1. Implementation Training 2006-07

2. 2 Purpose of POWER Assessment Provides a standardized performance-based tool to document the amount of assistance consumers with developmental disabilities need to perform functional basic skills. Overview Video – Please view prior to training

3. 3  Training Verification Form Collects information about your agency and its implementation status Serves as proof that you completed an Implementation Training Qualifies you to order the assessments covered in this training  Qualifies you to train others at your site only Contact CASAS for more information about how to become a CASAS state or national certified trainer When You Complete This Training…

4. 4  Identify the four key components of the CASAS system and explain how they are integrated.  Explain competency coding system for CASAS competencies and POWER Basic Skills.  Select and administer appropriate POWER pre- and post-tests to meet consumer needs.  Be able to observe, score and interpret POWER performance levels correctly.  Use TOPSpro reports to select appropriate competencies and instructional materials to meet consumer needs.  Identify the four key components of the CASAS system and explain how they are integrated.  Explain competency coding system for CASAS competencies and POWER Basic Skills.  Select and administer appropriate POWER pre- and post-tests to meet consumer needs.  Be able to observe, score and interpret POWER performance levels correctly.  Use TOPSpro reports to select appropriate competencies and instructional materials to meet consumer needs. Objectives of POWER Training

5. 5  Non-profit organization founded in 1980 in San Diego, California  More than 25 years of research and development experience  Uses nationwide, field-based consortium  130 certified trainers and 78 national consortium members  Approved and validated by the U.S. Departments of Education and Labor  Non-profit organization founded in 1980 in San Diego, California  More than 25 years of research and development experience  Uses nationwide, field-based consortium  130 certified trainers and 78 national consortium members  Approved and validated by the U.S. Departments of Education and Labor Introduction to CASAS

6. 6  Meets mandates of 1998 Workforce Investment Act (WIA) and 2004 reauthorization of Individuals with Disabilities in Education Act (IDEA)  Uses standardized assessment to report student learning outcomes for accountability; facilitated by CASAS TOPSpro software  Provides competency-based education structure with employment and life skills components  Integrates functionally based assessment, curriculum, and instruction  Increases learning gains, program participation and goal attainment according to research evidence for programs implementing CASAS/CBE  Meets mandates of 1998 Workforce Investment Act (WIA) and 2004 reauthorization of Individuals with Disabilities in Education Act (IDEA)  Uses standardized assessment to report student learning outcomes for accountability; facilitated by CASAS TOPSpro software  Provides competency-based education structure with employment and life skills components  Integrates functionally based assessment, curriculum, and instruction  Increases learning gains, program participation and goal attainment according to research evidence for programs implementing CASAS/CBE Why CASAS?

7. 7 Key Components There are four key components of the CASAS system.

8. 8 Key Component: Curriculum CASAS Competencies  The CASAS Competencies are the curricular foundation of the CASAS system.  There are more than 300 CASAS Competencies.  There are more than 150 priority POWER basic skills linked to these competencies.  The Competencies identify essential skills for life and work.  CASAS test items are aligned to competencies. You have a copy of the CASAS Competencies in your training materials. You can also download the competencies at.

9. 9 Key Component: Assessment CASAS Assessments  More than 180 assessments are available.  Functional basic skill areas include: Reading * Math Listening Speaking Writing Critical thinking Citizenship preparation See the CASAS Resource Catalog for more information on individual tests. * POWER tests are pre-reading

10. 10 Key Component: Instructional Support Instructional Materials Quick Search (QS) Software  QS is a searchable database in a CD-ROM format.  It helps teachers identify effective instructional materials for learners.  All materials in the database are aligned to CASAS Competencies. POWER Curriculum Modules  Specific for CASAS Levels 2A-5A.  Link directly with POWER assessment results. See the Instructional Resources section of the CASAS Web site for more information.

