Student Portfolios and
Project Based Learning:
An Approach for Implementing Meaningful
Instruction in the Expanded Core Curriculum
Rachel Schles, M.Ed., TVI
Fairfax County Public Schools, Fairfax, Virginia
November 19, 2015
Getting in Touch With Literacy Conference
Agenda
• Why ECC?
• Project Based Learning
• Scenario 1: 10th grade student
• Scenario 2: 4th grade student
• Portfolios for All Students
• Student Work Samples
• Developing Portfolio Projects & the IEP
• Conclusion
ECC & IDEA
• Why teach the Expanded Core Curriculum (ECC)?
• IDEA mandates that academic and functional
performance and outcomes must be address
in the evaluation for an IEP (IDEA 300.304) and
development of an IEP (IDEA 300.320).
• For students with VI:
• Functional Outcomes = Expanded Core
Curriculum
• How can we provide engaging & meaningful ECC
instruction?
Project Based Learning (PBL)
• Project Based Learning challenges students to solve realworld problems. Teachers provide mini-lessons
throughout the process to guide students on content
knowledge and developing a meaningful final product.
• Emphasis on 21st Century Skills (The 4 C’s)
• Critical Thinking
• Collaboration
• Communication
• Creativity/Innovation
• Key component for students w/VI—provides an
Authentic Audience outside of themselves to share the
results of their lessons w/TVI.
8 Essentials of PBL
1.
2.
3.
4.
5.
6.
7.
8.
Significant Content (Alignment with ECC skills [standards])
A Need to Know (Why is this relevant?)
A Driving Question (Clearly summarizes the problem)
Student Voice & Choice (Students make choices
throughout the process, within project guidelines)
21st Century Competencies (The 4 C’s)
In-depth Inquiry (Asking questions and creating answers)
Critique and Revision (Allow time for reflecting and
editing)
Public Audience (Sharing results with non-TVI)
Reference:
http://bie.org/object/document/8_essentials_for_project_based_learning#
ECC & PBL – What Does this Look Like?
• Sample Driving Question:
• You are finally on your own at college! How can you,
as a student with a visual impairment, communicate
your needs to your professors and other school
personnel while securing the accommodations and
tools you need to succeed?
• Lesson/mini projects might include: ADA & testing
accommodations, dorm life/Independent living skills,
transportation, disability services, securing optical devices,
communicating with professors, ID’ing social opportunities.
• Handout 1
• Page 1: Resources on PBL & ECC
• Page 2: Draft IEP Goals
Scenario 1: 4th Grade Student
• 4th grade student with albinism in general education
classroom
•
•
•
•
•
Acuity - 20/200
Rarely advocating/not using accommodations & tools
Very upset about having albinism/VI and being different
Reluctant to work with TVI
1 hour/week VI services (pull out)
• IEP goals were self-advocacy and typing
• The situation frustrating for both student and
teacher.
• Stop, Drop, and Regroup!
Scenario 1: Continued
• Completed an Essential Assessment (EA) (including
observations, direct assessment, and student, parent, &
teacher interviews)
• Functional Vision Assessment
• Learning Media Assessment
• Expanded Core Curriculum Assessment
• Findings/Results
• Student not using tools & devices because they don’t work
for her! (recommended low vision exam)
• Student has splinter strengths & needs in all areas of the ECC
• How to address in a comprehensive IEP goal?
• The process of completing the assessments initiated a
change in the student’s attitude—she was learning
she had a voice.
Scenario 1: Developing Portfolio
• Used results of EA to develop specific PBL activities
which targeted student needs, including parent &
teacher concerns
• See Handout 3 for complete Portfolio Rubric
• Activities included:
•
•
•
•
•
•
Developing brief statement to explain VI condition*
Understanding Accommodations (Pros & Cons)
Class Presentation +
Note to Substitute Teachers/Support Staff +
Preparing for Low Vision Exam
Social Skills (discussing impact of VI & identifying
compensatory techniques) §
* Student requested activity
+ classroom teacher requested activity
§ parent requested activity
Scenario 1: Sample (PBL) Activity
• Student selected to enter the APH Unforgettable
Star Contest
• This was the TVI’s “in” to introduce the student to
audio materials she had otherwise refused to test
out.
