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
karen

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!!!!
karen

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
Karen

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)
Karen

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

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
Math first - Karen

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

15. 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

16. 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

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
Karen

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