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Learning Disabilities Trainer's Guide

compiled by Jeffrey A. Fantine

This training model and collection of activities used by the ProLiteracy
America Learning Disabilities Training and Dissemination Hub is based on
*Bridges to Practice: A Research-based Guide for Literacy Practitioners
Serving Adults with Learning Disabilities.*

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ProLiteracy America

1320 Jamesville Avenue

Syracuse, NY 13210

Telephone: 315-422-9121

Fax: 315-422-6369

E-mail: info@proliteracy.org

http://www.proliteracy.org

*The information in this publication is based upon work supported by the
National Institute for Literacy (NIFL) to ProLiteracy America, the U.S.
Division of ProLiteracy Worldwide. The information that it contains is
based upon work supported by NIFL under Grant No. X257 B70003. Any
opinions, findings, and conclusions or recommendations expressed in this
material are those of the author(s) and do not necessarily reflect the
values of the NIFL.*

*The contents of this document are not official statements of
ProLiteracy Worldwide. Legal information is included as examples and
must be reviewed by qualified legal counsel for compliance and
applicable federal and state laws.*

*This document may be reproduced for use by adult literacy programs. It
may not be sold or included as a part of any print, video, or electronic
product that will be sold unless written permission is obtained in
advance from ProLiteracy America, 1320 Jamesville Ave., Syracuse, NY,
13210.*

ProLiteracy America

Learning Disabilities Trainer's Guide

This training guide is a compilation of the training efforts of the
ProLiteracy America Learning Disabilities Training and Dissemination
(LDTD) Hub as part of a project funded by the National Institute for
Literacy (NIFL) to increase awareness and improve services to adults
with learning disabilities. (Laubach Literacy International and Literacy
Volunteers of America merged to form ProLiteracy Worldwide in 2002.
ProLiteracy America is the U.S. Division.) This guide is an adaptation
of the *Bridges to Practice: A Research-based Guide for Literacy
Practitioners Serving Adults with Learning Disabilities Guidebook*
series. Compiled by Jeffrey A. Fantine, it is meant to be used as a
training model for volunteer literacy programs. It may be adapted easily
by other training networks interested in communicating effective service
delivery for adults with learning disabilities (LD).

This training guide is organized into four sections covering each of the
four *Bridges to Practice (Bridges)* *Guidebooks*. Each section includes
trainer notes, handouts, and overhead transparencies for that particular
session. Relevant sections of the *Bridges* *Guidebooks* are referenced
in each section. In order to effectively present this training,
familiarity with and access to the *Bridges* *Guidebooks* is necessary.
The *Bridges Guidebooks* can be downloaded from the NIFL Web site:
*www.nifl.gov*. See page iii for ordering information.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

######## Contributors

We thank the trainers in the ProLiteracy America Hub for the
contributions they made to this publication. They willingly shared the
materials they used in their state trainings.

Megan Bakan, Ohio

Mary Lou Belisle, Oklahoma

Linda Church, LLA

June Crawford, LLA/LVA, Inc.

Tonya Creasy, Virginia

Jeff Fantine, Ohio

Nancy Frazier, North Carolina

Michelle Joyce, Virginia

Kathy Knall, Ohio

Kathy Kuy, LVA, Inc.

Susan McShane, Virginia

Shirley Morrow, North Carolina

Arlene Nelson, Oklahoma

G'Anne Sparks, North Carolina

Michelle Webb, Oklahoma

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Content of Training Sessions**

General Preparation and Effective Training Practices iv

**Session 1---*Guidebook 1***

> Overview 1-2
>
> Introductions 1-4
>
> Introduction to Session 1 1-6
>
> Definition of Learning Disabilities 1-7
>
> Characteristics of Learning Disabilities 1-10
>
> Case Studies---Alex and Delia 1-12
>
> Legal Issues 1-13
>
> Systemic Change---Program Assessment 1-16
>
> Summary and Evaluation 1-26

**Session 2---*Guidebook 2***

> Introduction to Session 2 2-2
>
> Model of Adult Literacy Program Services 2-4
>
> The Assessment Process/Intake Phase/Screening Process 2-5
>
> The Assessment Process 2-6
>
> Gathering Information from the Learner: The Intake Phase 2-7
>
> The Screening Process 2-9
>
> Selecting a Screening Instrument 2-13
>
> Systemic Change---Program Assessment 2-16
>
> Summary and Evaluation 2-17