• http://www.aph.org/contest/
• TVI gave mini lessons throughout the process
focusing on:
•
•
•
•
Introducing the technology (Book Port Plus)
How to write a cheat-sheet
Modeling appropriate language to discuss the device
Technology lessons infused throughout as student
used a computer to draft and edit her script
Student Work Sample 1 –
Letter to Substitute Teachers & Staff
Hello,
My name is Kathryn and I have a visual impairment
(Albinism). I wanted to tell you this just in case there is a
book with pictures and I move up close. If there is
something on the white board and I pull out something
that looks like a mini telescope (AKA my monocular) don’t
be alarmed! My monocular helps me see far away and the
monitor on my desk helps me see the things on the smart
board. Also if I don’t move up close it just means that I can
see it and you don’t need to remind me to go close up. And
one last thing, I am also very smart (and pretty) so you do
not have to worry about anything.
Sincerely,
Scenario 1: Summary
• Rather than IEP goals focusing on skills the student
didn’t connect with (typing and self-advocacy), the
Portfolio Project allowed the student to have a say
in what she was learning and immediately see how
skills were relevant to her.
• (While working on typing and self-advocacy!)
• Student engagement increased as time progressed,
and projects always directly related to student
interests:
• Developed a screenplay to teach peers about the parts of the eye
• Wrote & illustrated an original children’s book about a girl who did not
want anyone to know she had a VI, and how she became comfortable
with herself.
• Made a bullet-pointed Pros/Cons list for Explaining Accommodations
activity, and while the student felt she did less work because she used
bullet points instead of paragraphs, she still met all the criteria for a 4
on that activity.
Scenario 2: 10th Grade Student
• 10th grade student in honors/advanced classes
• Acuity - 20/100
• Advocating for needs in class
• Tools/accommodations working well
• 1 hour/month of vision services (pull out)
• Annual IEP due at the start of the school year, so
TVI completed informal parent & student
interviews
• Questions focused on long/short-term goals
• Used ECC Screening Tool/Checklist to guide
conversation
Scenario 2: Portfolio
• See Handout 2 for complete Portfolio Rubric
• Activities included:
• College Planning (exploring Disability
Services)
• Understanding IEP and Eye Reports
• Mentoring a younger student w/VI
• Interviewing a professional w/VI
Scenario 2: Sample (PBL) Activity
Interviewing a Professional (with/VI)
• Prior to Interview:
• Student researched roles & responsibilities of the profession
• Developed list of questions for the professional
• ECC mini lessons focused on:
1.
2.
3.
4.
Assistive technology skills while researching
Appropriate written language in a formal email
Progression of academic degrees (BA, MA, Ph.D)
Guiding student reflection on the implications of what he
learned
• ECC Areas addressed:
1.
2.
3.
4.
Assistive Technology
Compensatory & Access and Social Skills
Career Education Skills
Self-determination
Scenario 2: Summary & Next Steps
• ECC needs were not clearly evident because the
student was independent and successful in their
academic classes.
• Informal assessment and the portfolio project
allowed for meaningful use of the student’s direct VI
services time.
• For similar students, 11th & 12th grade portfolios
should focus on teaching students to be their own
TVI in college
• Locating resources
• Explaining their VI and accommodations to professors
• Understanding their rights under ADA law
Portfolio Rubrics for All Students
• Younger students
• Are just becoming aware they have a visual impairment
• Instruction will focus on modeling language to explain and
explore accommodations (See Handout 5)
• Students with multiple disabilities
• Select activities as appropriate
• If possible, collaborate with their teachers to incorporate
their other disabilities; develop an “All About Me”
portfolio project
• Students who are blind/use braille
• Most activities already apply to all students with VI in
academic settings
• Consider incorporating braille/technology into lessons
Student Work Sample 2 –
Interviewing & Social Skills
•
•
•
•
Student- Struggling braille reader, avoids all literacy activities
PBL/ECC Social Skills Unit – “Disagreeing with Adults”
Interviewed teachers to learn appropriate ways to disagree
Decided independently that she should take notes on her
BrailleNote during interviews
• The STUDENT CHOOSE to engage in braille literacy because she
found a meaningful reason!
