Section 5: Sample Constructed-Response Question Deafblind EC–12 (185)
General Directions
This question requires you to demonstrate your knowledge of the subject area by providing an in-depth written response. Read the question carefully before you begin to write your response to ensure that you address all components. Think about how you will organize what you plan to write.
The final version of your response should conform to the conventions of standard English. Your written response should be your original work, written in your own words, and not copied or paraphrased from some other work. You may, however, use citations when appropriate.
Exhibits for the constructed-response question will be presented in a tabbed format on the computer-administered test. You will have the ability to move between exhibits by clicking on the tab labels at the top of the screen.
An on-screen answer box will be provided on the computer-administered test. The answer box includes a white response area for typing your response, as well as tools along the top of the box for editing your response. A word counter that counts the number of words entered for the response is also provided in the lower left corner of the box. Note that the size, shape, and placement of the answer box will depend on the content of the assignment.
Sample Assignment
Use the information in the exhibits to complete the assignment that follows.
Analyze the information provided in the exhibits and, citing specific evidence from the exhibits, write a response of approximately 400–600 words in which you:
- identify one area of strength AND one area of need (or in need of development) for the student within one of the domains provided in the expanded core curriculum exhibits (ECC-VI and/or ECC-DHH);
- describe a specific evidence-based and/or research-based strategy or intervention that would effectively address the student's identified need (or area in need of development) and build on the student's identified strength;
- explain why the evidence-based and/or research-based strategy or intervention you described would be effective in addressing the student's identified need (or area in need of development);
- describe a method to effectively teach the strategy or intervention, including identifying appropriate initial supports and/or accommodations to promote the student's learning in this area; and
- describe how to effectively monitor the student's progress toward proficiency in this ECC skill.
Exhibit 1: Student Profile
Brandy, a 17-year-old student in eleventh grade, is deafblind with a diagnosis of Usher syndrome Type 3. Brandy has a severe bilateral hearing loss and wears bilateral hearing aids and uses an FM/DM system in school.
Brandy began receiving instruction in braille and Nemeth Code due to the nature of her changing vision status in fifth grade. Brandy receives direct braille instruction from the teacher of students with visual impairments (TVI) and also uses large-print materials and digital assistive technology to access texts and other materials in class. Related services for Brandy include orientation and mobility (O&M) and an intervener to support interpersonal strategies, organization, and equipment management support.
Brandy's grades are average, except for English language arts (ELA), which is below average. Earth science is her favorite area of study. Brandy's teachers report that she works slowly but carefully and needs support with tracking her assignments and keeping up with the required reading. They also report that Brandy has difficulty organizing her work and daily schedule. She loses or forgets assignments and activities and frequently misplaces personal items (e.g., phone, backpack).
Brandy works part-time at a local floral shop. She is interested in floral design and plant science (botany) as a career. Brandy's parents/guardians wish to develop Brandy's level of independence, engagement, and daily living skills and want to help her pursue her postsecondary plans.
| Background Information |
|---|
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Exhibit 2: FVE and LMA Excerpts
| Functional Vision Evaluation (FVE) | |
|---|---|
| Near Acuity | Brandy was assessed using the near vision continuous text reading card. At 10–12 inches (with task lighting) Brandy was able to read the 1.5M text. This is the equivalent of 18-point font. |
| Distance Acuity | Brandy was assessed in the classroom using natural light from the window and incandescent task lighting. She wore her glasses during the assessment. Her distance vision was assessed as 20/125 OD, 20/150 OS with correction. |
| Eye Motility | Brandy had difficulty following a penlight with her eyes. She was able to briefly follow the light with her left eye, but soon lost sight of it. With her right eye she has more peripheral vision. When both eyes were assessed together, she could follow the light only in her central visual field. |
| Shift of Gaze | Brandy was not able to shift gaze from a near object to a far object without adjusting her head position. |
| Tracking | Brandy was not able to follow a penlight moved horizontally or vertically across her visual field without moving her head. |
| Convergence | Brandy's eyes demonstrated convergence. |
| Color Discrimination | When asked to match paint samples of varying colors, Brandy was able to match bright and saturated hues of colors, but not pastels. |
| Eye Dominance | Brandy exhibits a slight right-eye dominance. |
| Visual Fields | Brandy's peripheral visual fields are seriously compromised. Assessment indicates 15 degrees remaining central visual field. |
