LEARNING DIFFERENCES - AGENCY SELF-ASSESSMENT GUIDE Program Year A tool for identifying program improvement and professional development needs in the areas of adapted instruction, learning differences and learning disabilities Developed by Richard Gacka Ed.D. PDS LD Content Consultant Phone: (814) Last revised 12/06/12

AREAS FOR PROGRAM IMPROVEMENT AND PROFESSIONAL DEVELOPMENT IN THE AREAS OF ADAPTED INSTRUCTION AND LEARNING DIFFERENCES The following slides will guide you through the “stages” of contact that occur between instructors, tutors, case managers and students. Each stage represents an area where program improvement might be focused. You can use the slides as a self-evaluation in order to identify areas where you would like to direct your program improvement efforts or simply where you would like to develop greater skills. The agency program improvement team can use this self-evaluation in order to define agency professional development needs. After you review the slides, call your assigned Professional Development System Lead Consultant or contact Dr. Gacka directly. Information from the needs assessment can be integrated into an agency’s integrated Professional Development Consultation Form or used by a specific instructor to guide his/her individual professional development planning. The completed self-evaluation is one component of a process of professional development planning and effective program improvement. It is recommended that you print out a copy of the PowerPoint slides and indicate the areas where you would like to receive professional development by marking the check-boxes that are used as bullet markers on each of the slides. The resulting document can be used as a guide during agency planning meetings or requests for consultation. If you have any questions feel free to or call (814) 2

THE GOAL OF THIS SELF-ASSESSMENT IS TO IDENTIFY PROFESSIONAL DEVELOPMENT NEEDS THAT WILL HELP YOU TO IMPROVE THE QUALITY OF SERVICES DELIVERED BY YOUR AGENCY. The stages of service delivery that will be reviewed include: 1.Orientation 2.Screening and diagnostic assessment 3.Instruction 4.Monitoring student progress 5.Transitioning to work or post-secondary school 6.Service monitoring 3

Stage 1: Orientation  Our program would like to have a better understanding of the characteristics and needs that students bring to the instructional setting.  A general orientation to the types of learning difficulties  An understanding of the kinds of learning problems that teachers might encounter in their class  An understanding of the need to adapt instruction to meet student needs and learning styles  Our program would like improve its use of the principles of “good teaching” as the foundation of effective instruction.  The importance of both the “art” of teaching and mastery of the “techniques” of instruction  The essential elements of “good teaching”  The process of direct instruction 4

STAGE 2: ASSESSMENT  Our program would like to improve in the area of screening students for learning difficulties.  How to complete a quick assessment of possible learning difficulties (educational triage)  Learn about materials that can be used for screening  Demonstration of, and practice using, screening instruments  Our program would like to improve its diagnostic assessment  Observation and interviewing skills  Criterion referenced or “alternative” assessment  Demonstration and practice with diagnostic assessment instruments  Our program would like to improve the linking of assessment to instructional planning. 5

STAGE 2: ASSESSMENT (cont) Diagnostic Assessment (cont.)  We would like professional development in a conceptual model that provides a framework for understanding various types of learning difficulties.  The Information Processing Model – the “unifying theory”  The Continuum of types, learning difficulties and LD Spectrum Disorder  The 3 A’s – Ability, Achievement, and Attitude  The “Get it – Do it” model that emphasizes the need for both “insight” and appropriate “action”  Specific Learning Disabilities - diagnosis and treatment  LD an introduction to learning difficulties 6

Stage 3: Instruction  We would like professional development in how to adapt instruction to meet student needs.  General instructional adaptation (linked to the preceding models)  Instructional materials and techniques (an LD “toolbox”)  We would like professional development in specific content area adaptations and techniques.  Reading and language (reading, writing, vocabulary)  Math (reasoning and computation)  Cognitive skills, memory development, attention and executive processing  We would like professional development in the use of technology for adapting instruction. 7

Stage 4: Skill Progress Monitoring  We would like to improve our ability to assess student learning.  Writing effective learning objectives  Implementing criterion referenced assessments in the classroom  Designing and using assessment tools with students who need an alternative to standardized testing  Developing a “skill based” model for instruction and charting student learning gain  We would like to improve our knowledge of the process and procedures used in applying for a GED ® accommodation. 8

Stage 5: Transitioning  We would like to improve our agency's ability to transition students into work, post-secondary education, or training.  Vocational assessment tools and strategies  Case management strategies  Obtaining GED ® accommodations, advocacy and student rights  Learning disabilities, employment and accommodations  Soft skills, maturity and executive processing expectations for students advancing to post-secondary studies  Creating program designed “certificates” of readiness for employment or post-secondary studies 9

Stage 6: Service Monitoring  We would like to improve our agency's ability to monitor the quality of services that are delivered to students with learning difficulties.  Access student data in order to identify students with special learning problems  Develop student awareness of the availability of GED accommodations and adaptations  Monitor requests for GED accommodations and track students through the process  Monitor referrals to the Office of Vocational Rehabilitation and other support service providers  Monitor the use and impact of special materials and availability of the LD Toolbox  Monitor the use of checklists for purposes of data collection and identification of service needs 10

How to use the Self-Evaluation of Professional Development Needs for Program Improvement Using this PowerPoint as a guide, identify two or three goals for your program. Your goals might look something like the following: “Our program would like to pursue professional development that would permit us to provide adapted instruction based on LD screening and diagnostic assessment.” “Our program would like to improve our staff’s understanding of learning difficulties so that they can integrate screening into the initial orientation process.” “Our program would like to establish informal assessment systems so that we can monitor the impact of instructional adaptations.” 11

Consider including learning differences in your Professional Development Consultation Plan and linking your objectives to program improvement. 1. Improving the quality of services provided to students with learning difficulties is a type of program improvement. 2. Engaging in job embedded professional development coordinated through the PDS Lead Consultant is an excellent way to approach program improvement. 3. The first step is to discuss professional development needs with the agency’s In-House Professional Development Specialist and assigned PDS Lead Consultant. The PDS LD Content Expert will work with your PDS Lead Consultant to identify and facilitate services. 12

Visit the PDE LD Content Expert web site for more information about learning differences 13

LD NEEDS ASSESSMENT PROFESSIONAL DEVELOPMENT POST-TEST 1. The LD needs assessment is built around six stages in the instructional process. What are the stages? In your own words, describe how each stage addresses a different issue. 2. Answer this question: How will you (or your adult education program) use the LD Needs Assessment Guide for program improvement? 3. Name two areas mentioned in the needs assessment survey that could be used to improve the quality of your agency’s assessment or orientation services. 4. Identify one sub-topic from each stage that you feel is the most important for you or your agency. 5. Visit the LD Content Expert web site at browse around a bit, and from the site send an to Dr. Gacka citing one item that is of interest. 1. The LD needs assessment is built around six stages in the instructional process. What are the stages? In your own words, describe how each stage addresses a different issue. 2. Answer this question: How will you (or your adult education program) use the LD Needs Assessment Guide for program improvement? 3. Name two areas mentioned in the needs assessment survey that could be used to improve the quality of your agency’s assessment or orientation services. 4. Identify one sub-topic from each stage that you feel is the most important for you or your agency. 5. Visit the LD Content Expert web site at browse around a bit, and from the site send an to Dr. Gacka citing one item that is of interest. Send your answers to Dr. Richard Gacka at 14

15 Thank you for completing the LD Self- Assessment of Professional Development Needs