Transcript EVALS - Iowa Braille School

Assessment:
Expanded Core
Curriculum Needs
Screening to the IEP
Assessment Uses
 Current
level of functioning
 Writing IFSP Outcomes and IEP Goals
 Monitoring Student Development
(Oregon)
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
Student
TVI
General Education
Teacher
COMS
Special Education
Teacher
Other:
EVALS
Evaluating Visually Impaired Students
Using Alternate Learning Standards
Emphasizing the Expanded Core Curriculum
Sections 1 and 2
Expanded Core Curriculum
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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
EVALS
Section 3
Modified Curriculum (Academic and Basic)
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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.
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
Assessment & Ongoing
Evaluation-Independent Living
Skills
 Social
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Competence
Interaction with Family, Peers, and Others
Self-concept
 Self-Care
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Dressing
Grooming
 Play
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and Leisure
Management of Leisure time
Solitary Play and Leisure Activities
TAPS
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
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
Scoring
 TAPS
(pg. 2-3)
 Oregon
(Directions at beginning)
 Assessment
 Basic
& Ongoing (pg.1-3)
Skills Infused Skills Assessment
(pg.1237-1238)
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 "Posttest" C's by the "Pre-test" C's.
Scoring
Determining Progress=pre-test/post-test
Skill Areas Pretest
Date
Posttest
Date
Assessor
Body
9/12/1 Woodw 5
Awarenes 0
ard
s (8)
9/12/1
1
Woodwar 8
d
Facial
9/12/1 Woodw 2
Expression 0
ard
s (5)
9/12/1
1
Woodwar 5
d
Total Pretest
Assesso Cs
r
7
Ne
w
Cs
Total Post- 13
test
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)
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.
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
 Basic
& Ongoing (pg.1-3)
Skills Infused Skills Assessment
(pg.1237-1238)
Where Would I Put the
Information from the
Assessment on the IEP?
Page BOther Information Essential for the development
of this IEP
 During the 2012-2013 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.
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.
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.
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.
Baseline, Goal & Progress Monitoring
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Baseline: Currently, the student demonstrates 15/52
beginning career skills with one or less prompts, as
assessed using the career rubric.
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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).
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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.