| Learning Media Assessment (LMA) | |
|---|---|
| Use of Sensory Channels | When observed in class, Brandy used her vision to locate materials in her desk and in her book bag. She has her subject folders decorated with different black-and-white patterns to make locating them easier. The teacher used large hand motions to get Brandy's attention before speaking to her and stayed within a 6-foot range of her at all times. When given unfamiliar objects to explore, Brandy used her vision along with her fingertips to explore the objects. Currently, Brandy's primary sensory channel is auditory with a secondary of visual and tactile. |
| Assessment of Literacy Media | Brandy is a print reader. She prefers 24-point print, but her restricted field makes it slower for her to read this size than something smaller. Brandy will ask for task lighting if the room lighting is not sufficient. When reading, Brandy uses her finger to track the line of print so that she will not lose her place. |
| Visual Reading | Brandy can access visual material presented with enlarged font or magnification. However, due to concerns regarding eye fatigue and eyestrain, print reading for complex visual materials or for lengthy materials is difficult for her. Brandy was assessed using her preferred font size and type and was also assessed using a magnifier and regular print. |
| Literacy Tools and Technology | Brandy uses a video magnifier to access materials with prompting. She often experiences visual fatigue after reading for 20–25 minutes. She had been using a digital tablet with accessibility applications and screen adjustments to read textbooks. More recently, Brandy listens to audiobooks and has incorporated hearing assistive technologies. Brandy can manage and maintain her hearing aids, FM/DM system, and CCTV and can connect her devices independently. Brandy has basic touch-typing skills but frequently looks at the keyboard to find letters, numbers, and punctuation symbols. She uses a magnification program on her laptop, but she frequently enlarges the text too much for her field, which slows down her navigation of the site. She can send and receive e-mails with and without attachments. |
| Listening Skills | Brandy maintains focus and attention for group activities when provided with accompanying supports (strategic seating, visual materials at her preferred font size, hearing assistive technology, and the intervener). |
| Writing | Brandy writes using a dark medium-point marker on bold-lined paper, using legible block letters. She has begun to use a brailler and an electronic refreshable braille display. Brandy has not had a lot of instruction using a slate and stylus. |
| Learning Channel | Primary: auditory Secondary: visual and tactile |
Exhibit 3: ECC-VI and ECC-DHH Skills Inventories
The tables below present student observation data evaluating select areas of the Expanded Core Curriculum—Blind and Visually Impaired (ECC-VI) and the Expanded Core Curriculum—Deaf or Hard of Hearing (ECC-DHH).
| Compensatory Skills | |
|---|---|
| Handwriting | Brandy's handwriting is large but legible, and Brandy gets frustrated because her written output is not comparable to that of her peers. |
| Tactual readiness | Brandy independently uses vision and fingertips to explore unfamiliar objects. |
| Braille reading/ Nemeth Code |
Brandy relies on uncontracted braille, primarily. She can read the braille alphabet, knows whole words, and is beginning contractions. At this time, Brandy mainly uses braille during instruction and relies on her visual channel. In Nemeth code, she can read numbers, basic operations, and comparison signs. |
| Organization | Brandy has difficulty visually managing multiple sections of physical notebooks and binders and accessing resource materials. Color-coding systems are in place, but Brandy has lost folders and notebooks. |
| Study and reference skills | Brandy has difficulty accessing text smaller than 18 point and frequently experiences visual fatigue due to eyestrain while reading, viewing materials on the whiteboard, writing, and using a tablet. |
| Use of charts, graphs, and maps | Brandy can read basic charts, tables, and bar graphs enlarged to her preferred font size. Complex visual materials are difficult, and she tends to get frustrated and give up when she is presented with complex visual materials. |
| Sensory Efficiency | |
| VISUAL | |
| Chooses a device appropriate for the visual task | Uses digital tablet with screen accessibility applications and screen adjustments for reading textbooks. Uses magnifier to enlarge more complex material. Developing skills on the Perkins braille writer. |
| Demonstrates daily maintenance of optical devices | Uses all devices carefully and properly without adult prompts. |
| Initiates independent use of optical device | Occasionally needs adult supports to select proper device for more complex material or when visual fatigue and eyestrain occur. |
| Demonstrates proficiency with prescribed optical device | Needs adult supports and encouragement to not rely on using her functional vision until she experiences fatigue. Is often reluctant to initially use a device that best supports her visual access (CCTV). |
| Demonstrates reading and writing fluency with optical devices | Can use assistive technology efficiently to magnify and enlarge text reading, but frequently enlarges the text too much for her field, which slows down her navigation of the site. |
| AUDITORY | |
| Discrimination | Has efficient discrimination skills to decode and understand new vocabulary and concepts presented to her with minimal adult support. |
