1. 1 MULTIPLE & EFFECTIVE ASSESSMENT STRATEGIES FOR ADULTS WITH LEARNING DISABILITIES CASAS National Summer Institute Wednesday, June 16, 2004 Nancie Payne, M.S. Payne & Associates, Inc.

2. 2 Goals & Objectives In depth look at tools used to assess Learning Disabilities In depth look at tools used to assess Learning Disabilities –Learning Disabilities assessment tools –Usefulness of tools –Diagnostic-prescriptive assessment –Effective assessment strategies –Getting better “special needs” data from CASAS assessment tools

3. 3 MEETING YOUR NEEDS In choosing this session – what one thing would meet your needs today? In choosing this session – what one thing would meet your needs today?

4. 4 CLARIFYING ASSESSMENTS What does the term “Learning Disability Assessment” mean? What does the term “Learning Disability Assessment” mean? What purpose does a “Learning Disability Assessment” serve? What purpose does a “Learning Disability Assessment” serve? What does the term “Competency-based Assessment” mean? What does the term “Competency-based Assessment” mean? What purposes does a “Competency- based Assessment” serve? What purposes does a “Competency- based Assessment” serve? How are these assessments useful? How are these assessments useful?

5. 5 Learning Disabilities & Related Disorders Evaluation Process Adult Standards Adult Standards Youth Standards Youth Standards

6. 6 TYPES OF COGNITIVE & EDUCATION ASSESSMENT… Formal Formal –Standardized –Specific & required –Needed for diagnosis, placement & reporting progress/gains Informal Informal –Diagnostician or teacher developed –Condition or instruction based –Learner centered & driven

7. 7 TYPES OF COGNITIVE & EDUCATION ASSESSMENT… Brief Tests, Locators & Appraisals Brief Tests, Locators & Appraisals –Quick sort –Frequently used in initial stages Comprehensive Testing Comprehensive Testing –Specific cognitive & content areas –Frames development of next steps –Guides instruction & lesson planning

8. 8 DIAGNOSTIC- PRESCRIPTIVE APPROACH Describe a diagnostic-prescriptive approach when teaching a learner who has a Learning Disability? Describe a diagnostic-prescriptive approach when teaching a learner who has a Learning Disability? Here’s how we get there…

9. 9 DIAGNOSTIC- PRESCRIPTIVE APPROACH Involves Involves –Assessing specific needs & strengths of learner –Identifying limitations of learner –Establishing realistic, meaningful goals –Breaking goals into achievable lessons & units

10. 10 DIAGNOSTIC- PRESCRIPTIVE APPROACH Involves Involves –Analyzing skills & tasks needed to accomplish each lesson & units –Identifying learner-centered methods & approaches to instruction/learning –Identifying & applying accommodations –Monitoring progress and gains

11. 11 CLINICAL DIAGNOSTIC EVALUATION Clinical or Formal Diagnosis Clinical or Formal Diagnosis –Formalized identification of the specific nature of a set of behaviors & characteristics believed to be symptomatic markers –Methods of diagnosis extending beyond testing & measuring aptitudes, performance, vocational interests associated with educational evaluation

12. 12 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Clinical Interview – Core Background/History Clinical Interview – Core Background/History –Medical/Physical Problems –Psychological/Mental –Peer/Family Relationships –Vocational/Educational –Employment History –School Records & Services Received –Previous Testing –Other Incidences/Trauma –Self-reported Strengths/Weaknesses

13. 13 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Medical Evaluation (if needed) Medical Evaluation (if needed) –Medical History –Referral for Examination

14. 14 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Behavioral Observations Behavioral Observations –Communication –Interpersonal –Attention –Emotional –Problem Solving

15. 15 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Psychological Assessment Psychological Assessment Intelligence Achievement Information processing Personality Aptitude

16. 16 DIAGNOSTIC REPORT FORMAT Background & Manifestations Background & Manifestations Tests Administered & Results Tests Administered & Results Observations Observations Summary Summary Recommendations Recommendations

17. 17 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Evaluation & Report – Conclusions Evaluation & Report – Conclusions –Aptitude/Cognitive Level –Medical – Physical Issues –Psychological Issues –Strengths & Limitations –Severity of Disability –Areas of Potential Impact –Rationale For Diagnosis –Employment Goals

18. 18 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Report – Recommendations Report – Recommendations –Medical –Vocational/Educational –Employment –Additional Services –Local Resources

19. 19 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Report – Accommodations Report – Accommodations –Accommodations for Plan –Assistive Technology –Documentation for other Purposes GED GED Pre-employment Pre-employmentTesting

20. 20 DIAGNOSTIC PROTOCOLS STANDARDS FOR EVALUATORS Feedback Session Feedback Session –Face-to-Face Verbal Review with Written Report – Tape Record Findings Findings Specific Accommodations Specific Accommodations Goal-oriented Goal-orientedRecommendations Questions & Answers Questions & Answers Listen to Tape – Read Report Listen to Tape – Read Report Follow-up Follow-up

21. 21 FEEDBACK IS PERSONAL!