**Session 3---*Guidebook 3***

> Review and Reconnect 3-2
>
> Introduction to Session 3 3-3
>
> Preparing to Develop the Instructional Plan 3-6
>
> Determining a Curriculum 3-7
>
> Developing the Instructional Plan 3-10
>
> Making the Instructional Plan LD-SMART 3-12
>
> Involving the Learner in Developing the Instructional Plan 3-14
>
> Selecting Instructional Materials 3-15
>
> Systemic Change---Program Assessment 3-17
>
> Summary and Evaluation 3-18

**Session 4---*Guidebook 4***

> Introduction to Session 4 4-2
>
> The Challenges of Teaching Adults with Learning Disabilities 4-4
>
> Creating an Appropriate Learning Environment 4-5
>
> Making Instructional Adaptations and Accommodations 4-9
>
> Two Frameworks of LD-appropriate Instruction: Direct Instruction and
> Information Processing 4-11
>
> Collaborative Teaching/Tutoring 4-14
>
> Characteristics of LD-appropriate Instruction 4-16
>
> Systemic Change---Program Assessment 4-19
>
> Summary and Evaluation 4-20

**General Preparation and Effective Training Practices**

1.  Participants need *Bridges to Practice: A Research-based Guide for
    Literacy Practitioners Serving Adults with Learning Disabilities
    Guidebooks 1-5* and video. Available for free download on the NIFL
    Web site (*www.nifl.gov*) or for \$150.00 from Academy for
    Educational Development, 1825 Connecticut Ave., NW, Washington, DC,
    20009; telephone 202-884-8186. If feasible, participants should have
    the *Bridges Guidebooks* in advance, so that they may peruse the
    material and/or read *Guidebooks* *1* and *2*.

2.  Survey the participants prior to the training to determine the
    knowledge and background they have regarding learning disabilities
    (LD).

3.  Have the following training supplies available:

> tape sticky notes (various colors)
>
> markers (various colors) flipcharts
>
> overhead projector candy and prizes (for games)
>
> index cards (various colors) clock (to keep training on time)

4.  It is important for trainers to model good LD teaching/tutoring
    techniques throughout the training.

5.  Distribute various manipulatives/toys on the participant tables,
    including such things as modeling dough, noise makers, letter tiles,
    blocks, scratch pads, magnetic poetry boards, pillows, puzzles,
    games, and so on

6.  Arrange participants in a circular room set-up, either in one large
    circle or in small group rounds. Mix up how pairs and groups are
    formed throughout the training so that participants get to know and
    work with each other.

7.  Offer a variety of presentation formats (visual, auditory,
    kinesthetic/tactile) and lighting (bright and dim) to accommodate
    participant learning styles.

8.  After each module, have participants refer to the *Bridges*
    *Guidebooks* and read through the specific section. Participants
    need time to reflect on the content, review the information, and
    know where to find the information after the training. Time must be
    built into the training agenda to accommodate this.

9.  Check in frequently with participants regarding the temperature of
    the room.

10. Play easy-listening music at a low volume throughout the training or
    during various parts of the training.

11. Provide refreshments and frequent breaks.

12. Have a process for observing and accommodating participants who may
    have LD issues. Trainers may need to offer note taking and/or
    reading assistance, or may need to negotiate an alternative time
    with certain participants to discuss the training content in a
    one-to-one setting.

13. Provide participants with opportunities to verbalize their
    processing of the training content. This will need to be limited in
    order to keep the training on schedule, but it is important to build
    enough time in this training to create a participatory environment.

14. The training team should have a process for dealing with participant
    issues (i.e. questions that arise during the training, evaluation
    comments, participants dominating discussions, or those not
    contributing at all).

15. Take advantage of those participants with specific knowledge and
    background and use them as resources throughout the training.

16. In order to keep the training on schedule, use index cards at the
    tables for participants to write down important questions. Trainers
    will address those questions at convenient times during the
    training. It is important to address all participant questions, but
    not at the expense of the training agenda.

17. Use LD awareness activities and games throughout the training to
    introduce a specific content area or to segue into another section.

