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Learning Media Assessments

Learning Media Assessments. Orange County School District September 20, 2006. Agenda. 1:00 – 1:15 Introductions and Objectives 1:15 – 1:45 What IS a Learning Media Assessment? 1:45 – 2:00 Establishing the Impact the Visual Impairment has on Reading and Writing Skills

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Learning Media Assessments

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  1. Learning Media Assessments Orange County School District September 20, 2006

  2. Agenda 1:00 – 1:15 Introductions and Objectives 1:15 – 1:45 What IS a Learning Media Assessment? 1:45 – 2:00 Establishing the Impact the Visual Impairment has on Reading and Writing Skills 2:00 -2:10 Break 2:00 – 2:15 Identifying Sensory Channels 2:15 – 3:15 Determining the Appropriate Learning Media – Predominately Print? Predominately Braille? Or Both? 3:15 – 3:30 Review and Closure

  3. Our Objectives for Today After given instruction and practice in Learning Media Assessments, teachers will conduct LMAs with their students to document appropriate learning medias with 100% accuracy. 1. Teachers will complete a sensory channels assessment with 80% accuracy. 2. Teachers will complete the decision- making scenarios with 80% accuracy.

  4. Thinking Styles Assessment What’s Your Learning Style?

  5. Directions:

  6. Directions:

  7. Scoring:

  8. Scoring:

  9. Scoring: • Total the A’s from table I with the A’s from table II. Continue with B’s, C’s, and D’s • The category with the highest score is the one most like you.

  10. Scoring • A = Concrete Sequential • B = Abstract Sequential • C = Concrete Random • D = Abstract Random

  11. What Does It Mean? Random Abstract Concrete Sequential

  12. For Discussion……. Why do we do functional vision assessments?

  13. Importance of Functional Vision Assessment “ The presence of a visual impairment affects every aspect of development and has a particularly profound effect on early relationships and communicative functions. Thus, the earlier the detection of a visual problem, the earlier the intervention can be implemented to offset many of the associated developmental problems that ensue as the result of visual dysfunction and to improve the general outlook for functional vision.” Beth Langley in ISAVE

  14. Proposal…. • Think of Learning Media Assessment in these terms: 1. Method to identify the impact a child’s visual impairment has on their ability to develop or maintain literacy skills.

  15. Proposal Cont. Learning Media Assessment: 2. Tool to help determine the current AND FUTURE media that will provide greatest access to learning for their student.

  16. Functional Vision Assessment • Functional Vision – TOOL to discover what, how and where the student sees • WHY? “Information from observations should be summarized, analyzed and transformed into effective and unique intervention strategies.” “Make an educated estimation of what, where, and how the student sees and the conditions that promote or impede visual functioning.” Beth Langley in ISAVE

  17. Learning Media Assessment • Functional Vision – TOOL to discover what, where and how that MEDIA should be used. • WHY? “Information from observations should be summarized, analyzed and transformed into effective and unique intervention strategies.” “Make an educated estimation of what, where, and how the student LEARNS and the MEDIA that promotes or impedes LEARNING.” Kay Ratzlaff in Orange County

  18. For Discussion…. What should be included in your functional vision assessments?

  19. What are the non-negotiable aspects of assessments? IDEIA, State Board Rule and District Requirements

  20. Eligibility Assessments • Medical Eye Examination • Observation of Functional Vision to include daily living skills and mode of reading • Developmental or academic functioning • Additional – Orientation and Mobility and Vocational

  21. Re-evaluation Assessment • Re-evaluation shall occur at least every three years and shall include evaluations in accordance with paragraph (4) of this rule. (See previous slide.)

  22. Florida ESE Rules • In the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP team determines, after an evaluation of the student’s reading and writing skills, needs, including future needs, and appropriate reading and writing media, that instruction in braille or the use of braille is not appropriate for the student.

  23. Requirements of Functional “Vision” Assessment 1. Eye Medical 2.Observation of functional vision 3. Developmental or academic functioning 4. Evaluation of student’s reading and writing skills Daily living and mode of reading Future needs and appropriate reading and writing media. 5. Additional information - Orientation and Mobility Vocational

  24. State Board Rule -Key Points Florida State Board Rule 6A-6.03014 Special Programs for Students Who Are Visually Impaired

  25. State Board Rules • Criteria for eligibility. A student is eligible for a special program for the visually impaired if the following medical andeducational criteria are met: • (a) Medical. There is a documented eye impairment as manifested by at least one of the following:

  26. State Board Rules 1. A visual acuity of 20/70 or less in the better eye after best possible correction; • 2. A peripheral field so constricted that it affects the student's ability to function in an educational setting; • 3. A progressive loss of vision which may affect the student's ability to function in an academic setting or,

  27. State Board Rules • 4. For children birth to five (5) years of age, bilateral lack of central, steady, or maintained fixation of vision with an estimated visual acuity of 20/70 or less after best possible correction; bilateral central scotoma involving the perimacula area (20/80-20/200); bilateral grade III, IV, or V Retinopathy of Prematurity (ROP); or documented eye impairment as stated in paragraph (2)(a) of this rule.

