Transcript Boldly Going Where No State Has Gone Before

Expanded Core Curriculum:
Strategies for Education,
Employment, and Socialization
Karen Blankenship, Suzanne Dalton,
Karen Ross, and Mary Ann Siller
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August 12, 2011
2011 AER Regional Conference/Boston
Contact Information
Dr. Karen Blankenship,
Nashville, TN
[email protected]
Suzanne Dalton, Tampa, FL
[email protected]
Dr. Karen Ross, Boston, MA
[email protected]
Mary Ann Siller, Dallas, TX
[email protected]
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August 12, 2011
2011 AER Regional Conference/Boston
National Agenda
Goal 8 Statement
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2011 AER Regional Conference/Boston
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Explore New Worlds….
Goal 8: Expanded Core Curriculum
All educational goals and instruction will
address the academic and expanded
core curricula based on the assessed
needs of each student with visual
impairments.
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National Goal Leader:
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Texas School for the Blind
and Visually Impaired
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Goal 8 EXPANDED
CORE CURRICULUM
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Compensatory
Skills such as
Communication
Modes
Orientation and
Mobility
Social Interaction
Skills
Independent Living
Skills
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Recreation and
Leisure Skills
Career Education
Use of Technology
and Assistive
Technology
Sensory Efficiency
Skills
Self-Determination
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Historical View
Framework--- ECC is a critical component of the National Agenda:
Goal 8 of the National Agenda
 What is the National Agenda for the Education of
Children and Youths with Visual Impairments,
Including those with Multiple Disabilities?
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National Agenda is framework of ten goal areas that guide
educational services for children who are blind or visually
impaired.
Clear and concise vision and plan of action for the future
of the education of children who are blind or visually
impaired.
Model for quality education.
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2011 AER Regional Conference/Boston
National Agenda History
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Presentation during an APH Annual Meeting (1993).
An open letter to professionals and parents (1994).
National forum established for future topical meetings.
A national steering committee of four organizations formed.
National Agenda established (1994).
Five committees write goals .
19 goals are written (1994).
Likelihood-Impact Analysis format used.
Responses from professionals, parents,
and consumers.
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National Agenda History…cont.
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Data from 500 responses analyzed.
Eight goals are formed from 11 goal statements (2 more added
years later) (1994).
National Goal Leaders formed (1995).
Advisory board formed.
Endorsing organizations formed (1995-97).
State coordinators lead the national network (1996).
Publication of data.
Publication of the National Agenda booklet (1995).
ECC, Goal 8 Position Paper (1996).
More and more publications of data, articles, website, and
spin-off projects (ongoing).
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ECC History
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Unique and specialized skills of blind and visually
impaired students identified early 1900s .
1950s, brought with it an era of belief that the only
need a visually impaired student had was adapted
academic material so that she/he could learn.
Federal Law 94-142.
Opportunities for equality grew.
Decades of advocacy work, but No formal national
platform for improving instruction in disability specific
curriculum areas for children with visual impairments.
Open letter to the field by Drs. Anne Corn, Phil Hatlen,
and Everett Hill asking professionals to establish
priorities for improving educational programming for
children with visual impairments.
National Agenda was formed.
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ECC History...continued
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19 goal statements were sent to parents and professionals.
Impact Analysis Study was used. (People were asked to rate
the likelihood of each goal statement being achieved and its
impact on the education of students with visual impairments).
Eight agenda items (condensed from 11 goal statements).
National Agenda Goal Leader Organizations formed.
Goal 8 speaks to the Expanded Core Curriculum.
Opportunity to be Equal and the Right to be different.
Expanded Core Curriculum Position Paper developed by Goal
Leader (TSBVI) by Goal Leader chair, Dr. Phil Hatlen.
Goal Leader formed research on the Expanded Core
Curriculum for students with visual impairments (Goal 8).
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ECC History…continued
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ECC became a way to organize communications, e.g.,
newsletters to parents, board reports, APH catalog .
Goal 8 --ECC adds 9th content area with Self-Determination –
December, 2003 (GITWL—Vancouver, BC).
RECC developed as an online resource portal at
www.tsbvi.edu.
Itinerant Division of AER directs ECC planning at AER
International---2006 Utah.
Expanded Core Curriculum Effective Instruction Project
formed by AFB Education Department---2006.