18. When referring to materials or other resources, have the books,
    brochures, or information at the training so participants have an
    opportunity to see and review materials hands-on.

19. Conduct evaluations at the end of each day during the training as
    well as a final, comprehensive evaluation. Make sure to accommodate
    participant learning needs in the evaluation of the training.

20. When writing on a flipchart, change colors after every line and make
    the transparencies colorful and visually stimulating.

21. Use an overhead projector to display written instructions for each
    activity.

22. Cue-Do-Review: Build activities into the training to regularly
    review content and help to develop an overall perspective regarding
    LD issues.

23. Provide participants with a list of contact information for
    attendees.

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Table of Contents**

**Session 1---*Guidebook 1***

I. Overview 1-2

II\. Introductions 1-4

III\. Introduction to Session 1 1-6

IV\. Definition of Learning Disabilities 1-7

V. Characteristics of Learning Disabilities 1-10

VI\. Case Studies---Alex and Delia 1-12

VII\. Legal Issues 1-13

VIII\. Systemic Change---Program Assessment 1-16

IX\. Summary and Evaluation 1-26

I.  **Overview**

**[Time Estimate]{.underline}:** 30 minutes

> **[Supporting Materials]{.underline}:** *Bridges Guidebooks* *1-5* and
> video; Video: *How Difficult Can This Be: F.A.T. City Workshop* by
> Richard Lavoie, WETA Videos, Ho-Ho-Kus, NJ, 1989; transparencies and
> participant handout packet for Session 1.

**[Key Points]{.underline}:**

(mini-lecture)

A.  Why the need for this LD effort?

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1.  The prevalence of LD in literacy programs: Many participants of
    literacy programs have LD, with estimates ranging from 50-80
    percent. Recent research suggests that nearly 15 percent of the
    general population have learning disabilities.

2.  There is a need to improve retention and outcomes for those in
    literacy programs. Many literacy participants fail to succeed in
    literacy programs, because not enough is being done to address their
    appropriate learning needs; therefore, these participants often drop
    out of programs altogether or continue along without positive
    outcomes.

3.  *Bridges to Practice: Serving Adults with Learning Disabilities*
    contains five guidebooks designed to influence the decision-making
    process of literacy providers toward improving educational services
    and instruction for adults with LD. \[Reference *Bridges Guidebook
    1---*Foreword and pages 1-9\] The *Bridges* materials are based on
    educational principles and practices consistent with adult learning
    theory and current research in the area of learning disabilities.

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B.  Characteristics of Adult Learners

    1.  Adult learners have a need to be self-autonomous and
        self-directing.

    2.  People attach more meaning to learning they gain from experience
        than to that which they acquire passively.

    3.  To be of value to the learner, the learning must relate to their
        daily life.

    4.  Adults want to be able to apply what they learn today to living
        more effectively tomorrow.

    5.  Learners need to be respected in the learning environment.

> (**TRAINER NOTE:** Refer participants to handout packet. Let them know
> that transparencies shown in the training are included in their
> handout packet. However the training sessions are divided, it is good
> practice to review where you've been and where you're headed at the
> beginning and end of each session. By the end, hopefully, participants
> will have seen this enough to grasp the comprehensive concept of
> serving adults with LD.)

C.  **Show transparencies:**

> ***Contents* \[T1-2, H1-2\]** and
>
> ***Preparing to Serve Adults with Learning Disabilities* \[T1-4,
> H1-4\]**

D.  **Show the video:**

> ***Bridges to Systemic Reform*** (total running time---11 min: 30 sec)

1.  Refer participants to ***Video Focus Worksheet*** **\[H1-5\]** to
    complete while they watch the video. They are to answer the
    following question: What are the five steps to systemic reform?

2.  The answers will be reviewed during the Systemic and Program Change
    presentation in Session 1.

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II. **Introductions** (includes participants and trainers)

**[Time Estimate]{.underline}:** 30 minutes

**[Key Points]{.underline}:**

(mini-lecture)

A.  Trainer Introductions. Spend a few minutes telling who you are and
    why you are qualified to conduct the training. This important part
    of the training will establish your credibility. Give some
    information about your background in literacy; how you received
    instruction to conduct the training and any personal interest you
    may have in learning disabilities.