| Association | Uses auditory association skills to distinguish and respond to environmental sounds and specific voices. Developing distinctions between speech sounds and the environment. |
| Short-term memory | Uses verbal rehearsal strategy and association to support auditory learning. Difficulty recalling complex concepts or multiple steps in sequence without prompts. |
| Long-term memory | Relies heavily on visuals (when accessible) to accompany auditory information to recall information from lectures or audiobooks. |
| Listening for meaning | Although speaking and listening is her preferred mode of communication, Brandy relies on prompts to use listening strategies she has learned and technology. |
| Self-Determination | |
| Self-awareness | Brandy understands what she needs visually, auditorily, and tactually to be successful in school. |
| Problem solving | Developing skills to address barriers to accessing instruction, organizing materials, and apply problem-solving strategies. |
| Self-observation, evaluation, and reinforcement | Effectively identifies personal strengths and efforts and is developing understanding of challenges and methods to address those challenges. |
| Positive self-efficacy and outcome expectancy | Brandy is motivated to do well in school and works slowly and carefully. She often needs encouragement when frustrated with complex visual tasks, organizing materials, and keeping up with reading assignments. |
| Self-advocacy and leadership | With encouragement, Brandy will let peers and teachers know when she is unable to access information either visually or auditorily. She is often reluctant to advocate for her visual needs and tries to overcome the barriers she faces on her own. |
| Ability to describe and explain eye condition | Brandy explains her visual condition with some prompting, supports, and encouragement from adults. |
| Career Education | |
|---|---|
| Career exploration and planning | Uses technology to independently identify areas related to her interests, especially floral design and botany, and to research and gather information. |
| Work skills | Brandy's employer states that she works well with others at her job; she is able to complete multiple-step tasks when they are broken down into manageable chunks. |
| Family Education | |
| Education/transition | Brandy has attended and participated in her Individualized Education Program (IEP) meetings since the age of 14 with her family; they are actively involved in learning more about postsecondary options and accommodations offered in order to make informed decisions and encourage seamless transition. |
| Self-Determination & Advocacy | |
| Self-determination | Brandy continues to learn about and understand her strengths and challenges and works with an adult to compile, present, and advocate for specific accommodations that will support her school success. |
| Community advocacy | Brandy continues to work on understanding her rights and building her confidence to ask for what she needs to be successful. |
| Social-Emotional Skills | |
| Decision making | With adult support Brandy prepares for IEP meetings and participates in making decisions about her long- and short-term goals that reflect her strengths and interests. |
| Personal responsibility | Brandy is building her independence to make choices through identifying her interests and preferences and demonstrates responsibility for her personal choices. |
Sample Responses and Rationales
Score Point 4
Brandy, a seventeen-year-old eleventh grader, has Usher syndrome Type 3, which involves progressive vision and hearing loss. One area of strength for Brandy found in the Sensory Efficiency section of the VI ECC is that she has good management and use of her devices. She can use screen accessibility applications and screen adjustments for reading. This strength can be used to increase her independence within both the classroom and home/workplace settings.
An area of need for Brandy is organizational skills, as noted in her case history and the VI ECC under Compensatory Skills. Her TVI noted that Brandy has difficulty visually managing notebooks despite a color-coding system. Her case history states she has difficulty organizing her work and daily schedule, and frequently forgets assignments, activities, and misplaces personal items. By addressing this need, we may increase her independence in and out of the classroom, helping her to recognize what needs to be completed and to keep track of assignments, materials, and work schedules.
One way to do this would be to employ a strategy based on skills she already demonstrates and refine them. She specifically needs to be taught how to organize and use her daily calendar for assignments and time management electronically. Tools such as Google Workspace offer a variety of accessibility features that Brandy is already familiar with and needs to learn how to incorporate into her daily life.
This strategy would allow Brandy to make use of technology applications such as screen reader, keyboard shortcuts, voice input, and reduce her need for relying on vision. It has been noted she over relies on vision and over magnifies, making text too large for her visual field, which slows her down. According to the LMA there are concerns regarding eye fatigue and eye strain when confronted with lengthy visual materials. In addition, these tools will allow Brandy to more efficiently plan how to arrange her time to complete activities by having them all located in one place.
