USING CASAS TEST RESULTS TO DESIGN INSTRUCTION FOR

USING CASAS TEST RESULTS TO DESIGN INSTRUCTION FOR ADULTS WITH LEARNING DISABILITIES CASAS National Summer Institute Wednesday, June 16, 2004 Nancie Payne, M. S. Payne & Associates, Inc.

GOALS & OBJECTIVES • Enhance learning for students who have Learning Disabilities & Related Special Needs – CASAS competency student information – Diagnostic-prescriptive teaching – Practical, hands-on accommodations

DIAGNOSTICPRESCRIPTIVE TEACHING METHOD • What Does that Mean?

DIAGNOSTIC-PRESCRIPTIVE METHODS MEANS… • Effective use of assessment data in instruction that is based on Observations, Informal & Formal Data to create a Learner-Centered Instructional Approach…

DIAGNOSTIC-PRESCRIPTIVE METHODS MEANS… Working as equals Gathering information Setting realistic goals Re-evaluating goals regularly • Knowing principles of instruction • Breaking lessons/units into smaller steps Teac her Methods • • Le r e n ar

DIAGNOSTIC-PRESCRIPTIVE METHODS MEANS… • Evaluating & re-evaluating • Exploring student-centered learning methods • Modifying instruction when needed • Being organized & focused • Maintaining flexibility

DIAGNOSTIC-PRESCRIPTIVE METHODS MEANS… • • • Establish classroom routines Have a relationship with the learner Promote consistency Hold high expectations & standards Expect that all learners will succeed Reward – reward!!

PROGRESSIVE MODEL Environment Strengths Physical/Cognitive Teaching Approach Limitations

WHAT WE NEED TO KNOW DISABILITY TYPE OF DISABILITY Ke y. E lem en t COGNITIVE ATTRIBUTES STRENGTHS/LIMITATIONS

COGNITIVE PROCESSING Auditory Motor Tactile Visual

Learning Process Environment Input Output (Process) Student Environment (Recall) Storage

Strengths & Limitations • Strengths – What student does or can do really well (CASAS Competencies) – Successes or potential successes • Limitations – Activities the disability prevents student from accomplishing even though he/she has or can acquire the knowledge, skills & abilities

STRENGTHS = Processing Style • Learning Styles Checklist • Learning Styles on the Web – – – www. ldrc. ca/projects/aware/index. php www. engr. ncsu. edu/learningstyles/ilsweb. html www. clat. psu. edu/gems/other/LSI. htm http: //ttc. coe. uga. edu/surveys www. crc 4 mse. org/ILS/self_test. html

DIAGNOSTIC-PRESCRIPTIVE MEANS GATHERING INFORMATION • Background – Hobbies, Interests, Family, Education, Talents • Current Situation – Food, Housing, Heat, Electricity

DIAGNOSTIC-PRESCRIPTIVE MEANS GATHERING INFORMATION • Health/Medical – Illnesses, Allergies, Vision, Hearing, Injuries, Meds • Self-assessment – Life Skills, Learning Style, Reading, Writing, Math • Limitations – Attention, Time Orientation, Sequencing, Spatial, Memory, Motor-visual, Expressive, Receptive

DIAGNOSTIC-PRESCRIPTIVE MEANS GATHERING INFORMATION • Social-Emotional – Appearance, Attitude, Conversation Skills, Anxiety, Self-esteem • Study Methods – Structure, Organization, Schedule, Establish Goals • Goals – Expectations of Program, You, Student

Critical Aspects of the Learning Environment • Observe – Structure of Environment – Distracting • Visually • Auditorially – Workspaces or Stations – Observe How Others Respond to the Environment

SURVEY YOUR ENVIRONMENT… • Think about your learning environment – – Note what is good – Note what needs to be changed

TASK ANALYSIS FOR THE LESSON • Identification of Specific Tasks or Functions • Components of Good Task Analysis: – – – Specify the Task Identify the Outcome Identify in Sequence Discrete Steps Identify Mini Sub-Steps Repeat for each task within the lesson