B.  Find out who the participants are, i.e., program directors,
    volunteers, tutors, instructors, intake specialists, and so on. By a
    show of hands participants will respond to "how many program
    directors, how many tutors," and so on to get an idea of the
    audience.

C.  Conduct some type of icebreaker to introduce the group.

> **Choose from the following activities:**

######### 

1.  Have participants write their name upside down with their
    non-dominant hand on a nametag, as well as a picture (or icon) of
    something that represents them.

2.  Have participants introduce themselves and identify a quality that
    they believe is useful in working with adults with LD.

3.  Have participants introduce themselves and identify a person they
    know with LD. Then, participants are to share two learning
    characteristics associated with their learner, one strength and one
    challenge.

4.  Have participants and trainers complete their *Personal Flower.*
    First, have participants draw a flower with six petals, their name
    goes in the middle. Have participants label the six petals as
    follows:

> Petal 1---I'm most proud of...
>
> Petal 2---The person I most admire is...
>
> Petal 3---My favorite memory is...
>
> Petal 4---Three things I like are...
>
> Petal 5---Three things I dislike are...
>
> Petal 6---From this training I hope to gain...
>
> Have participants and trainers complete their flower (5 minutes) and
> divide into groups of three (if possible, with those they don't know)
> and share their responses. After about 10 minutes, have participants
> and trainers reconvene in a large group, introduce themselves, and
> share their responses to Petal 6---From this training I hope to
> gain... with everyone.
>
> **(TRAINER NOTE:** You may want to have the flowers pre-printed on
> various colored paper. Also, tape a vase to the wall in the training
> room and as each participant introduces himself or herself, have them
> tape their flower above the vase. The result will be a colorful
> bouquet of flowers on the wall that participants may peruse during
> breaks throughout the training to learn more about other
> participants.)
>
> (Adapted from *The Zen of Groups*, Dale Hunter, Fisher Books,
> Cambridge, MA, 1995)

III. **Introduction to Session 1**

######## 

######## [Time Estimate]{.underline}: 15 minutes

> **[Supporting Materials]{.underline}:** *Bridges Guidebook 1* and
> *Bridges Guidebook 5*, pages 1-64
>
> **[Key Points]{.underline}:**
>
> (mini-lecture)

A.  Review the Agenda for the entire *Bridges* training.

# *Contents* \[T1-2, H1-2\]

B.  **Show transparency:**

> ***Session 1 Objectives*** **\[T1-3, H1-3\]**
>
> Participants will be able to:

-   define Learning Disabilities (LD).

-   identify characteristics and consequences for adults with LD.

-   identify the scope of intake and interventions for adults with LD.

-   discuss legal issues related to adults with LD.

-   identify the components of systemic reform for literacy programs
    serving adults with LD.

C.  **Show transparency:**

> ***Preparing to Serve Adults with Learning Disabilities* \[T1-4,
> H1-4\]**

D.  Mention that graphic organizers will be shown throughout the
    *Bridges* training as a visual tool to understand the content and to
    illustrate how the information fits together. The use of graphic
    organizers models an effective tool for use with adult learners
    (such as those with LD) needing to see information more abstractly
    (rather than in a traditional linear text format).

####### 

#######  

IV. **Definition of Learning Disabilities**

### **[Time Estimate]{.underline}:** 45 minutes

> **[Supporting Materials]{.underline}:** *Bridges Guidebook 1*, pages
> 11-16
>
> **[Key Points]{.underline}:**
>
> (group activity)

A.  Ask participants to work in pairs or in triads. Without referencing
    their materials, ask each group to write a definition of "learning
    disabilities." Select one or more pairs or triads to share their
    definitions with the group.

(mini-lecture)

B.  **Show transparency:**

#### **Major Components of a Learning Disability Definition**

> **\[T1-5, H1-6\]**
>
> Learning disabilities:

-   is a general term for a heterogeneous group of disorders.

-   are manifested by significant difficulties in listening, speaking,
    reading, writing, and math.

-   are part of the person's make-up (they will not go away).

-   are presumed to be a dysfunction of the central nervous system.

-   may be discovered across the life span.

-   may result in problems with behavior, social perceptions, and social
    interactions (but they are not the disability).