11. 11 Key Component: Data Collection Software  Compiles and scores student assessment results  Provides more than 150 reports analyzing student test data  Tracks student progress  Includes tracking system for POWER tests

12. 12 The Competency-Based Education Cycle Who are your learners? What do they need to know? Appraisals and Pretests Quick Search software & POWER curriculum Post-tests

13. 13 An Integrated Systems Approach Accountability

14. 14 Content Area 2.Community Resources Competency Area 2.2Understand how to locate and use different types of transportation and interpret related travel information Competency Statements 2.2.2 Recognize and use signs related to transportation (see also 1.9.1) 2.2.3 Interpret transportation schedules and fares POWER Basic Skills 2.2.3.a Access public transportation 2.2.3.b Demonstrate appropriate behaviors while using public transit, streets, establishments Competency Coding System

15. 15 CASAS Competencies to POWER Basic Skills CASAS Competency Number CASAS Content Area General Competency Area Specific Competency Statement POWER Basic Skill Example: 4.4.1 EmploymentUnderstand concepts and materials related to job performance and training Identify appropriate behavior, attire, attitudes, and social interaction that affect job retention and advancement Example: 4.4.1a Attend to work task until completed CASAS Competencies apply to learners across all skill levels. POWER Basic Skills apply to consumers with developmental disabilities. POWER Basic Skills represent smaller steps in task completion.

16. 16 POWER Basic Skills and Content Standards  What is the difference between POWER Basic Skills and Content Standards? POWER Basic Skills are smaller tasks for consumers with developmental disabilities to demonstrate achievement of competencies Content Standards are  Basic underlying skills for all students to attain many basic skills  Aligned with assessment and instruction  In development for consumers functioning at Pre-Beginning Literacy Level

17. 17 Content Standard R1.1 Identify the letters of the English alphabet (upper and lower case) Content Standard R.1.3 Read from left to right, top to bottom, front to back POWER Basic Skill 4.4.1a Attends to work task until completed Task List Identify Book Code 1.Sort book codes by first letter 2.Place in bins according to letter 3.Roll bin to area with same letter Mapping a POWER Basic Skill to Content Standards

18. 18 An Integrated Systems Approach Accountability

19. 19  POWER uses performance-based observations to measure skill level of consumer POWER Assessment

20. 20 Observation-based Assessment  Assesses some consumers with developmental disabilities more accurately than paper-pencil assessment  Evaluates skills targeted in consumer annual plans  Makes it easier to justify program placement decisions  Meets evaluation requirements for agency certification, such as CARF  Enables agencies to accurately compare CASAS standardized scale scores for all learners

21. 21 Tools for Assessment and Instruction Place Learners take a 2A-4A locator (optional) to determine the appropriate program or instructional level placement and/or to identify the pretest they should take. Assess Learners take a POWER Skills Summary form as a pretest. Instruct Teacher provides instruction and ongoing informal assessment. Monitor After a specified interval, students take the same POWER Skills Summary form as a post-test. Progress is noted.

22. 22 Students who correctly answer all the items on the locator may be ready to take the CASAS Beginning Literacy reading test, Form 27 or the Life and Work reading test, Form 81. Form 350 Locator

23. 23 Pretests  Results serve as a baseline for determining learning gains  Results help diagnose specific learning needs  Should be administered ASAP at beginning of reporting period

24. 24 Three test levels Two forms at Level AA One form each at Level AAA and AAAA New form at Level AAAA- AAAAA coming Three test levels Two forms at Level AA One form each at Level AAA and AAAA New form at Level AAAA- AAAAA coming POWER Test Levels

25. 25 130140150160170180190200210220230240250 Level AAAAA Level AAAA Level AAA Level AA Level Pre-A/Beg. Literacy Levels ABCD Scale Score Ranges of Tests for Special Needs See Attachments 1 & 2 for detailed descriptions of these levels.

26. 26 Sample POWER Assessment Items  Form 301 (AAAA) – Item Difficulty: 151 “Opens and closes doors correctly”  Form 303 (AAA) – Item Difficulty: 166 “Enters and exits public buildings using designated entrance”  Form 305 (AA) – Item Difficulty: 171 “Follows directions on public signs and buildings such as entrance, restrooms and telephone”

27. 27 CASAS and NRS Levels All federally funded WIA Title II programs need to report data according to guidelines in the National Reporting System.