Components of the expanded core curriculum provide
educators with a means of addressing the needs of visually
impaired children with additional disabilities.
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ECC….continued
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Five AER Divisions and AFB National Education Program partner to
host ECC Division Day---2008 Chicago.
Expanded Core Curriculum poised to become the unifying issue
among educators for visually impaired students.
New publications----EVALS published by TSBVI with assessment and
curriculum standards are elevated.
AER Itinerant Teacher Division hosts ECC Division Day--2010 Little Rock.
ECC programming helps administrators understand the roles and
functions of the TVI and COMS.
ECC facilitates cross-agency and cross-disciplinary communications.
ECC platform empowers professionals and parents to make changes
(when state or government supports are not available).
ECC content areas updated to show Sensory Efficiency (2008).
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Opportunity to be Equal and the
Right to be different
Did You Know-----
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The expanded core curriculum needed by visually impaired students
is still not available to many students?
Visually impaired students are often placed in existing and easily
available educational settings without regard for the setting that
would best meet their needs?
Under and Unemployment is still higher than for the general public?
Scenarios are Changing ----New Cross-agency and Cross-disciplinary
Communications
New Trends
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ECC Studies
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What we know from research:
Two national surveys were completed (National
Agenda goal 8 and AFB ECC 2007 writing Cadre) for
both parents and professionals to determine the
understanding, value of, and implementation of the
ECC content areas.
Results surveys indicate that there is a greater value
and understanding of the ECC and while
implementation has increased it is still not at the level
that would indicate all children and youth have access
to quality instruction. Another study was conducted
by
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ECC Studies…continued
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Agran, Hong, and Blankenship to
collect similar information regarding
one area of the ECC; Self-Determination
(SD).
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Results of this study indicated a high
level of understanding and valuing of SD
and reports of large number of IEPs that
reflected SD goal areas but most were
not implemented by TVIs or COMS.
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Lifelong Impact
 Not a “one size fits all” model unless it’s tweaked to meet
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individual needs of students at various ages and stages in
their development.
While the ECC defines essential skill areas for all students,
needs may become more visible and/or urgent during early
teen years.
Transition is a lifelong process – elements of the ECC can
apply for all ages. Not just for kids!
One area that overrides all others for developing potential for
independence at ANY age?
Positive outcomes for education, employment,
recreation, communication and independent living.
Common sense.
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Why Should Your State
Accept This Mission?
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To improve communication among all those
involved in the education of students with
visual impairments, including those with
additional disabilities.
To create better understanding of roles,
responsibilities and relationships among
students, parents, teachers, administrators.
To develop opportunities for constructive
collaborations among providers.
To prevent reinvention and duplication of
services.
Because it’s the right thing to do for the benefit
of our students!
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Building a Crew
Establishing trust among the members
 Breaking down boundaries
 Discussing differences
 Recognizing similarities
 Being willing to expand the
crew as necessary
 Building consensus regarding state’s
priorities
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The Crew
Identify the “Star Fleet Command” for your state
(representatives from other planets and life-forms):
State Department of Education
 Itinerant Teachers – public, charter, and
private schools
 Special Purpose Schools for the Blind
 Parents of children in different programs
(NAPVI Chapters, NFB parent
organization, etc.)
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The Crew, cont.
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State Rehabilitation Services for the Blind
Community & Agency Programs, such as Carroll
Center for the Blind, Lighthouse, Easter Seals,
etc.
Consumer groups
Instructional Resource Centers for the Blind or
Visually Impaired - AIM
Federal Deaf-Blind Project
University Personnel Preparation Programs
AER or other professional
organizations
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Alien Life Forms
Ensure that ALL children’s interests are addressed
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Infants, toddlers, and Pre-K
School-age 3-22
Students who are deaf-blind
Students with additional disabilities
Students in public, charter, and private schools
Students enrolled in special purpose schools
Those transitioning to postsecondary
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An Agency Response to ECC
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Carroll Center Education & Rehabilitation Continuum
Itinerant Programs 3-22 years of age
CarrollKids Programs 6-16 years of age
YIT Program for 16-19 years of age
Real World of Work Program
Computing for College Program
Array of Adult Services both on-campus and in the
community
Collaborations with LEAs, state agencies, and universities
All services blend to promote independence in learning, living,
working, recreating and communicating
Potential for successful outcomes for students at ALL ages
can be increased by using the ECC model as a guide for
program planning
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From Take-Off to Landing
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Develop meaningful and relevant curricula
Align with state frameworks
Hire qualified staff and provide supports
Maintain focus on the student, not the task – pay
attention!