-   are not the result of other disabilities such as loss of sight or
    hearing, lack of intelligence, or lack of schooling.

C.  **Show transparency:**

> ***Definition of Learning Disabilities* \[T1-6, H1-7\]**
>
> "Learning disabilities is a general term that refers to a
> heterogeneous group of disorders manifested by significant
> difficulties in the acquisition and use of listening, speaking,
> reading, writing, reasoning, or mathematical abilities. These
> disorders are intrinsic to the individual, presumed to be due to
> central nervous system dysfunction, and may occur across the life
> span. Problems in self-regulatory behaviors, social perception, and
> social interaction may exist with learning disabilities but do not by
> themselves constitute a learning disability. Although learning
> disabilities may occur concomitantly with other handicapping
> conditions (for example, sensory impairment, mental retardation,
> serious emotional disturbance) or with extrinsic influences (such as
> cultural differences, insufficient or inappropriate instruction), they
> are not the result of those conditions or influences."
>
> (From *Bridges Guidebook 1,* National Adult Literacy and Learning
> Disabilities Center, Washington, DC, 1999, page 12)

D.  **Show transparency:**

> ***Joseph Torgesen Definition* \[T1-7, H1-8\]**
>
> "Learning disabilities involve a very limited, specific inability to
> process information that is required to do complex tasks. For example,
> when you do a complex task like reading, it requires many different
> skills, all at once. If you have an inability or lack of talent in one
> of those areas, it can affect the whole process."
>
> (From *Bridges* *Guidebook 5*, National Adult Literacy and Learning
> Disabilities Center, Washington, DC, 1999, page 51 *)*
>
> (**TRAINER NOTE:** This provides both a formal and practical
> definition of learning disabilities. Mention that there are many
> definitions of learning disabilities, but for the purposes of this
> training the *Bridges* definition will be used.)

E.  Trainer should mention Attention Deficit Disorder (ADD)/Attention
    Deficit Hyperactivity Disorder (ADHD), which are medical diagnoses.
    Medicine is available to calm the racing brain, which then allows
    the person to learn. In addition, LD is often confused with Mental
    Retardation/Developmental Disabilities (MR/DD), which is an ability
    issue for the brain. Persons with MR/DD often have a low capacity to
    learn, LD refers to processing issues rather than a person's
    capacity to learn.

(demonstration)

F.  Mention that there is a lot of discussion regarding what LD means.
    What is the difference between learning disabilities, learning
    difficulties, and learning differences?

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1.  Draw a large circle on a flipchart or whiteboard and label it
    "**Learning Differences**." Mention that everyone falls into this
    category (100 percent). We all learn different things in different
    ways. In other words, our collective ways of learning differ from
    one another. This circle is associated with the common idea of
    "Learning Styles" --visual, auditory, and tactile/kinesthetic
    preferences in learning.

2.  Now, draw a smaller circle inside the larger circle and label it
    **"Learning Difficulties**." Mention that a smaller portion of the
    population experiences learning difficulties, and we all may be
    inside this circle at different times depending on what we are
    learning. For example, some people may have difficulty with reading
    comprehension because it's not their strength, but they can gain
    skills to increase their reading abilities.

3.  Finally, draw an even smaller circle within the Learning
    Difficulties circle and label it "**Learning Disabilities**." The
    people inside this circle (estimated to be about 15 percent of the
    general population and 50-80 percent of those in adult literacy
    programs) experience severe learning problems because of information
    processing malfunctions within their brains. They have learning
    differences and learning difficulties, too (point out they are still
    inside the larger circles), but they also have LD.

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G.  For additional discussion:

> (mini-lecture)
>
> Explain a disability as the opposite of a talent:

1.  Picture a continuum, with average learners (the majority) in the
    middle. Most people can learn most things they need to learn
    reasonably well if taught. A person with a talent in a particular
    area will learn to be "above average" in that ability with very
    little teaching. At the other end of the continuum, a person with a
    disability will have great difficulty learning certain skills even
    with good instruction.

(activity)

2.  You may ask people to evaluate their musical abilities according to
    the descriptions above and to place themselves in a line across the
    room based on their musical talent. Describe both ends of the
    continuum, giving examples of what a talented musician might be able
    to do and what someone with no talent might be like. Label the group
    at one end "talented," at the other end "disabled." The people in
    the middle are "average."