Example • Lesson: Steps in the Writing Process (4. 6. 4/5) • Tasks: Choose a Topic Write an Outline Prepare a Draft… • Discrete Steps (Writing an Outline): 1. Brainstorm 2. Clump 3. Discard 4. Order 5. Evaluate

Lesson Analysis Practice Identify basic steps for the competency: Filling out a form for enrollment (0. 2. 2)

Lesson Analysis Complete • Get the form • Review – identify information needed • Gather up all information – emergency contact – last school attended, etc. • Fill out form – use a black pen – print legibly • Check for accuracy

Cognitive Attributes • Relates to learning functions • The types of cognition to perform a task • Learning characteristics to complete task

Possible Attributes Cognitive Attributes – – – – – Visual Discrimination Visual Processing Visual Figure-ground Visual-motor Auditory Discrimination Auditory Processing Auditory Figure-ground Memory Sequential Processing – – – – – Organization Abstract to Concrete Integration Time Orientation Spatial Orientation Verbal Processing Written Expression Attention/Concentration Fine Motor Gross Motor

Possible Attributes • Physical Attributes – – Hearing Sight Muscular Movement Speech • Mental Health – Depression – Anxiety Disorders – Post-Traumatic Stress Disorder • Recovery – Alcohol – Chemical substances – Violence/Abuse • Medical – Diabetes – Asthma – Allergies

• • Cognitive Attributes of the Lesson: Steps in the Writing Process (4. 6. 4/5) Discrete Steps (Writing an Outline): 1. Brainstorm Concrete 2. Clump 3. Discard 4. Order 5. Evaluate Visual Processing, Abstract to Written Expression Integration & Organization Visual Processing, Visual Figure-ground Visual Processing Attention & Concentration Visual Processing, Sequencing Memory Processing, Abstract-Concrete

COGNITIVE ANALYSIS PRACTICE • Identify the cognitive attributes of each step in the task analysis completed for: Filling out a form for enrollment (0. 2. 2)

Possible Attributes Cognitive Attributes – – – – – Visual Discrimination Visual Processing Visual Figure-ground Visual-motor Auditory Discrimination Auditory Processing Auditory Figure-ground Memory Sequential Processing – – – – – Organization Abstract to Concrete Integration Time Orientation Spatial Orientation Verbal Processing Written Expression Attention/Concentration Fine Motor Gross Motor

Lesson Analysis Complete • Get the form • Review – identify information needed • Gather information – emergency contact – last school attended, etc. • Fill out form – use a black pen – print legibly • Check for accuracy Visual/Visual-motor Visual Processing Abstract to Concrete Organization Visual Processing Attention/Concentration Visual Discrimination Visual Processing Visual-motor/Spatial Attention/Concentration

Accommodations • Change to Existing Environment, Structure or Protocol • Allows Alternatives to Compensate for Limitations Created by the Person’s Disability

Analysis to Accommodations 1. Identify Academic Needs & Lessons • Complete Task Analysis • Identify Cognitive Attributes 2. Assess Environment 3. Evaluate Student’s Strengths (cognitive attributes) Limitations (disability/Special needs based), and Environment needs 4. Identify Accommodations • Do they make sense? 5. Put Plan Into Place – Monitor with Student

REFRAMING WEAKNESSES • • Identify Strengths Identify Limitations Recognize Weaknesses Assess Cognitive Attributes – Student’s – Teacher/Lesson • Remediate Weaknesses by Using Strengths (based on Cognitive Attributes) to build Accommodations for the Limitations • Teach Skills Strengths Weaknesses Limitations

PROMOTING STRENGTHS & MANAGING LIMITATIONS Focus on TASKS S S E TR H GT N ACCOMMODATE LIMITATIONS WEAKNESSES

PROGRESSIVE MODEL Environment Strengths Physical/Cognitive Teaching Approach Limitations

Types of Instructional Approaches • Basic Skill Review • Content • Strategy Instruction