22. 22 QUESTIONS & CONCERNS Consult with the Diagnostician Consult with the Diagnostician Engage a LD Specialist Engage a LD Specialist Maintain Highest Level of Confidentiality Maintain Highest Level of Confidentiality Maintain Medical Records & Disability Information/Evaluations Securely Maintain Medical Records & Disability Information/Evaluations Securely

23. 23 EVALUATION TOOLS Intelligence Intelligence –Wechsler Children –Wechsler Adult –Stanford Binet Information Processing Information Processing –Woodcock-Johnson –Detroit Learning Aptitude Achievement Achievement –Woodcock-Johnson –Wechsler –Peabody

24. 24 LD Assessment Components Sensory & Perceptual Sensory & Perceptual –Auditory –Visual –Tactile –Kinesthetic

25. 25 LD Assessment Components Motor Motor –Motor Functions –Visual Motor –Auditory Motor –Tactile Motor

26. 26 LD Assessment Components Executive Functions Executive Functions –Higher Order Cognition –Reasoning & Processing Communication & Language Skills Communication & Language Skills Orientation & Relationships Orientation & Relationships –Visual-spatial Relations –Time Orientation

27. 27 LD Assessment Components Achievement Areas Achievement Areas –Dyslexia – Reading/Language Disorders –Dyscalculia – Mathematics Disorders –Dysgraphia – Writing Disorders –Dysphasia – Receptive/Expressive –Dysnomia – Word Finding Deficits

28. 28 GATHERING INFORMATION Customer Input Customer Input Provider Input Provider Input –Informal Assessment –Informal Assessment Observation –Brief Interviewing Other Input Other Input –Spouse/Family –Friend –Co-Worker

29. 29 EFFECTIVE USE OF THE INFORMATION… CONFIDENTIAL CONFIDENTIAL DETERMINE DETERMINEACCOMMODATIONS MAKE PROGRAM MAKE PROGRAMRECOMMENDATIONS LABELING LABELING

30. 30 USING ASSESSMENT INFORMATION TO SHAPE DIAGNOSTIC- PRESCRIPTIVE APPROACHES Information Gathering is Crucial Information Gathering is Crucial –Observation –Informal assessment –Formal assessment

31. 31 PART OF A WHOLE PROCESS Observation Observation –Focus on non-verbal –Watch how learner approaches tasks –Scrutinize & analyze learner efforts –Listen to the tone of voice & words learner uses –Note strengths & areas of need

32. 32 OBSERVATION What are some observations you might see when someone is taking a CASAS test?

33. 33 OBSERVATION DURING INITIAL ASSESSMENT Furrowed brow Furrowed brow Tight grip of pencil Tight grip of pencil Puzzled look after instructions given Puzzled look after instructions given Wrong number on answer sheet when compared to test booklet Wrong number on answer sheet when compared to test booklet Sighs a lot Sighs a lot Numerous erasures Numerous erasures Finished early Finished early

34. 34 PART OF A WHOLE PROCESS Informal Assessment Informal Assessment –Screening –Brief interviewing –Checklists & surveys –Questionnaires Intensive Interviewing Intensive Interviewing Self-report Self-report –Authentic skill & task demonstration & analysis –Follow-up Questioning

35. 35 INFORMAL ASSESSMENT Does not replace formal assessment Does not replace formal assessment Addresses needs & goals of “today” Addresses needs & goals of “today” Helps concretely define what’s working & what’s not working Helps concretely define what’s working & what’s not working Is practical & frequently more useable that formal assessment data Is practical & frequently more useable that formal assessment data

36. 36 LEARNER-CENTERED GOAL FOCUSED Strengths Strengths Limitations Limitations Instruction Instruction Training Training Adjustments Adjustments Modifications Modifications Me? You want to know about ME?

37. 37 Payne Learning Needs Inventory Critical Elements Critical Elements –Background information –History of Medical/Special Needs –Behaviors & Manifestations Weaknesses or Limitations Weaknesses or Limitations –Modalities Strengths or Successes Strengths or Successes

38. 38 Payne Learning Needs Inventory Questions stem from Learner’s Questions stem from Learner’s –Goals –Current living situation –Background – culture & geographical –Health & medical needs –Knowledge, skills & abilities –Learning characteristics –Attention –Reasoning & processing –Time orientation & management –Spatial relations & directionality

39. 39 Payne Learning Needs Inventory Questions stem from Learner’s Questions stem from Learner’s –Visual abilities –Motor functions –Language discussion Verbal skills Verbal skills Listening skills Listening skills –Sequential abilities –Memory –Social & emotional state –Study habits

40. 40 Payne Learning Needs Inventory Strength-based questions Strength-based questions –Life-skill based Weakness-based questions Weakness-based questions –School-skills based Rationale for each question based on cognitive attributes Rationale for each question based on cognitive attributes Looks for patterns Looks for patterns DIAGNOSTIC-PRESCRIPTIVE APPROACH DIAGNOSTIC-PRESCRIPTIVE APPROACH

41. 41 CASAS ASSESSMENTS Not just about scores Not just about scores Evaluation of responses Evaluation of responses –Correct answers –Incorrect answers –Sections left blank Time limitations Time limitations –Within specific timeframes –With additional time

42. 42 CASAS ASSESSMENTS Individual diagnostic profiles Individual diagnostic profiles –Divided into competency areas Strengths Strengths Weaknesses Weaknesses Checks & balances Checks & balances –Have learner work some of the missed items or similar items to see where the mistakes occurred –Allow an adaptive device Calculator Calculator Audio cassette Audio cassette

43. 43 LEARNER-CENTERED PLAN DEVELOPMENT Set goals Set goals –Individualized –Realistic –Basis of instructional lessons & units Observe & monitor Observe & monitor –Learner needs & difficulties –Consistencies & inconsistencies

44. 44 DOING THE RIGHT THING Remember… Diagnosis is not a Means to an End It is the Start of the Beginning