurriculumHow can we provide engaging meaningful ECC instruction PROJECT INQUIRY BASED LEARNING.
Project Based Learning PBL challengesstudents to solve real world problems The 4 C s Teachers provide mini lessonsthroughout the process to guide Critical Thinking.
students on content knowledge and Collaborationdeveloping a meaningful final product Communication Key component for students w VI Creativity Innovationprovides an Authentic Audience outside.
Resource Buck Institute for Education BIE orgof themselves to share the results oftheir lessons w TVI COMS ECC PBL WHAT DOES THIS LOOK LIKE IN ACTION Sample Question.
You are finally on your own at college How can you as a student with a visualimpairment communicate your needs to your professors and other schoolpersonnel while securing the accommodations and tools you need to succeed Lesson mini projects might include ADA testing accommodations dormlife independent living skills transportation navigating campus disability services .
securing optical devices technology communicating with professors and identifying socialopportunities Page 1 Resources on PBL ECC FIRST COMES DATA THE ESSENTIAL ASSESSMENTSWhat are the key components of.
the essential assessment EA Functional Vision FVA Learning Media LMA RIOT Reviews Expanded Core Curriculum Model Interviews ECC Observations.
Important resource EArubric com Balance immediate long term Review students strengths I finally found the time needs.
to conduct an Opportunities to collaborateassessment while learning write the report Are therehigh interest motivating.
Now what topics you can use to workon areas of need Review Bank of Activities resource for ideas on activities CASE STUDY 1 4TH GRADE STUDENT.
4th grade student Ginny with albinism in general education classroom Acuity 20 200 Rarely advocating and not using accommodations tools Very upset about having albinism VI and being different from family peers Reluctant to work with TVI.
1 hour week VI services pull out IEP goals were self advocacy and typing The situation frustrating for both student and teacher Stop Drop and Regroup CASE STUDY 1 CONTINUED.
Completed an Essential Assessment EA includingobservations direct assessment student parent and teacherinterviews Findings Results Ginny not using tools devices because they didn t work for her .
recommended low vision exam She has splinter strengths needs in all areas of the ECC How to address in a comprehensive IEP goal The process of completing the assessments initiated a change in the student sattitude she was learning she had a voice .
CASE STUDY 1 DEVELOPING PORTFOLIOUsed EA data to develop specific PBL activities which targeted Ginny s needs andinterests including her parents and teacher s concernsSee Handout 2 for complete Portfolio RubricActivities included Student requested activity.
classroom teacher requestedDeveloping brief statement to explain VI condition Understanding Accommodations Pros Cons parent requested activity Class Presentation Note to Substitute Teachers Support Staff .
Preparing for Low Vision Exam Social Skills discussing impact of VI identifying compensatory techniques STUDENT WORK SAMPLE 1 LETTER TO SUBSTITUTE TEACHERS STAFFMy name is Ginny and I have a visual impairment Albinism I.
wanted to tell you this just in case there is a book with pictures and Imove up close If there is something on the white board and I pull outsomething that looks like a mini telescope AKA my monocular don tbe alarmed My monocular helps me see far away and the monitor onmy desk helps me see the things on the smart board Also if I don t.
move up close it just means that I can see it and you don t need toremind me to go close up And one last thing I am also very smart and pretty so you do not have to worry about anything Sincerely Ginny CASE STUDY 1 SUMMARY.
The Portfolio Projects allowed the student to have a say in whatshe was learning and immediately see how skills were relevant to While still working on typing and self advocacy Student engagement increased as time progressed and projectsalways directly related to student interests .
Developed a screenplay to teach peers about the parts of the eye Wrote illustrated an original children s book about a girl who did not want anyone toknow she had a VI and how she became comfortable with herself Made a bullet pointed Pros Cons list for Explaining Accommodations activity and whilethe student felt she did less work because she used bullet points instead of paragraphs .
she still met all the criteria for a 4 on that activity CASE STUDY 2 11TH GRADE STUDENT11th grade student Nick in honors advanced classes Acuity 20 70 to 20 100 Advocating for needs in class.
Tools accommodations working well 1 hour month of vision services pull out Annual IEP due at the start of the school year so TVI completed informalparent student interviews Questions focused on long short term goals.
Used ECC Screening Tool Checklist to guide conversation TVI did not complete a full EA assessment only ECC assessment and that s CASE STUDY 2 PORTFOLIO ACTIVITIES Activities included College Planning Disability Services.
Understanding Eye Reports Mentoring a younger student w visual impairment Interviewing a professional w visual impairment Activities encompassed VI and autism related accommodations even though I m the TVI he is a whole person and needs to prepare for all appropriate accommodations post .
secondary CASE STUDY 2 STUDENT WORK SAMPLE 2ACCOMMODATION PREFERENCES DISABILITY SERVICESTechnology and Assistive Technology Student listed all accommodations.