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H.  In conclusion, mention to participants that many formal and informal
    definitions of learning disabilities exist \[Reference *Bridges
    Guidebook 1*, pages 97-99\], but learning the characteristics common
    across among definitions will help them to get a good grasp on the
    definition of LD.

> **(TRAINER NOTE:** Give participants about 10 minutes to review the
> pages regarding definitions of learning disabilities in *Bridges
> Guidebook 1*, pages 11-16.)

**BREAK**

####### Characteristics of Learning Disabilities

**[Time Estimate:]{.underline}** 50 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 1*, pages
20-26

> **[Key Points]{.underline}:**
>
> (discussion)
>
> Draw out and discuss positive and negative characteristics of learning
> disabilities (LD).

A.  **Choose from the following activities:**

    1.  The trainer holds a ball and names an LD characteristic they
        have observed or experienced. The trainer then throws the ball
        to a participant who must name an LD characteristic they have
        observed or experienced. That person then throws the ball to
        another participant who must name another characteristic, and so
        on. This continues until all participants have had an
        opportunity to name a characteristic.

    2.  Divide participants into seven groups, each group to discuss and
        list on flipchart paper LD characteristics associated with their
        assigned topic. Choose from the following topics: **Reading**,
        **Writing**, **Speaking**, **Listening**, **Mathematics**,
        **Critical Thinking, Other**. Have each group share their lists
        with the large group.

    3.  Post flipchart paper around the room, one for each of the
        following headings: **Reading, Writing, Listening, Speaking,
        Mathematics, Critical Thinking, Other**. Provide participants
        with two sticky notes, each with an LD characteristic written on
        it. The trainer will take these characteristics from the charts
        in *Bridges Guidebook 1*, pages 20-26. Participants then walk
        around the room and post the LD characteristics they have on the
        flipchart heading to which they believe it best applies. When
        finished, compare the flipchart lists to positive and negative
        characteristics of LD listed in *Bridges* *Guidebook 1*. Then
        discuss possible positive and negative consequences of having
        LD.

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4.  Have seven different colored sheets of paper, one for each of the
    seven LD deficit areas listed in *Bridges* *Guidebook 1*. These
    areas are: **Reading, Writing, Speaking, Listening, Critical
    Thinking, Mathematics, Other**. Each sheet is titled for the
    specific deficit area it highlights, and on each sheet is listed the
    first five characteristics as stated in *Bridges Guidebook 1*, pages
    20-26. Leave a large amount of space between each phrase. Then,
    prepare seven different envelopes, again labeled with one of the
    seven deficit areas. Place five strips of paper inside each
    envelope, color-coded to match the large sheets. On each strip, list
    the observable LD behaviors (examples) from *Bridges* *Guidebook 1*
    that coincide with the characteristics on the colored sheets of
    paper. Also place an answer sheet (copied directly from *Bridges
    Guidebook 1*) inside each envelope. Divide participants into seven
    groups. Distribute one large sheet of paper and coordinating
    envelope to each group. Have group members work together to match
    each of the examples (observable behaviors) in the envelopes to the
    characteristics on the sheets of paper, placing the small strips
    directly on the large sheets in the appropriate places. Finally,
    have groups check their own work by referring to the enclosed answer
    sheets. If time allows, have groups switch materials to do another
    deficit area.

5.  Have participants brainstorm for a few moments on the
    characteristics of LD. The trainer will write responses on a
    flipchart. Then, ask participants to make up a name for a person
    they know with LD. Have them write the name on a sticky note and
    post it next to the characteristic on the flipchart that their
    learner exhibits most often.

6.  Show the video: *How Difficult Can This Be: F.A.T. City Workshop* by
    Richard Lavoie, and discuss characteristics of LD shown in the
    video.

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B.  Positive Consequences of LD

> Often with adults with LD in learning situations, much attention is
> focused on challenges, such as restricted educational opportunities,
> limited vocational options, poor self-concept, and social stigmas. It
> is important to remember that everyone has strengths, even adults with
> LD. Even though it is important to understand the challenges within
> each individual, it is more important to focus on learning strengths
> in order to make participation in learning more successful. Spend some
> time in the large group discussing what those strengths might be, for
> example:

-   good problem-solving skills

-   strong compensatory skills

-   empathy

-   persistence

> **\
> (TRAINER NOTE:** Provide an opportunity for participants to review and
> reflect on the pages in *Bridges Guidebook 1,* pages 20-26, regarding
> characteristics of learning disabilities, approximately 10 minutes.)