I, the TDB, will teach (with the intervener present/observing) Brandy how to access the various apps and accessibility features on her computer and tablet. As Brandy observes, I will encourage her to stop me when she needs clarification. Showing her first, and having her replicate what I have done, will help her to remember and reinforce the process. Brandy could practice accessing her calendar not only for upcoming assignments and school events but also for her work schedule and daily tasks. I would train Brandy's intervener in how to assist her with further modifying her use of the calendar by cuing her on shortcuts, how to share, etc. The intervener provides daily support but must work/encourage Brandy to reach out via e-mail (since she already is able to send/receive e-mails on her own) if she needs help from the TDB and/or classroom teacher. Once again, the responsibility for assistance is shifted to Brandy, fostering more independence.
To monitor, the TDB establishes a weekly check-in with Brandy to review her use of calendar and how she used the various features, and which were most useful. The TDB might then assign Brandy an app that she hasn't used to explore its possibilities and report back the following week. By targeting Brandy's assistive technology skills, we not only increase her independence within the classroom and reduce her reliance on vision alone but also prepare her for possible further loss of both her hearing and vision by teaching her the technology skills she will likely need and use.
Rationale for the Score of 4
This "4" response reflects a thorough understanding of the relevant content knowledge and skills. The response fully addresses all parts of the assignment and demonstrates an accurate, highly effective application of the relevant content knowledge and skills. The response provides strong, relevant evidence; specific examples; and well-reasoned explanations.
Completion: Notice that each of the five tasks presented in the assignment are completely answered and in the order given in the prompt. The response identifies appropriate areas of strength and need, which come directly from the expanded core curriculum (ECC) exhibits, as the prompt requires. The response describes a specific strategy (technology in the form of an electronic calendar), which builds on Brandy's strength to address her need. The candidate includes strong evidence from the exhibits as rationale to support why the strategy would be effective. The method to teach the strategy is well described and includes the supports Brandy will likely need to promote her learning. The TDB's monitoring of student progress toward proficiency of the ECC skill is well described.
Application of Content: As you read the response, note the accurate, current application of professional knowledge throughout. Both the strength and need are accurate and evidence based and demonstrate a strong understanding of Brandy's disability and how it is likely to manifest as she gets older. The paragraphs that address the strategy and the method to teach the strategy provide a full description, using specific examples of how the TDB would work with this student. The description of the TDB's role and how the TDB would work with the intervener demonstrates highly effective pedagogy. The effectiveness of the strategy is well reasoned and supported by relevant evidence from the exhibits. Strong content knowledge is demonstrated in understanding that the use of technology will help Brandy to be more organized now but also be beneficial as she moves out into the world, with the probability that her vision and hearing loss will progress. Finally, the response includes developmentally appropriate formative assessment for a 17-year-old student.
Support: The response supports assertions with specific and relevant evidence that is synthesized from the exhibits. For example, the identified area of need comes from one of the ECC domains, as required, but is supported with evidence from the case history. The strategy and method to teach the strategy are clearly presented with specific supporting details, and the explanation as to why the strategy would be effective demonstrates sound reasoning. The monitoring measures Brandy's use of the strategy and her progress toward proficiency in organization, going back to the expressed need.
Score Point 2
Brandy, who is an eleventh grader, has many strengths. She also appears to have some definite areas of need. At present, Brandy is receiving appropriate instruction in braille and Nemeth Code, as well as related services from an orientation and mobility specialist. There is an intervener who helps to support her with her interpersonal strategies, organization, and school-related technical equipment. There are some concerns that her ELA grades are below average, considering that all her other grades are in the average range. This may be due to the fact that she works slowly or maybe because she has difficulty organizing her work and daily schedule. Brandy has many positive attributes. She has a part-time job, takes part in IEP meetings, and knows what she wants to do for a career.
In reviewing the expanded core curriculum exhibits, both the ECC-VI and the ECC-DHH, it is difficult to pick just one area of strength and one area of need, but one area of strength I would pick is that Brandy is able to advocate for herself by letting peers and teachers know when she is unable to access information either visually or auditorily. This is important for a student identified as deafblind.
One area of need that I would pick is Brandy needs to lessen her frustration when she is writing and when she is using charts, graphs, and maps. As stated in the exhibits, her handwriting is large, and her written output is not comparable to her peers. Charts, graphs, and maps can be too complex for her and then she gives up. This is understandable considering Brandy's visual and auditory difficulties. I see her as a real trooper because she does keep trying.
