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

Macomb Intermediate School DistrictKeith Bovenschen School

Karen Zech, M.A. CCC-SLPRebecca Gibson, M.Ed.

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Keith Bovenschen School

Center Program – 3-26 year olds with moderate, severe, and severe multiple impairments

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Goals for Session

• Present and review English Language Arts and Math assessments

• Learn how to use the assessments to create a standards-based IEP

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History: Where Have We Been?

• Michigan Statewide Curriculum ProjectStarted by SLIP (Supervisors of Low-Incidence

Populations) in 2004Focused on Participation and Supported Independence

levels onlyCreated 2 curricula: Participation and Supported

Independence• Aligned with AUEN – the state framework at the time

• User friendly

• Provided increased accountability to state

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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 Communities2. Engage in Typical Pattern of Interactions3. Participate in Effective Communication Cycles4. Participate in Personal Care, Health, and Safety Routines5. Reach Desired Locations Safely within Familiar Environments

NO ACADEMIC SECTION FOR PARTICIPATION LEVEL CURRICULM!!!!

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History: Where Have We Been?Supported Independence Level Curriculum (AUEN): 9

Performance Expectations (or domains): 1. Complete personal care, health, and fitness activities2. Complete domestic activities in personal living environments3. Manage personal work assignments4. Complete activities requiring transactions in the community5. Participate effectively in group situations6. Respond effectively to unexpected events and potentially harmful situations7. Manage unstructured time8. Proceed appropriately toward the fulfillment of personal desires9. General Education Core Curriculum: Modified for Students with Cognitive Impairments

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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)

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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

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Solution: Be Proactive and Create Our Own

• Created an English Language Arts (ELA) and Math AssessmentCompilation 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

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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

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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

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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

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Stop, Absorb, Ask Questions

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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” !!!

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EGLCE Crosswalk

• Supported Independence = white

• Participation = shaded

• Elementary, Middle, High School columns

• Last Column – corresponding line items from the assessment

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Standards-Based IEPStudent Assessmen

t Line ItemPresent Level IEP

ObjectiveCriteria EGLCE

13 years oldSXI

Numbers and Operations #13:Basic addition with answers up to 10.

Based on the Math Assessment, “student” shows strengths in the area of Numbers and Operation, Data and Probability and Geometry through counting, identifying/matching numbers, understanding which group has more, and sorting by characteristic.

“Student” will perform simple addition/subtraction problems with sums to 9.

4 out of 5 times per session.

N.FL.m7.SI.EGO7aDemonstrate knowledge of basic addition and/or subtraction facts (single digits, no regrouping and sums/differences less than ten). Calculate sums and/or differences using two-digit numbers

9 years oldMoCI

Reading: Word Study #10: Labels/Reads color words, number words, calendar words, menu words, names.(at least 5)

Based on the ELA assessment, “student” is able to identify her first and last name in print. She is able to identify letters A-M and accurately responds to “who” and “what” questions regarding a story.

Recognize/identifies calendar words (color words, days of the week.)

3 out of 5 times(set of 5-10 words)

R.WS.e4.SI.EGO3aRecognize frequently encountered and personally meaningful words paired with pictures and/or objects (e.g., first name, family members names, colors, shapes, up to 5-10 functional words and/or symbols [stop, men, women, exit, walk]).

16 years oldSCI

MathData and Probability #7:Sorts objects by one or more characteristics

Based on the Math assessment, “student” shows strengths in the areas of Data and Probability and Geometry. “Student” has a basic understanding of 1:1 correspondence and can match items. He does well at following directions and completing puzzles

“Student” will sort objects by one or more characteristic.

Sorts 20 items by size or shape.

EHSCE.P.L1.2.4bOrganize data by sorting pictures or objects.

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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

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0011 0010 1010 1101 0001 0100 1011Please 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