LCE Frequently Asked Questions and Answers

1.  What is LCE’s intended audience?

LCE is intended for all age and grade levels regardless of disability severity or involvement. It includes lessons at three (increasing) levels of complexity.

Suggestions for differentiated instruction, including modifications and accommodations, are included in the lesson plans.

2.  How does LCE fit into a normal school’s curriculum?

LCE could be infused into existing courses or LCE could be self-standing elective or independent study course on its own.

            Lessons on personal finance could be taught within math or economics.

            Lessons on voting could be taught within government or social studies.

3.  Can non-readers benefit from LCE?

            Lessons are meant to be teacher lead so require no reading of students.

            Worksheets can read aloud by the teacher or other peers.

            Test items have audio feedback so require no reading of students.

            Two of the three forms of testing require demonstration of mastery, not reading.

4.  How are the three assessments different?

            Knowledge battery items are multiple choice; can be completed by students online.

            Performance battery items are student demonstration tasks which the teacher rates.

            The Competency Rating Scale is an observation checklist for teachers or parents.

5.  What training is available?

            CEC has online videos, a Teacher Guide, and a Getting Started Guide.

            Webinars are available:  90 minutes for $950.

            Live, full-day workshops are available:  $4,000 plus travel and lodging expenses.

6.  What are LCE’s technical requirements?

All you need is access to a computer and a web browser.  No disks are involved; no software needs downloaded.  The LCE portal works best on Internet Explorer 8 and above, and the latest versions of Chrome, Safari, and Firefox.  The test item audio playback function can be accessed from most browsers.

7.  Does the account administrator have to be an administrator?

No, the LCE account administrator needs to be someone willing to serve as the main contact for users, and take responsibility for entering user names into the system.  Note:  users can be teachers, local agency partners, parents, etc.

8.  What upgrades were made when the program went online in 2012.

            Correlations to common core state standards were included.

            Internet resource links were included to supplement lesson activities.

            Lessons at three levels of difficulty for each objective were included.

            More diverse examples and models were incorporated.

9.  Can school administrators view student progress in the system?

Teachers have the only access to student data; teachers could share their screens of performance data with supervisors, upon request.  Teachers can share student data across classrooms.  Not all user teachers need to be in the same building.

10.  Why do special education programs need to purchase a transition curriculum?

IDEA, The Individuals with Disabilities Education Act, is a law that requires a transition plan be in place for all students aged 16 and over who receive special education services.  Under this law, instruction is a service and a transition curriculum can serve as the main building block or cornerstone of a sound transition plan.

11.  What makes LCE unique?

Unlike the few competitive products on the market, CEC’s Life Centered Education transition curriculum does not rely on kits, disks, manipulatives, or binders.  LCE is paperless and completely accessible online. It is the most comprehensive transition program on the market that

  • combines instruction along with related assessment items

  • contains a progressing tracking and reporting function

  • covers daily living, interpersonal, and employment skills

12.  Where do you start once your LCE license is activated? 

            The account administrator enters a user name and password for each teacher.

            Each teacher then names and enters his/her classes into the system.

            Teachers assign each student a user name and password and enters them.

            Then the teacher scrolls through the objectives selecting which to test first.

            They create a customized (mini) test or choose a test stored in the online system.

            Once students complete the test; the system stores individual results as a baseline.

            Teachers follow the system’s lesson plans (arrayed by level of complexity).

            They then re-test – results get stored within the system for easy transfer to IEPs..

            The system contains over 1,200 lessons – several years worth of instruction.

13.  Is LCE accessible on iPAD?  What about via Moodle?

Yes, the LCE portal is accessible on iPAD, and the audio playback feature which is available for the knowledge battery test items should also work on iPADs. As for use in Moodle, create a link from Moodle that launches the LCE portal.

14.  Can I get a CD of just the lesson plans for the entire curriculum?

No, CEC does not distribute the lesson plans alone because they are directly tied into related test items and worksheets which would be necessary to implement the lesson plans.

15.  When building a knowledge battery, is it possible to “pick and choose” individual questions from an existing battery and place them in a new test?

No, you cannot pick individual questions to place in a customized mini-test, but you can select groups of questions that relate to a sub-competency’s objectives.

16.  Does my account automatically reactivate when my current license expires? 

No, an annual renewal fee (minimal) must be paid to continue access to the curriculum.  The account contact receives reminders of when payments are due.

17.  What about teachers and students who no longer participate in the program?

Their names can be deactivated.  Should they return, they can be reactivated.

18.  Is comparative student data available?

Measures of performance improvement are tracked on an individual student basis to facilitate transfer onto IEPs, but data across students can be generated in a report.

19.  Can you assign a school name to each teacher’s profile?

The account administrator enters using teachers into the system, including each teacher’s school name.  So, the name of each school is associated with a teacher. If you wanted to further differentiate classes within one school, teachers could name classes – for example Bedford HS:  transition class, or Bedford HS: functional math class, etc.  Account administrators enter into the system a user name and password for each teacher who will be using the program.  Then, teachers name their class-rooms and enter those classroom names into the system, along with a user name and password for each of their students.

20.  How can we get more teacher slots?

After 10 teachers are using your group license, you can complete an order form and pay for an add-on license if you want to add on up to five more teachers.  If you want to add from 6-10 more teachers, you need to supplement your current group license with a second group license.

21.  How can we adapt the program to serve students who are low functioning?

            a.  Choose objectives relating to daily living and independent living skills.

            b.  Select lessons at the lowest difficulty level (“awareness” level).

            c.  Print out the worksheets and tests so the students can complete paper copies.

            d.  You, or higher-functioning students could read aloud for the others.

            e.  Make use of the Internet resources suggested for each lesson – short videos.

22.  Can LCE be used with students below or above high school level?

Yes.  LCE is being used with students as young as elementary school and as old as 26 (through post-secondary, workplace, hospital, and corrections settings).