Strategy Instruction Model for Adults • • • Describe Model Self-Instruct Practice and Critique Implement (Learning Strategies for Adults Compensations for Learning Disabilities. Toronto: Wall & Emerson, Inc. )

Student-centered Approaches • Visual – – – – – Posters Movies/videos Interactive CD or video Non-glare paper Drawing (Icon based) Outlines Tinted/colored transparencies Large print Multi-color print Mental movie

Student-centered Approaches • Auditory – Talking word processors/calculators – Self-talk (who, what, where, when, and why) – E-Text – Debate/discussing – Role playing – Songs, Chants, and Alarms – Audio mind-movie

Student-centered Approaches • Tactile-Kinesthetic – – – – Keyboards (Alternative) Walking, rocking, pacing, and swinging Drama and acting Tracing patterns/shapes and/or letters Act out vocabulary Building Dancing

Task & Solution Action Plan Instruction Area Modifications/ Standard Tools Assistive Technology Solutions Writing • Task(s) • Oral • Writing Guides • Hand-held dictation • Computer spell checkers • Key word list w/word • Portable word • Peer processor note/meeting • Grip pens • Adaptive takers Software w/ • Mapping features • Symbols (talking spell • Increased checker, word time prediction, and word abbreviation

READING • • Lighting, Sound & Temperature Placement of Reading Materials Font, Size, & Back/Fore-ground Color Movement Highlighters Pictures/Symbols Screen Readers OCR Scanning Programs

Microsoft Word • • • Auto-correct Auto text Auto summarize Templates Formatting Highlighters

Read Please 2000

WRITING • • Environment & Ergonomic Sitting Posture Color, Graph & Lined Paper Graphic Organizers Small Sentences Talking Word Processors Word Abbreviation & Prediction Voice Recognition Systems Spelling on Screen Key-boards • Dictation

Electronic Text & Disabilities Issues Saving Money for the Regents • The estimated cost of using e-text is approximately $15. 00 per book, compared to a cost of $125. 00 per book using audio taping.

Read & Write www. texthelp. com • Tool for people with reading and writing difficulties • Word Prediction • Speaking Spell Checker • Homophone Support • Scanning • Scientific Calculator • Pronunciation Tutor • Voice Recognition

Classroom Layout • • • Wireless internet Projector FM sound system Interactive White Board Good acoustics Flexible desk arrangement Various seating types TV/VCR/DVD hooked into projector Easy access to students Variable lighting Scanner

General Educational Development (GED) • Accommodations – Audiocassette edition (tone indexed w/large -print reference copy & extra time) – Use of a scribe – Calculator – Supervised breaks – Private room – Other accommodations as warranted by candidate’s need

MONITORING IS CRITICAL • Completes needed learner information – Which learning characteristics work well – Rate & speed of learning – Controlling & adjusting the “flood” of “stuff” • Evaluating progress involves – Knowing learner’s understanding of process – Having learner talk through process as performing – Observing learner’s sophistication when performing – Ability to generalize and apply/implement in other settings

MONITORING • What are some ways you monitor learner progress & gains?

FEEDBACK • Essential to learner progress – Encourages mastery – Promotes ability & independence – Provide model for self-directed learning & monitoring – Is motivating – Builds confidence & self-esteem

FEEDBACK • Share some methods you use to give feedback to learners…

EFFECTIVE USE OF ASSESSMENT RESULTS IN INSTRUCTIONAL PRACTICES – Assess specific needs & strengths – Establish realistic, meaningful goals that build on each other – Break goals into achievable lessons & units – Analyze skills & tasks needed to accomplish each lesson & unit – Use & adjust learner-centered methods & approaches to instruction & learning – Apply accommodations where needed – Monitor progress and gains – Give feedback

LEARNER-CENTERED APPROACHES = SUCCESS! s t l u s e R t n e m s s e Ass Diagnostic-Prescriptive Diagnostic Model tered n e C r e n r a Le Approaches