Fit the program to the student – individualize!
Be flexible – Plan A, B, C…
Engage parents, peers, school personnel
Keep expectations high – believe!
Evaluate and document
Progress is not a linear path - bumps, detours,
delays are inevitable
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Moving On to
A Southern Galaxy!
 ECC
in Florida
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Florida’s Crew
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Florida Department of Education (DOE)
Florida Division of Blind Services (DOE/DBS)
Florida State University (FSU)
Florida School for the Deaf and the Blind (FSDB)
FSDB Outreach Services
Florida Families of Children with Visual Impairments
Florida Instructional Materials Center for the
Visually Impaired (FIMC-VI)
Florida Outreach Project for Children and Young
Adults Who Are Deaf-Blind
Florida Association of Agencies Serving the Blind
 Tampa Lighthouse for the Blind
 Lighthouse of Central Florida
Hillsborough County Public Schools
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ECC in Florida
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Career Education training addressing
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Effective transition from middle school to
high school and beyond
On-going cooperative summer programs
(8 years) sponsored by school systems,
private agencies, state rehabilitation
agency, and employers that allows
students to experience on-the-job training
and consider possible careers
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Exploring Careers…
Summer in the Job Market
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Florida Outreach Project for Children
and Young Adults Who Are Deaf-Blind
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Several states annually collaborate to
host an event for youth with deafblindness and their families.
Florida, Georgia, Kentucky,
South Carolina, Tennessee, Texas
National Consortium on DeafBlindness, Helen Keller National
Center, and the American Association
for the Deaf-Blind
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2011 AER Regional Conference/Boston
SE Regional Deaf-Blind Teen
and Young Adult Retreat
Teens participate in workshops,
learning self-determination,
leadership, career, and adult life
planning skills, all while
developing community with other
young people
who are deaf-blind.
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2011 AER Regional Conference/Boston
ECC in Florida
Assistive Technology training on AT
devices, AT curricula, sourcing for
accessible texts, AT assessment
 Compensatory Skills training on
creating tactile graphics, learning
media assessment, literacy instruction
for students of all abilities,
mathematics planned this
year
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2011 AER Regional Conference/Boston
ECC in Florida
Visual/Sensory Efficiency
Skills training on functional vision
assessment for all students including
those with additional disabilities and
use of low vision devices
 Social Skills/Recreation and Leisure
training highlighting VIP2
 Orientation and Mobility training on
how O & M can support ECC
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Establish Action Plan
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Requesting Permission
for “Take-Off”
Gather agreements
from Commanders of
each organization
 Share responsibilities
of hosting the
meetings
 Plan your meetings
with agendas and
organization updates
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2011 AER Regional Conference/Boston
Allies and Ambassadors
Establish friendly
relationships
with nearby planets
 Appoint Ambassadors
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Use the strengths of your crew.
Avoid wormholes and black holes!
Be flexible, but stay the course.
 Consensus is key!
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2011 AER Regional Conference/Boston
Create Goals Specific to
Your Planet!
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Establish a Timeline
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Prioritize, Prioritize, Prioritize
Set realistic incremental
goals—stay organized
Make student/client folders
Don’t forget to involve the
student.
Report back as to progress at
each meeting
Continue to update and revise
action steps as needed
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2011 AER Regional Conference/Boston
Create Action Steps
(Beam me up, Scotty….)
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Detail the steps taken to
achieve each goal
Assign responsibilities to
agencies –not people
Keep the goal the focus
Use communication
techniques such as
google.docs/ google.groups
Identify what CAN be done
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2011 AER Regional Conference/Boston
Mission Accomplished? Not yet!
Modify
Plan
Assess
Implement
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Space Dock: Maintenance is
Key!
Chart your progress.
 Stock supplies.
 Make sure everything is
in running order.
 Celebrate
accomplishments.
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Final Destination
For our students and clients to …
(as Spock would say)
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LIVE LONG AND
PROSPER
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