Academic and personal use he uses has available to him Reference IEPa Note taking Categories .
Keeps all my notes in one near vision distance vision place and backed uptechnologyb Filling out assignments.
Order of preference including My handwriting is extremelyrationale or justification for usemessy no matter how much Directly applied this document to.
time I takecollege disability services applicationc Research CASE STUDY 2 SUMMARY NEXT STEPS ECC needs were not clearly evident because Nick was independent and.
successful in his academic classes Informal assessment and the portfolio project allowed for meaningful useof the student s direct VI services time For similar students 10th through 12th grade portfolios should focus onteaching students to be their own TVI post secondary college jobs .
Explaining their VI and accommodations to professors employers Understanding their rights under ADA law Accessing Voc Rehab relevant resources wherever they ll be attending STUDENT WORK SAMPLE 3 MENTORING LOW VISION.
Mentoring Allows students to learn about different accommodations or resourcesfrom peers while giving a truly authentic audience for PBL activities also a real reason to practice talking about their disability andaccommodations .
Video Clip 4th and 1st grade students were paired up and recorded exchanged aboutone video message a month In this video the 4th grade student had recently had a low vision exam and is giving advice to the 1st grader who is having a low vision exam for.
the first time later that month MENTORING VIDEO TRANSCRIPTVideo Will Low Vision ExamHey Thomas it s me Will and ah I m goin this video of how my um myappointment with Dr Alibhai went and some advice for you One is don t be.
nervous Two I mean he s a really nice guy so don t be nervous And number2 you get to try out all sorts of cool gadgets and remember this thing This isthe monocular from one of my first videos holds monocular to his eye andfocuses Focus it like this and put it over your eye Dr Alibhai is the guy thatwill prescribe you things like this To prescribe means to give the word to let.
you use it Like your doctor will prescribe you medicine And yeah so he can if you want to try out some monoculars you can and you might be able to useone in school So you don t need to move closer to the SMARTboard anymore you can move farther away smiles And Yeah see ya Online Transcript Will Low Vision Exam Transcript.
STUDENT WORK SAMPLE 4 IEP STATEMENT PARTICIPATIONStudent s Statement 6th grade student with deafblindness K 1 English literacy level I am a Deafblind student and I use sign.
Developed statement with TVI student language and optical devices help medictated through ASL TVI wrote in English see and communicate I also like to cook checking for student s approval draw and go to art and music classes Ialso really like the Spanish language and Student practiced statement with DHH.
soccer Because of my vision I like toclassroom teacher case manager use the Ruby and dome magnifier for Student presented with flashcards reading because it easier to see wordsprompting during annual IEP transitioning and pictures I like to use the monocular.
to middle school meetingto see words on the board STUDENT WORK SAMPLE 5 INDEPENDENT LIVING SKILLS MAKING PLAY DOUGH Jack used his optical devices to read the recipe while selecting his preferred tools.
Jack needed to identify which measuring tools were easiest to use and why noted forfuture home use and home economics in middle school He was given the option to repeat the activity later in the year with a peer toincorporate more communication and collaboration Playdough recipe in the comments section of this slide Don t forget to download and review.
the handouts PORTFOLIO PROJECTS FOR ALL STUDENTSYounger Students Students with Multiple Students who are Handout 3 Disabilities Blind Use Braille Are just becoming Select activities as Most activities already.
aware they have a appropriate apply to students invisual impairment If possible collaborate classroom settings Instructional focus is with team members Consider incorporatingmodeling language to to consider the braille technology explain and explore student as a whole travel skills into.
accommodations develop an All About lessonsMe portfolio project BANK OF ACTIVITIES RESOURCESee Bank of Activities Handout 1 for sample activities in all 9 areas of the ECC When developing a rubric for each student consider long and short term needs .
Students may repeat some activities 2 3 times over the course of their school career asthey mature their accommodations understanding about themselves evolves Every student should have a unique portfolio but you don t need to have a portfoliogoal every year traditional IEP goals are more appropriate to measure studentprogress in certain areas .
Include blank rows in the rubric for future activities so if new areas of concern ariseduring the IEP year it can be incorporated into the current goal check out handout for sample IEPgoals language PORTFOLIO GOALS THE IEP.
Bring draft portfolio rubric to the IEP and review each item briefly Be prepared to edit and revise the rubric based on IEP team feedback alsoreview portfolio individually with team members prior to the meeting Teachers provide mini-lessons throughout the process to guide students on content knowledge and developing a meaningful final product. Key component for students w/VI—provides an . Authentic Audience. outside of themselves to share the results of their lessons w/TVI+COMS. The 4 C’s. Critical Thinking. Collaboration. Communication ...

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