The best strategy to meet Brandy's needs and decrease her frustration would be to, first, review her current services, including the teacher of students with visual impairments, orientation and mobility specialist, and the intervener, to see if they are at an appropriate level. We may find that Brandy should have all of these services increased to better meet her needs and help to decrease her frustration level. On the other hand, we may find that she only needs one of these services increased or decreased.
We will know if this is effective because Brandy's area of strength is advocating for herself, and we can rely on her judgment (as she is 17 years old) as to whether or not the service providers are helping her and talk with her about where she needs more help. She may indicate that there are services that she doesn't need or other accommodations that she would find more helpful.
One way to effectively monitor the progress that Brandy is making toward proficiency in this expanded core curriculum skill of reducing frustration is to have Brandy keep a simple log on her computer indicating in real time her level of frustration based on the Likert scale with one being minimally frustrated and five indicating a desire to give up, based on what she is doing at the time and the support she is receiving. If over time we can see that Brandy is more often not frustrated than frustrated, we discontinue use of the log until which time it is needed again.
Rationale for the Score of 2
The "2" response reflects a limited understanding of the relevant content knowledge and skills. The response partially addresses some parts of the assignment and demonstrates a partially accurate, partially effective application of the relevant content knowledge and skills. The response provides limited evidence and examples or explanations, when provided, are only partially appropriate.
Completion: The response addresses at least some parts of the prompt, unlike a score "4" or "3", which would address all parts. A strength and a need are identified but not described, with some evidence from the exhibits as rationale to support why the given strategy would be effective. Although the idea of reviewing current services demonstrates some partial pedagogical knowledge, it is not a relevant or appropriate strategy or intervention to reduce Brandy's frustration. The response does not attempt to describe a method to teach the strategy or intervention. Effectiveness is addressed, and although there is an attempt to link the effectiveness to Brandy's strength in self-advocating, the rationale is inappropriate. There is an attempt to address monitoring. However, because the strategy is inappropriate, it is not clear how the student will demonstrate progress toward reducing her frustration, which is the stated need.
Application of Content: As you read the response, notice the lack of accurate, current professional knowledge about teaching students who are deafblind. This response demonstrates a partially accurate, limited application of relevant content knowledge and skills. Although a strength is identified, it is not described. The response identifies a need from the ECC but the named strategy to address that need is inappropriate and shows a lack of relevant content knowledge. In addition, the need paragraph contains the inaccuracy about Brandy being a trooper as "she does keep trying" which contradicts the evidence in the exhibits. The response does not address a method to teach the strategy and the attempt at effectiveness shows limited professional knowledge in relying on the student to determine level of services provided. The monitoring also demonstrates limited professional knowledge as it omits the teacher's role in documenting progress.
Support: Notice how the response provides limited evidence, and examples or explanations, when provided, may be only partially appropriate. The response begins with a restatement of information from the exhibits, but this first paragraph has little relevance to the rest of the response. There is an attempt to use some evidence to support the need and the effectiveness of the strategy; however, the rationale behind this effectiveness is inappropriate. There are several unsupported assertions throughout the response (e.g., "This is important for a student identified as deafblind" and "This is understandable considering Brandy's visual and auditory difficulties"). The response provides no description or examples to show how the strategy or a method to teach that strategy would appropriately address Brandy's need. Monitoring is attempted, but because the strategy is inappropriate there is no evidence that what is being measured is a result of the strategy. This differs from score point "4" or "3" responses that provide relevant evidence.
Performance Characteristics
The rubric created to evaluate your response to the constructed-response question is based on the following criteria:
| Completion | The degree to which the candidate completes the assignment by responding to each specific task in the assignment. |
|---|---|
| Application of Content | The degree to which the candidate applies the relevant knowledge and skills to the response accurately and effectively. |
| Support | The degree to which the candidate supports the response with appropriate evidence, examples, and explanations based on the relevant content knowledge and skills. |
Score Scale
The four points of the scoring scale correspond to varying degrees of performance.
| Score Point | Score Point Description |
|---|---|
| 4 | The "4" response reflects a thorough understanding of the relevant content knowledge and skills.
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| 3 | The "3" response reflects a general understanding of the relevant content knowledge and skills.
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| 2 |
The "2" response reflects a limited understanding of the relevant content knowledge and skills.
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| 1 |
The "1" response reflects little or no understanding of the relevant content knowledge and skills.
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| U | The response is unscorable because it is unreadable, not written to the assigned topic, written in a language other than English, or does not contain a sufficient amount of original work to score. |
| B | There is no response to the assignment. |
Note: Your written response should be your original work, written in your own words and not copied or paraphrased from some other work.