Implementation Training. Life Skills Developmental Disabilities 2006

Transcription

1 Implementation Training Life Skills Developmental Disabilities

2 When You Complete This Training 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 2

3 Activity 1: Needs Assessment Complete Activity 1 in the Activity Packet: Ask yourself the 8 questions Rate how easily you are able to do each training component (scale of 1-5) Review this page at end of training Note items needing clarification Discuss any issues with the group 3

4 Introduction to CASAS 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 4

5 Why CASAS? 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 5

6 Key Components There are four key components of the CASAS system. 6

7 Key Component: Curriculum CASAS Competencies The CASAS Competencies are the curricular foundation of the CASAS system. There are more than 300 CASAS 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 < 7

8 Key Component: Assessment See the CASAS Resource Catalog for more information on individual tests. CASAS Assessments More than 180 assessments are available. Functional basic skill areas include: Reading Math Listening Speaking Writing Critical thinking Citizenship preparation 8

9 Key Component: Instructional Support Instructional Materials Quick Search (QS) Software QS is a searchable CD-ROM database. It helps teachers identify effective instructional materials for learners. All materials in the database are aligned to CASAS Competencies. See the Instructional Resources section of the CASAS Web site for more information. 9

10 Key Component: Data Collection Software Compiles and scores student assessment results Provides more than 150 reports analyzing student test data Tracks student progress 10

11 The Competency-Based Education Cycle 11

12 Methods to Assess Participant Needs Inventory (informal) Lists input from individual, family, care providers, friends Surveys the individual s current and future natural environments - home, community, workplace, educational setting Observation (informal) Provides unbiased perspective of skills and abilities Compares performance in different settings/situations Interview (informal) Provides input from individual and significant others such as family, supervisors, and care providers Documents individual hopes and dreams CASAS Life Skills Formal Assessment Determines appropriate placement, progress toward goals and verifies goal attainment Establishes program accountability Begins with well-defined competency statements 12

13 An Integrated Systems Approach 13

14 Competency-Based Education Ideal Characteristics Competency-based programs: Use specific, measurable competency statements Ensure content based on learner goals (outcomes/competencies) Focus on what the learner needs to learn, which is the application of basic skills in a life skills context Pace instruction to learner needs 14

15 Competency-Based Education Ideal Characteristics Competency-based programs: Use a variety of instructional techniques and group activities Use texts, media, and real-life materials geared to targeted competencies Provide learners with immediate feedback on assessment performance Have learners demonstrate mastery of specified competency statements 15

16 CASAS Competencies Content Areas 0. Basic Communication 1. Consumer Economics 2. Community Resources 3. Health 4. Employment 5. Government and Law 6. Computation 7. Learning to Learn 8. Independent Living Skills The CASAS Competencies are organized into nine content areas. Review the CASAS Competencies in your training materials. 16

17 Competency Coding System Content Area 2. Community Resources Competency Area 2.2 Understand how to locate and use different types of transportation and interpret related travel information Competency Statements Recognize and use signs related to transportation (see also 1.9.1) Interpret transportation schedules and fares 17

18 Activity 2: Competency Worksheet CASAS Competency Number CASAS Content Area General Competency Area Specific Competency Statement Example: Community Resources Understands concepts of time and weather Interpret clock time Complete worksheet included in your activity packet. 18

19 Integrating Content Standards and Life Skills 19

20 Content Standards and CASAS Competencies Why are Content Standards important to use along with CASAS Competencies? Content Standards identify the underlying basic skills associated with CASAS Competencies. Content Standards represent smaller steps in skill attainment for consumers with developmental disabilities. Content Standards support instructional planning that helps students master a specific competency and attain their goals. 20

21 Integrating Content Standards and Life Skills R1.4 Relate letters to sounds (money) R4.4 Read money amounts (Distinguish $10, $5, $1) Life Skill Competency Statement Count, convert and use coins and currency and recognize symbols such as ($) and (.) R1.1 Identify letters of the English alphabet (dime, etc.) R4.1 Read numbers ($10 + $5) Content standards are literacy basic skills that you teach and assess at different skill levels to indicate progress towards meeting life skill competencies. R2.1 Interpret common symbols ($ &.) 21

