1. Assessment: Expanded Core Curriculum Needs Screening to the IEP

2. Assessment Uses Current level of functioning
Writing IFSP Outcomes and IEP Goals
Monitoring Student Development (Oregon)

3. ECC Needs Screening   EXPANDED CORE CURRICULUM SCREENING TOOL (To be completed annually) Student Name: ___________________________________ School: _________________________________________ Grade Level: _______ Age: ______ TVI: ________________________ Date of ECC Screening Tool: ________________________________ Date of IEP ____________to __________________ Check all who contributed to this screening tool:
Parents/Family member
General Education Teacher
COMS
Student
Special Education Teacher
Other:
TVI

4. EVALS Evaluating Visually Impaired Students
Using Alternate Learning Standards
Emphasizing the Expanded Core Curriculum

5. Sections 1 and 2 Expanded Core Curriculum
Abacus, Braille, Handwriting
Listening, Nemeth, Organization
Study skills, Tactile graphics, O&M (TAPS)
Social Interaction, Independent Living and Recreation and Leisure
Career
Technology
Visual Efficiency
Self-Determination
Transition

6. EVALS Section 3 Modified Curriculum (Academic and Basic) Health
Language Arts
Math Science
Social Studies
You should be using Core/Iowa Core Curriculum, but you could use these as another data source on the IEP.
Good source of information for students where LEA staff are struggling with content, resource materials

7. Basic Skills Infused Skills Assessment
Used to analyze the strengths and weaknesses of students with VI who may also have cognitive and behavioral challenges.
Social Communication
Emotional Development
Senses/Motor Skills
Basic Concepts
Representation and Cognition

8. Assessment & Ongoing Evaluation-Independent Living Skills
Social Competence
Interaction with Family, Peers, and Others
Self-concept
Self-Care
Dressing
Grooming
Play and Leisure
Management of Leisure time
Solitary Play and Leisure Activities

9. TAPS Home/Living Environment Campus/School Environment
Comprehensive assessment tool to be used by Orientation and Mobility instructors to identify a student’s current functioning level in all areas of orientation and mobility
Home/Living Environment
Campus/School Environment
Residential Environment
Commercial Environment
Public Transportation

10. Oregon Project for Preschool Children Who Are Blind or Visually Impaired Including those with Additional Disabilities
Cognitive
Language
Social
Vision
Compensatory
Self-Help
Fine Motor
Gross Motor
Ask how many use each, go over table tent information

11. Scoring TAPS (pg. 2-3) Oregon (Directions at beginning)
Assessment & Ongoing (pg.1-3)
Basic Skills Infused Skills Assessment (pg )

12. Scoring for EVALS Section 1 and 2
Directions:
1. For the Pre-test, assess each objective to determine present level of performance. Add all marks in the Pre-test C columns and record the subtotal at the bottom of each page, then add all of the subtotals together and enter the total in the "Total of this Skill Area.”
2. For the Post-test, review all areas of the assessment where programming has occurred or IEP goals have been addressed to determine what new skills are at the Competency (C) level. Add all marks in the New Cs column and record the subtotal at the bottom of each page, then add all of the subtotals together and enter the total in the "Total of this Skill Area. Determine progress by dividing the "Post-test" C's by the "Pre-test" C's.

13. Scoring Determining Progress=pre-test/post-test
Skill Areas
Pre-test
Date
Assessor Cs
Post-test
New Cs
Body Awareness (8)
9/12/10
Woodward 5
9/12/11 8
Facial Expressions (5) 2
Total Pre-test 7
Total Post-test 13

14. SUGGESTED Scoring Guide:
Competency
Competency for an objective is determined by the student's ability to perform a skill using one the following criteria:
consistently (100% of the time) in at least one setting with minimal support (no more than 2 prompts)
frequently (90%-100% of the time) in several settings with minimal support (no more than 2 prompts)

15. Determination of Progress:
The following scale can be used to determine progress on the "Post-test:"
1 =none to minimal progress: less than 10% increase in skills.
2 = moderate progress: 10%- 19% increase in skills.
3 = substantial progress: 20% or greater increase in skills.

16. Scoring Activity Each person take an instrument and learn how to score it. Share with group so that everyone leaves with how to score each one.
TAPS (pg. 2-3)
Oregon (Directions at beginning)
Assessment & Ongoing (pg.1-3)
Basic Skills Infused Skills Assessment (pg )

17. Where Would I Put the Information from the Assessment on the IEP?
Page B-
Other Information Essential for the development of this IEP
During the school year the Evals Kit was used for baseline data in the areas of keyboarding (29/29 skills) and visual efficiency-magnifier use (16/16). The student demonstrated all skills needed in these areas so areas were not added as IEP goals.

18. Transition IEP
Living
The student scored 65/65 in the area of Food Management and 30/52 in the area of Dressing. The student will need further instruction in dressing skills to increase success in post-secondary environment. The area of dressing will be addressed in the IEP.

19. Transition IEP Working
The Student scored 15/52 skills in the Beginning Career Education Area. The student will need further instruction in this area which will be addressed in an IEP goal.

20. Goal Page Current Academic Achievement and Functional Performance
Using the EVALS Kit, the student demonstrates pre-readiness skills including use of routines, anticipation, sequencing and finishing an activity. Same age peers are able to demonstrate these skills as well as skills in career information, locating employment and career planning as required in the 9th grade Employability Skills of the Iowa Core Curriculum.

21. Baseline, Goal & Progress Monitoring
Baseline: Currently, the student demonstrates 15/52 beginning career skills with one or less prompts, as assessed using the career rubric.
Goal: In 36 weeks with instruction in career skills, the student will score 45/52 on the career rubric with one or less reminders (skills to include job behaviors and vocational skills).
Progress Monitoring: Data will be collected once a week using the career rubric by the classroom teacher and the data will be charted every two weeks by the teacher of the visually impaired. When four or more points fall below the aimline an instructional change will be considered.