Handout 4: Bank of Portfolio Activities
• See Handout 4 (Bank of Activities) for sample PBL
activities/skills in all 9 areas of the ECC.
• When developing a rubric for each student, consider longand short-term needs.
• Students may repeat some activities 2-3 times over the course
of their school career as they mature/their accommodations
& understanding about themselves evolves.
• Every student should have a unique portfolio…but you don’t
need to have a portfolio goal every year—traditional IEP goals
are more appropriate to measure student progress in certain
areas.
• Include space for future activities so if new areas of concern
arise during the IEP year, it can be incorporated into the
current goal.
Student Work Sample 3 –
Accommodations Pros & Cons
Accommodations Pros
LP and LP Test
(LP: Large Print)
Cons
1. Less Strain On Eyes
1. Keeps me away from
2. easier 2 concentrate on test because
friends :(
I'm alone
2. Lol :)
3. Things blown up to precise size
needed
Hat and
sunglasses
1. Blocks the irritating sun from my
eyes
2. Looks cool Lol :)
3. I can see more clearly
1. Easy 2 forget
2. None others lol :)
Monocular
1.
2.
3.
4.
1. Looks nerdy
2. it hits me in the face
when I’m sweating in PE
class at the gym at -----Elementary School with a
teacher named Mrs. ----and an epic gym with lol
style equipment
Less strain on eyes
Easier to see from far away
Sporting events
Can see a ball in a kick returners
hand when he runs to the 20 then
jukes a hefty linebacker at the 30
trucks the kicker at the 40 and
outruns the speedy corner to the
end zone
Student Work Sample 4 – College Planning
College Planning - Driving Question
Outline enough information so that a high school student with a
visual impairment would understand where to get disability
services and at least 3 resources or accommodations they could
get if they attended Virginia Tech or William and Mary.
•
•
5th grade student
Mini Lesson Topics Included
•
•
•
•
•
Role of disability services / no TVI after high school graduation
Navigating unfamiliar website
Summarizing information
This PBL spanned four 30-minute sessions
Completed college search on CollegeBoard Website prior to
this activity
College Planning, Continued
Virginia Tech
• Virginia Tech has a program for disabled students thats is called
services for students with disabilities. ( SSD.) They provide
different accommodations for visually impaired students. Some are
extended test time, and online enlarged text books if you would like
more info go to the link: http://www.ssd.vt.edu/
William & Mary
• William & Mary have a special website for disabled students. the
good thing about the program is that every semester they check in
with you so if something is not working then you just have to wait till
the end of the semester or if it is urgent then you can just talk to
them about it immediately. You can also find CCTV’s in two different
locations around campus. Also William & Mary make sure that the
faculty makes their classes accessible.
Student Work Sample 5 –
Mentoring & Low Vision Exam
• Partner students at different schools to help them connect to
other students with visual impairments.
• Allows students to learn about different accommodations
or resources from peers while giving a truly authentic
audience for PBL activities– also a real reason to (practice)
talking about their disability and accommodations.
• Video Clip –
• 4th and 1st grade students were paired up and recorded
about one video message a month for each other.
• In this video, the 4th grade student had recently had a low
vision exam, and is giving advice to the 1st grader who is
having a low vision exam for the first time later that month.
Portfolio Goals & the IEP
• Bring draft portfolio rubric to the IEP, and review
each item (briefly).
• Be prepared to edit and revise the portfolio based on
IEP team feedback.
• By outlining the portfolio in the IEP there is a
transparency and credibility to what the TVI is
teaching
• Increased respect for TVI’s time and effort.
• TVI expectations are clear to the student, and they will
work for the perceived highest grade possible.
• Do students do well (earn 3’s or 4’s) on activities?
• Yes, because I don’t move onto the next activity until
they’ve mastered the concepts in a given activity.
List of Handouts
• Handout 1: Why Portfolios and Sample Goals
• Handout 2: High School Sample Rubric
• Handout 3: Elementary School Sample Rubric
• Handout 4: Bank of Activities
• Handout 5: Accommodations Worksheet
• Handouts available at:
https://sites.google.com/site/eccpbl/
Conclusion
• Questions?
• Contact info:
Rachel Schles,
raschles@gmail.com
Thank you!