Using Assessment to Put the
EGLCE’s to Work for the
Low-Incidence Population
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Macomb Intermediate School District
Keith Bovenschen School
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Karen Zech, M.A. CCC-SLP
Rebecca Gibson, M.Ed.
Keith Bovenschen School
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Center Program – 3-26 year olds with moderate,
severe, and severe multiple impairments
Goals for Session
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• Present and review English Language Arts
and Math assessments
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• Learn how to use the assessments to create
a standards-based IEP
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History: Where Have We Been?
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• 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
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• Aligned with AUEN – the state framework at the time
• User friendly
• Provided increased accountability to state
History: Where Have We Been?
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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
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NO ACADEMIC SECTION FOR PARTICIPATION
LEVEL CURRICULM!!!!
History: Where Have We Been?
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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
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Everything Changes…
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• MI-ACCESS based on AUEN NOT approved
by the Federal Department of Education
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• New MI-ACCESS created based on Extended
Grade Level Content Expectations (EGLCEs)
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Focus shifts onto “Access to General Education”
 English Language Arts (ELA)
 Math
 Science
 Social Studies (still to come)
Now What?
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Macomb
ISD 0001
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
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– How exactly are we supposed to go about aligning our goals and
objectives?
• Not User Friendly
• Very overwhelming, don’t know where to start
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– 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
Solution: Be Proactive and
Create Our Own
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• Created an English Language Arts (ELA)
and Math Assessment
Compilation of Sources
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 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
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Key Points on Assessments
• Aligned to EGLCEs - titles of each section
on the assessment are the same as the
EGLCE strand or domain areas
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• Developmental Sequence - line items are
in developmental sequence for the most
part, some sections are not as clear cut as
others
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• Continuity of Classroom Programs brings out common language among staff
Scoring the Assessment
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• Levels of Mastery
– Determines to what extent student has mastered
the line item
• Scoring Rubric
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– Describes the prompt level the student requires
to complete skill
Scoring Rubric
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• 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
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Stop, Absorb,
Ask Questions
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Creating Standards-Based IEP
• Step 1: Assessment
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• 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
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• 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” !!!
EGLCE Crosswalk
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•
•
•
Supported Independence = white
Participation = shaded
Elementary, Middle, High School columns
Last Column – corresponding line items
from the assessment
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Standards-Based IEP
Student
Assessmen
t Line Item
Present Level
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13 years old
SXI
9 years old
MoCI
16 years old
SCI
IEP
Objective
Criteria
EGLCE
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.
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
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.
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
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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]).
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Additional Advantages
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• 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
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Please
make
sure
to
fill
out
sign-up
sheet
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for the entire EGLCE Crosswalk and
PowerPoint Presentation!!!!
Contact Information
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Karen Zech - kzech@misd.net
Rebecca Gibson – rgibson@misd.net