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.

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

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

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 karen

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!!!! karen

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 Karen

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) Karen

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 Language alone is hard to read and process what skills they are actually trying to access

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

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 Math first - Karen

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

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

Stop, Absorb, Ask Questions

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” !!! Karen – step 2 Rebecca – step 3 Sample page 3 and goal page

EGLCE Crosswalk Supported Independence = white Participation = shaded Elementary, Middle, High School columns Last Column – corresponding line items from the assessment Explain how line item is crosswalked to all 6 eglces

Standards-Based IEP Student Assessment Line Item Present Level IEP Objective Criteria EGLCE 13 years old SXI 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.EGO7a Demonstrate 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 old MoCI 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.EGO3a Recognize 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 old SCI Math Data 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.L1.2.4b Organize data by sorting pictures or objects. Together Walk them through a couple examples

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 Karen

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