22 Activity 3: Integrating Content Standards and Life Skills Basic Skill Content Standard R_._ Basic Skill Content Standard R_._ Basic Skill Content Standard R_._ Life Skill Competency Statement _._._ Basic Skill Content Standard R_._ Complete Activity 3 in the Activity Packet. Basic Skill Content Standard R_._ 22

23 An Integrated Systems Approach 23

24 Norm-referenced Test How is performance measured? A person s score is compared to the total scores of the group. What is passing? A person passes when score meets a certain percentage of the norm group. 24

25 Criterion-referenced Test How is performance measured? A person s score is compared to the score needed to meet clearly stated criteria for competent performance. What is passing? A person passes when the criteria for mastery of a skill is met. Yes, that is the correct change. 25

26 Tools for Assessment and Instruction Place Learners are given a locator to determine appropriate program or instructional level placement and/or to identify the pretest they should take. Assess Learners take the survey achievement pretest. Instruct Teacher provides instruction and ongoing informal assessment. Monitor After a specified interval, students are given an appropriate post-test based on pretest scores. Progress is noted. 26

27 Types of CASAS Tests 5A-2A Placement/Locator Level AAA Pre-Post Tests (Survey Achievement/Progress Tests) Placement tests include a wider range of test levels. Progress tests assess more specific skill levels. See Attachments 1 and 2 in your Activity Packet for descriptions of these various skill levels. 27

28 Scale Score Ranges of Tests for Special Needs Level AAAAA Level AAAA Level AAA Level AA Level Pre-A/Beg. Literacy Levels A B C D 28

29 Life Skills Test Items Scale Score Ranges AAAAA Level Item Item Difficulty = 122 Item # 2, Life Skills Form 343 AAAA Level Item Item Difficulty = 142 Item # 6, Life Skills Form 333 Where is the money? Which one is the stop sign? 29

30 Life Skills Test Items Scale Score Ranges AAA Level Item Item Difficulty = 166 Item # 18, Life Skills Form 322 AA Level Item Item Difficulty = 175 Item being field-tested Which person is weighing items using a scale? Which one shows three men and two women? 30

31 Test Administration Test Population Use with adult students 16 years or older with developmental disabilities such as mental retardation, cerebral palsy, autism or epilepsy Do not administer to convalescent-hospital/sanitarium patients, stroke victims, or students with visual impairments Use pre- and post-tests to monitor progress and show student learning gains Use the Locator to select the Appropriate Test Level (2A-5A) Locator Form 350 is used for initial program placement Raw score on locator determines the appropriate pretest to administer Note: CASAS provides a Test Administration Manual with more details on test administration. 31

32 Test Administration Directions Administer the test individually Allow approximately minutes to test each student Place the display in front of the student Point to display and begin with prompt such as Look at these pictures or Bill, look at these pictures Use prompt/cue in student s mode of communication such as verbal command, gestures or sign language State prompt/cue listed no more than twice Record student responses on answer sheet 32

33 Test Levels Level Form Numbers Number of Items Four test levels Two forms at each level AA 310, AAA 322, AAAA 332, AAAAA 342, Locator

34 CASAS Scale for Developmental Disabilities B A AA AAA AAAA AAAAA Fill out simple forms; calculate single mathematical operations Write simple words and phrases; provide very basic personal information Use simple communication with others and community services Follow simple safety practices in home/community and directions on public signs Perform daily living tasks; identify simple public signs Identify household objects; use gestures to communicate See Attachment 1 for detailed descriptions of these levels. 34

35 Form 350 Locator Locator Raw Pretest to Administer Score Form Level AA AAA AAAA AAAAA 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