28. 28 CASAS Scale for Developmental Disabilities 210B Fill out simple forms; calculate single mathematical operations 200A Write simple words and phrases; provide very basic personal information 190AA Use simple communication with others and community services 180AAA Follow simple safety practices in home/community and directions on public signs 160AAAA Perform daily living tasks; identify simple public signs 140AAAAA Identify household objects; use gestures to communicate See Attachment 1 for detailed descriptions of these levels.

29. 29 In Review 1. POWER is a standardized pencil-and-paper test, similar to the Life Skills forms 310-350 series tests for developmental disabilities. a. True b. False 2.Students who correctly answer all of the items on the Life Skills Locator Form 350 may be ready to take Beginning Literacy Form 27 or Life and Work Reading Form 81. a. True b. False 3.Assessment results on POWER used as a pretest can be used for reporting learning gains. a. True b. False

30. 30 In Review 4.Appropriate test scores on POWER can be used for reporting NRS levels. a. True b. False 5.Consumers who correctly answer all of the items on a POWER test form at CASAS Skill Level 2A are not eligible to advance to the next CASAS test level for regular students such as Beginning Literacy Form 27 or Life and Work Reading Form 81. a. True b. False 6.Consumers with developmental disabilities at the 2-5A level who are pre- and post-tested with a POWER form one year may take a Life Skills form the next year for pre- and post-testing. a. True b. False

31. 31 Administering POWER Paper and pencilTOPSpro  Complete Consumer Profile Record  Administer the appropriate POWER Skills Summary – Form 301/303/305/306  Transfer scores to Consumer Skills Profile  Complete Capacity Description (optional)  Complete a TOPSpro Entry Record  Bubble the TOPSpro Consumer Profile/ Observation Record (COUS-006)  Complete a TOPSpro Update Record

32. 32 POWER Assessment Records Complete the Standardized Skills Summary that corresponds to the appropriate POWER assessment selected for the learner. A-ILSS – Form 306 WESS – Form 305 CASS – Form 303 B-ILSS – Form 301

33. 33 POWER Standardized Skills Summary Components  Consumer Profile Record – includes demographics and employment information  Observation Record – records consumer performance levels for each skill on summary  Consumer Skills Profile – lists each POWER skill with the consumer’s numerical score  Capacity Description – provides qualitative information to elaborate on the individual’s performance Refer to POWER Skills Summaries, Section A, Test Administration Manual.

34. 34 Consumer Profile Record  The TOPSpro Consumer Profile Record includes demographic information specific to consumers with developmental disabilities as well as employment related information.

35. 35 Observation Record  Use the TOPSpro Observation Record to record the results of the POWER observation. POWER scores are entered on the rating scale.

36. 36 (0) does not perform at this time (1) full physical assistance/ verbal modeling required (2) direct verbal/gestural prompts (3) indirect prompts (4) performs independently Performance Level Descriptions Record score level for assistance required on rating scale Observation Record Performance Levels

37. 37 Performance Level Descriptions Level 0 Does not or refuses to perform even when given full physical or verbal assistance. Level 1 Attempts to perform when given hands-over- hands or direct verbal modeling Level 2 Follows explicit verbal directions; responds to sign language, pointing and hand motions Level 3 Gives correct response when support person provides cues, uses sign language or gives leading questions Level 4 Demonstrates correct behavior in response to natural cues

38. 38 POWER Form 301 # 7Competency 2.5.4a Uses entrances and exits appropriately. Opens and closes doors correctly. 0 Does not use entrances and exits appropriately when support person gives any level of support. 1 1 We need to close the door quietly, because people are working in here. I’ll help you so that it doesn’t slam shut. 2 Don’t slam the door. Close it quietly. People are working in here. 3 Is there something you need to do since people are working in here? 4 Independently uses entrances and exits appropriately. Physical Task Performance Levels

