Learning Media Assessments

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Learning Media Assessments

• Orange County School District
• September 20, 2006

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Agenda

• 100 115 Introductions and Objectives
• 115 145 What IS a Learning Media Assessment?
  
• 145 200 Establishing the Impact the Visual
  Impairment has on Reading and Writing
  Skills
• 200 -210 Break
• 200 215 Identifying Sensory Channels
• 215 315 Determining the Appropriate Learning
  Media Predominately Print? Predominately
  Braille? Or Both?
• 315 330 Review and Closure

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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.

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Thinking Styles Assessment

• Whats Your Learning Style?

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Directions
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Directions
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Scoring
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Scoring
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Scoring

• Total the As from table I with the As from
  table II. Continue with Bs, Cs, and Ds
• The category with the highest score is the one
  most like you.

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Scoring

• A Concrete Sequential
• B Abstract Sequential
• C Concrete Random
• D Abstract Random

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What Does It Mean?
Random
Abstract
Concrete
Sequential
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For Discussion.

• Why do we do functional vision assessments?

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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

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Proposal.

• Think of Learning Media Assessment in these
  terms
• 1. Method to identify the impact a childs
  visual impairment has on their ability to develop
  or maintain literacy skills.

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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.

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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

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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

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For Discussion.

• What should be included in your functional vision
  assessments?

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What are the non-negotiable aspects of
assessments?

• IDEIA, State Board Rule and District Requirements

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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

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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.)

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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 students
  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.

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Requirements of Functional Vision Assessment
1. Eye Medical
2.Observation of functional vision
3. Developmental or academic functioning
4. Evaluation of students 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
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State Board Rule -Key Points

• Florida State Board Rule 6A-6.03014 Special
  Programs for Students Who Are Visually Impaired

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State Board Rules

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

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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,

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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.

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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.

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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.

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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

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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.

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Continuum on Assessments

• Minimum Maximum
• State Most
• Board Effective Rule
  Practices

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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..)

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Most Effective Practices.

• Learning Media Assessments by M. Cay Holbrook and
  Alan Koenig and A Practitioners Guide to
  Evaluation and Intervention by Amanda Hall Lueck

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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.

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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.

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Components of the Learning Media Assessment

• Johns 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.

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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.

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Learning Media Assessment

• Using the Johns Basic Reading Inventory provides
  concrete, objective data on the students reading
  skills and modes (regular print, large print or
  braille) for consideration by the IEP team.

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FVA -LMA

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

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Project SLATE Supporting Literacy Achievement
and Teacher Effectiveness for Students Who are
Blind or Visually Impairedhttp//www.educ.ttu.ed
u/slate/

• Lets Practice..

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Jan

• Project Slate Jan

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Dave

• Project Slate Dave

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Important Forms

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

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Functional Vision Assessments

• A Practitioners Guide to Evaluation and
  Intervention
• Amanda Hall Lueck, Editor

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Key Components of Good Functional Vision
Assessment

• Observations
• Interviews
• Assessments
• Reports
• Conveying Information in Person

A Practitioners Guide to Evaluation and
Intervention, Amanda Hall Lueck, Editor
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Key Components -Observations

• 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

A Practitioners Guide to Evaluation and
Intervention, Amanda Hall Lueck, Editor
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Key Components -Interview

• 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

A Practitioners Guide to Evaluation and
Intervention, Amanda Hall Lueck, Editor
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Key Components Assessment

• 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

A Practitioners Guide to Evaluation and
Intervention, Amanda Hall Lueck, Editor
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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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Components of Assessment

• Distance Acuity
• Distance from board
• Different colored markers on board
• Reading menus in fast food restaurant
• Locating items in the environment
• Reading street signs
• TV or videos
• Using Snellen charts or others
• Other suggestions?

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Components of Assessment

• Visual fields
• Figure Ground
• Familiar and unfamiliar environments
• Different lighting conditions
• Functional classroom tasks
• Other suggestions?

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Components of Assessment

• Contrast Sensitivity
• Colored markers?
• Contrast sensitivity chart
• Color Vision
• Lighting Changes
• Precision Vision Cone Adaptation

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Review some reports

• Review the reports you have been given.
  Determine the strengths and weaknesses of each
  report based on the criteria discussed. Does the
  report meet or exceeded the minimum standards?

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Reports

• Review the reports for the following
• Is there much jargon? Are terms clearly defined
  and explained?
• Is the setting or environment clearly defined?
• After reading the report would someone not
  familiar with vision understand the childs
  visual limitations and condition?

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Reports

• Are key areas addressed? Learning Media
  Assessment, near acuity, far acuity, color,
  visual field, etc.
• Are the recommendations appropriate and supported
  by data collection?

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Reflection..

• Reflection.
• Answer the following questions
• What was the most important thing I learned about
  the assessment process?
• What will I change about my assessment process
  and reports?
• What topics do I need additional information?

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Learning Media Assessment

• For students with visual impairments and
  additional disabilities.

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Preparing for Assessment

• Child should be
• Ready for perceiving and processing information
• Provided with sufficient but appropriate amounts
  of information
• Physically stabilized

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Preparing for Assessment

• Ensuring Postural Stability
• Consult with therapists for advice on postures
  and movements
• Assisted supine head alignment affords mobility
  of the head and control of eye movement
• Positions other than supine or sitting should be
  attempted
• Side lying for dissociated movement,
  weight-bearing, organization of eyes and hands in
  midline
• Prone for weight shift, facilitate reaching

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Preparation for Assessment

• Vestibular Activity
• Vestibular System Information from our head
  position, the pull of gravity and speed and
  direction of movement. Guides our position in
  space, critical to staying upright.
• Engaging in rolling or other forms of vestibular
  activity helps alert and integrate the oculomotor
  system
• Proprioception
• Proprioception Information from muscle,
  tendons, and joints. Directs our posture and
  movement and detects force, amount, speed and
  positions in space.

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Behaviors Suggesting Vision

• Turning to a light source
• Eyes widening when presented with a visual
  stimulus
• Increase or decrease in movement or postural tone
• Change in breathing
• Quieting or relaxation

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Conditions for Optimal Attending

• Low background light
• Supine position with head raised
• Stimuli presented slowly and calmly with time to
  process

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Conditions for Optimal Attending

• Signs of stress include yawning, drowsiness,
  hiccupping, fussiness, eye aversion,
  regurgitation
• Over stimulation and CVI
• Fade in and out of responsiveness
• Vision may disappear for seconds or longer
• Assessment should be stopped
• Use calming methods to facilitate reorganization

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Sensory Channels

• Appetite and Aversion charts
• The parent, caregiver and teachers must be aware
  of alternate responses.
• Identify the childs motivational preferences

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Individual Sensory Learning Profile Interview

• Tanni Anthony, Ph.D.
• Child Development Institute
• http//www.fpg.unc.edu/edin/Presentation_docs/AER
  20200620Resources/Literacy/Handouts/AM3_Handout_
  F_ISLPI.doc

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Challenges

• Determine a consistent response to a stimulus
• Transfer that response to new situation
• Attach meaning to that response

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Re-Visit 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 and channels 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.

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Contact Info

• Kay Ratzlaff
• 4210 W. Bay Villa Ave, RM. 26
• Tampa, FL 33611
• 813-837-7829 800-282-9193
• kratzlaff_at_fimcvi.org www.fimcvi.org