36 Form 350 Locator Answer Key Answer Key 1. B 2. D 3. D 4. C 5. A 6. C 7. B 8. A 9. C Due to the small number of items on this test, scores should be seen as general indicators of a student s level. Scale scores are listed here for agencies that need to report a scale score for this locator. See Test Administration Manual for instructions on referring examinees to the appropriate pretest level. Score Conversion Chart Raw Score Scale Score

37 Flowchart for Assessment and Instruction Tests for Developmental Disabilities Locator Test Form 350 More than 8 errors 6 to 8 errors 3 to 5 errors 1 to 2 errors No errors Level AAAAA Form 342 Level AAAA Form 332 Level AAA Form 322 Level AA Form 310 Level Pre-A or A Form 27/81 Instruction Level AAAAA Form 343 Level AAAA Form 333 Level AAA Form 323 Level AA Form 311 Level Pre-A or A Form 28/82 37

38 Test Scoring Tests may be scored by scanner, hand, or CASAS TOPSpro software Number correct is the raw score Raw score converts to a scale score Scale score relates to CASAS Skill Level Descriptors (allow for individual differences) Scale scores represent continuum of ability level Use Scale Score Conversion Charts for AAAAA-AA or A-D 38

39 Scores below the accurate range; retest using the appropriate form Scores Beyond the Accurate Range Use Suggested Next Test 2A-5A Form 322 Level AAA Scale Score Conversion Scores above the accurate range; use with caution 39

40 Data Collection Student Profile Sheet Record scores of two administrations of a single test form Write comments for training Student Performance by Competency Record test results for a single test administration Class Performance by Competency Use to design instructional and curricular strategies 40

41 Student Records 41

42 Student Records 42

43 Class Profile by Competency Life Skills for Developmental Disabilities 43

44 Activity 4: Targeting Instruction Complete Activity 4 in your Activity Packet: Ask yourself the 6 questions Note items needing clarification Discuss any issues with the group 44

45 TOPSpro Reports Class Profile Class Performance by Competency Student Test Summary by Class Learning Gain Summary by Agency Suggested Next Test (see Attachment 5) Suggested Next Test Detail (see Attachment 6) 45

46 Suggested Next Test Suggested Next Test DEVELOPMENTAL DISABILITIES TOPSpro Test Administration Manual (TAM) 46

47 Post-Test After approximately 200 hours of instruction, administer a post-test Use Suggested Next Test report to select the post-test Average expected gains are 5 points at lower levels and 3 points at upper levels 47

48 An Integrated Systems Approach 48

49 Instructional Materials Quick Search Quick Search provides an essential link between assessment and instruction. 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 49

50 Instructional Materials Quick Search Search for instructional resources by Basic skill Program type Assessment Year of publication Publisher Web site 50

51 Quick Search Report by Competencies 51

52 Activity 5: Choosing Books to Meet Objectives Complete Activity 5 in your Activity Packet: Use the Quick Search Instructional Resources Report to identify an appropriate book for an Adults with Disabilities class. Select a book from CASAS Skill Level 2A-5A. Note items needing clarification Discuss any issues with the group 52

53 Assessment Process Summary Administer Form 350 Locator Use number of errors on Locator to select pretest Administer pretest Use test results and Quick Search to plan training or instruction Use Suggested Next Test report for Developmental Disabilities to select post-test Administer post-test 53

54 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. 54

55 Activity 6: Targeting Instruction Complete Activity 6 in your Activity Packet: Use the CASAS assessment results and Scenario to develop an Individual Habilitation Plan (IHP). Follow the format for the IHP and develop objectives and methodology. Write your goal plan on the blank copy of the IHP on an overhead and share with the group. 55

56 Contact CASAS Mail: CASAS 5151 Murphy Canyon Rd., Suite 220 San Diego, CA Web site: Telephone: or Fax: For specific questions about special needs assessments For general questions about the CASAS system For questions and issues concerning the CASAS Web site For questions regarding TOPSpro software For questions concerning CASAS training 56