39. 39 POWER Form 301 # 19Competency 0.2.1c Communicates first name upon request. Conveys first name verbally, in writing, or by using sign language. 0 Does not communicate first name upon request when support person gives any level of support. 1 Repeat after me. “My … name … is … Janice.” 2 Michael told you his name; now you tell him yours. 3 Is there something you’ll tell Michael? 4 Independently communicates first name upon request. Verbal Task Performance Levels

40. 40 Scoring Performance Levels  Score lowest level performed if levels for tasks within a skill vary  Do not average varying skill levels within same task  Do not use half points for scoring levels  Base all scoring on direct observation only – simulation of task is acceptable POWER Form 301 # 7Competency 2.5.4a Uses entrances and exits appropriately. Opens and closes doors correctly. We need to close the door quietly, because people are working in here. I’ll help you so that it doesn’t slam shut.

41. 41 Observation Guide Scoring reference that establishes basis for scores See Observation Guides, Section B, POWER Test Administration Manual. SkillPerformance Level Descriptors II. Basic Community Access 7. Uses entrances and exits appropriately. Opens and closes doors correctly. 2.5.4 0 Does not use entrances and exits appropriately when support person gives any level of support 1 Uses entrances and exits appropriately when support person gives full physical/verbal assistance  “This door is a little difficult to open. I’ll help you open it.”  “We need to make sure we close the door, because it’s cold outside. I’ll help you pull it shut.”  “We need to close the door quietly, because people are working in here. I’ll help you so that it doesn’t slam shut.” 2Uses entrances and exits appropriately when support person gives direct verbal/gestural prompts  “You need to pull down on the handle to open that door.”  “Make sure you close the door all the way, because it’s cold outside.”  “Don’t slam the door. Close it quietly. People are working here.”

42. 42 Competency 4.4.1A — Attends to work tasks from beginning through completion. Competency 2.3.2 — Communicates weekly work schedule according to days of the week. Competency 4.4.1C — Interacts positively and appropriately with co-workers during scheduled work time and/or breaks. Activity 1: Standardized Scoring View the POWER Scoring Video and complete the Video Scoring Sheet in Activity 1 for each of the competencies below. Complete the Video Scoring Scenarios 1-8 in Activity 1 and write your score for each.

43. 43 Test Scoring  Tests may be scored by hand, or with CASAS TOPSpro software, entering data manually or with a scanner  Scoring by hand: add the ratings (performance levels) for each test item

44. 44  Adding the performance levels for all items on a test is the raw score  Raw score converts to a scale score  Use Scale Score Conversion Charts for POWER (See Attachments 3, 4, 5 & 6)  Scale score relates to CASAS Skill Level Descriptors (allow for individual differences)  Scale scores represent continuum of ability level Test Scoring

45. 45 Form 301 Level AAAA Scale Score Conversion Scores below the accurate range; retest using the appropriate form Scores above the accurate range; use with caution Scores Beyond the Accurate Range

46. 46 In Review 7. What does raw score mean? a. The number of correct answers b. The number of wrong answers c. The converted score d. The average of two test scores 8.Should raw scores be used to report results? a. Yes. Raw scores alone provide valid and reliable information to report test results. b. No. Never use raw scores to make a decision about a learner’s skill level because they differ for each test form. 9.In many cases learners’ scores fall into different levels. Can two different scale scores be averaged to determine at which level a learner is functioning? a. No. Each CASAS test form represents a separate and distinct skill area (such as forms 301 and 303 or reading and math) and the scores may not be averaged. b. Yes. Scores from different tests may be averaged to determine one skill level.

47. 47 Benefits of TOPSpro

48. 48 TOPSpro contains 15 consumer reports and over 150 reports overall to assist with classroom instruction and program accountability. Consumer Reports

49. 49 TOPSpro Reports  Consumer Profile – displays age, disability, strengths, communication mode and scale score  Consumer Skills Profile – computes scale score and comments for each POWER basic skill  Capacity Description – provides narrative description emphasizing strengths  Consumer Performance – displays average score for each POWER skill by Agency, Site, or Class  Consumer Class Profile by Competency – lists class members, test form, test score, 0-4 score for each skill See Consumer Report samples, Section C, POWER Test Administration Manual for detail of these and other reports.