  28. State Board Rules (b) Educational. There is a documented functional vision loss which: 1. Inhibits optimal processing of information through the visual channel; and 2. Requires the use of specialized techniques, textbooks, materials, or equipment.

  29. State Board Rules (4) Procedures for student evaluation (a) The minimum evaluations necessary for determining eligibility shall include: 1. A medical eye examination describing: etiology, diagnosis, treatment regimen, prognosis, near/distance, corrected/uncorrected acuity measures for left eye, right eye and both eyes, measure of field of vision, and recommendations for lighting levels, physical activity, aids, or use of glasses, as appropriate. For children birth to five (5) years of age, a medical assessment describing visual functioning shall be documented when standard visual acuities and measure of field of vision are unattainable.

  30. State Board Rules 2. Documented observation of functional vision to include daily living skills and mode of reading by a teacher of students with visual impairments or an appropriately trained diagnostician, and

  31. State Board Rules 3. Evaluation of developmental or academic functioning. (b) Additional information including vocational and orientation and mobility evaluations may be gathered to assist in determining the appropriate educational program and necessary environmental adjustments for the student.

  32. Continuum on Assessments Minimum… Maximum… State Most Board Effective Rule Practices

  33. For Discussion….. • Are you meeting what the current research, the National Agenda, and Florida Low Vision Initiatives recommend in the realm of assessment? (Moving toward most effective practices on the continuum…..)

  34. Most Effective Practices…. Learning Media Assessments by M. Cay Holbrook and Alan Koenig and A Practitioner’s Guide to Evaluation and Intervention by Amanda Hall Lueck

  35. Functional Vision Assessment (FVA) Learning Media Assessment (LMA) • The learning media assessment is an objective process of systematically selecting learning and literacy media for students with visual impairments. This assessment process guides the educational team in making decisions on the range of instructional media needed to facilitate learning for students with visual impairments. The LMA, when used in a meaningful and holistic manner, will provide essential information needed to develop appropriate programs for all students, regardless of the level of vision or severity of additional disabilities.

  36. Components of LMA • Use of Sensory Channels • In different locations and under different conditions: • Record each observed behavior a child has with things in their environment • In each setting, record and rate 15 or more discrete behaviors • Put a box around the primary channel and a circle around the secondary channel • Most children will react with more than one sensory channel • If a consistent pattern does not emerge, differentiate observed behaviors involving near and distant tasks.

  37. Components of the Learning Media Assessment • John’s Basic Reading Inventory • Regular print • Large print • Braille Identifying the impact their visual impairment has on their reading and writing skills. And determining the appropriate learning media – predominantly regular print, predominantly large print, or predominantly braille.

  38. Components of Assessment • Learning Media Assessment • Check reading speed (fluency) and comprehension in different sizes of print • Determine if there is a pattern of dropping ending of words or missing the beginning of words. • Loosing place while reading • Watch for consistent mistakes – e for o or c; v for u, etc.

  39. Learning Media Assessment • Using the John’s Basic Reading Inventory provides concrete, objective data on the student’s reading skills and modes (regular print, large print or braille) for consideration by the IEP team.

  40. FVA -LMA • Continuing Assessment of Literacy Media • Materials used • Eye report • FVA • Reading inventory • Reading rates and comprehension • Recommended print sizes • Future needs

  41. Project SLATE: Supporting Literacy Achievement and Teacher Effectiveness for Students Who are Blind or Visually Impairedhttp://www.educ.ttu.edu/slate/ Let’s Practice…..

  42. Jan Project Slate Jan

  43. Dave Project Slate: Dave

  44. Important Forms • General Student Information • Use of Sensory Channels • Indicators of Readiness for Conventional Literacy Program • Continuing Assessment of Literacy Media • Literacy Tools Inventory

  45. Functional Vision Assessments A Practitioner’s Guide to Evaluation and Intervention Amanda Hall Lueck, Editor

  46. Key Components of Good Functional Vision Assessment • Observations • Interviews • Assessments • Reports • Conveying Information in Person A Practitioner’s Guide to Evaluation and Intervention, Amanda Hall Lueck, Editor

  47. Observations Reading ability and efficiency Use of pictures Preferred viewing distance and positions Writing tasks Color identification Lighting Contrast Mobility Near object location and reach Optical devices Special equipment Requests for assistance Key Components -Observations A Practitioner’s Guide to Evaluation and Intervention, Amanda Hall Lueck, Editor

  48. History Favorite things – toys, activities, etc Visual activities – recognize people, computer, moving objects vs. still, etc. Use of optical devices Daily living activities Mobility and transportation issues Key Components -Interview A Practitioner’s Guide to Evaluation and Intervention, Amanda Hall Lueck, Editor

  49. Near Acuity Distance Acuity Crowding and spacing Visual Fields Contrast Sensitivity Light Sensitivity Color Vision Oculomotor control Reading Skills (Learning Media Assessment) Visual Perceptual Skills Daily Living Skills Travel Skills Computer Use Key Components – Assessment A Practitioner’s Guide to Evaluation and Intervention, Amanda Hall Lueck, Editor

  50. Components of Assessment • Near Acuity • Print size • Distance from reading materials • Different formats: Phone book, magazine, text book, newspaper, etc. • Contrast: Black on white, white on black, highlighted, etc. • Other suggestions?

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