50. 50  Reports can be displayed as graphs and charts using Excel Consumer Reports

51. 51 In Review 10. Information about a consumer such as age, disability, and limitations are shown on the TOPS Consumer Profile report. a. True b. False 11.The TOPS Consumer Skills Profile report includes the consumer’s raw score and scale score for the test form. a. True b. False 12. If a teacher is looking for a list of class members and the scores for each skill on a test form, the correct TOPS report to request is the Consumer Performance report. a. True b. False

52. 52 Post-Test  After approximately 200 hours of instruction, administer a post-test  Administer POWER post-test using same form as pretest  Average expected gains for POWER are 3 points at all levels

53. 53 An Integrated Systems Approach Accountability

54. 54 Instructional Materials Quick Search Quick Search Helps teacher select materials that match curriculum Provides quick, easy access to a database of more than 2,000 instructional materials Is correlated to more than 300 CASAS Competencies Includes print, audio, video, and software materials Quick Search provides an essential link between assessment and instruction.

55. 55 Instructional Materials Quick Search Search for instructional resources by… Basic skill Program type Assessment level Year of publication Publisher Includes over 170 resources for 2A-5A instructional level.

56. 56 Quick Search Report by Competencies

57. 57  Provide instructors with instructional ideas specific for CASAS levels 2A-5A  Include strategies that link directly with results from POWER assessment  Suggest other support persons who may provide assistance  Provide flexibility for one-on-one or group instruction  Include space for instructor to note local resources and adaptations used POWER Curriculum Modules

58. 58 CASAS Competency TaskStrategies 0.2.4 Communicates appropriately about daily and leisure activities and personal interests 1. Identify appropriate topics for conversation (communication) with co-workers Provide examples of topics appropriate for the workplace, e.g., health and well- being, hobbies, sports, current events, leisure activities. Provide examples of topics that may be inappropriate for current workplace, e.g., graphic, sexual, or highly personal. Identify appropriate topics specific to the individual consumer. Use augmentative communication systems or other assistive technology as needed (communication board, computer). POWER Curriculum Module

59. 59 Assessment Process Summary  Administer Form 350 Locator  Use number of errors on Locator to select pretest  Administer pretest  Use test results, Quick Search and POWER Curriculum Modules to plan training or instruction  Administer POWER post-test using same form as pretest

60. 60 Activity 2: Using Assessment Results for Instruction  Study the Consumer Skills Profile for Victor and answer the questions for Activity 2.  Use the Case Study and Consumer Skills Profile for Victor and select an appropriate book for instruction in Activity 2.

61. 61 Special Instructions  No entity (individual, school, program or business enterprise) may use or copy displays, questions, or answers that appear on any CASAS test to create materials to teach or to prepare students how to answer CASAS test items.  CASAS encourages use of the competencies, Quick Search, and other CASAS support materials to link assessment, curriculum, and instruction.

62. 62 Catalog and Ordering  Place all orders by mail or fax, no phone orders  More information about the POWER assessment can be found on page 35  Skill Level Descriptors for Persons with Disabilities are on page 49  Catalog and order form are available for download at.

63. 63 WIA Ordering Guide  California WIA agencies can order POWER materials for free using the WIA Ordering Guide  Find the WIA Ordering Guide in the back section of the Administration Manual for California  Download the WIA Ordering Guide from the California Accountability page

64. 64 Contact CASAS Mail: CASAS 5151 Murphy Canyon Rd., Suite 220 San Diego, CA 92123-4339 Web site: www.casas.org Telephone: 858-292-2900 or 1-800-255-1036 Fax: 858-292-2910 E-mail: For specific questions about the POWER assessment system power@casas.org For general questions about the CASAS system casas@casas.org For questions and issues concerning the CASAS Web site webmaster@casas.org For questions regarding TOPSpro software topspro@casas.org For questions concerning CASAS training training@casas.org