**BREAK**

V.  **Case Studies---Alex and Delia**

**[Time Estimate]{.underline}:** 30 minutes

> **[Supporting Materials]{.underline}:** *Bridges Guidebook 1,* pages
> 16-18

**[Key Points]{.underline}:**

(activity)

A.  Have participants divide into small groups of three or four and read
    the ***Alex Profile* \[H1-9\]** and ***Delia Profile* \[H1-10\].**

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A.  Have participants come up with a list of five questions they'd like
    to ask Alex and Delia in terms of getting more useful information to
    guide their instruction in a literacy program. Participants can
    complete ***Interview Questions for Alex and Delia* \[H1-11\].**

B.  Have participants share the interview questions they created with
    the large group.

####### Legal Issues

**[Time Estimate]{.underline}:** 60 minutes

> (**TRAINER NOTE:** Some trainers prefer to partner with an attorney
> specializing in LD law to present this information. Make sure to find
> one who is appropriately briefed (or experienced) in working in this
> area as it relates to adults in an educational environment. There is
> not a lot of case law informing "legal" practice in this area.)

**[Key Points]{.underline}:**

(mini-lecture)

> A. Mention that a learning disability that substantially limits a
> major life activity is a disability protected by federal and state
> laws, just as a physical or sensory disability. However, for adults to
> assert their LD rights, appropriate documentation by a qualified
> professional must be obtained (usually in the form of a diagnosis).
>
> B. **Show transparencies:**
>
> ***IDEA --Individuals with Disabilities Education Act of 1997* \[T1-8,
> H1-12\]**
>
> ***Rehabilitation Act or 1973, Section 504* \[T1-9, H1-13\]**
>
> ***ADA---Americans with Disabilities Act* \[T1-10, H1-14\]**
>
> ***Rights and Responsibilities of Adult Learners with LD* \[T1-11,
> H1-15\]**
>
> ***Rights and Responsibilities of Literacy Programs* \[T1-12,
> H1-16\]**

C.  Provide an opportunity for participants to read and reflect on pages
    33-39 in *Bridges Guidebook 1* regarding legal issues and laws
    related to LD.

> (activity)

D.  Game---Legal Jeopardy (play this game as a review of the legal
    information) \[Reference *Bridges Guidebook 5*, pages 17-19,
    33-34.\]

    1.  Ask participants to form groups in their site teams. Explain
        that the purpose of the exercise is to help them see where they
        may need to focus attention and professional development for
        their instructors and volunteers in the area of legal rights and
        issues related to literacy education. Participants will use a
        Jeopardy-type game to make reviewing legal issues relating to
        literacy education more interesting. The game is also a device
        that is designed to raise areas of needed study in a relatively
        short period of time.

    2.  **Show transparency:**

> ***Rules for Legal Jeopardy* \[T1-13, H1-17\]**

**Questions for Legal Jeopardy**

+-----------+----------------------------+----------------------------+
| *         | **Questions**              | **Answers**                |
| *Points** |                            |                            |
+-----------+----------------------------+----------------------------+
| 10        | 1.  This is a neurological | What is a learning         |
|           |     disorder that          | disability?                |
|           |     substantially limits a |                            |
|           |     major life activity.   |                            |
+-----------+----------------------------+----------------------------+
| 20        | 2.  In order for adults    | What is documentation?     |
|           |     with LD to assert      |                            |
|           |     their rights, they     |                            |
|           |     must have this.        |                            |
+-----------+----------------------------+----------------------------+
| 20        | 3.  Caring for one\'s      | What are major life        |
|           |     self, performing       | activities?                |
|           |     manual tasks, working, |                            |
|           |     and learning are       |                            |
|           |     examples of this.      |                            |
+-----------+----------------------------+----------------------------+
| 30        | 4.  This education law     | What is the Individuals    |
|           |     guarantees that adults | with Disabilities          |
|           |     under the age of 22    | Education Act (IDEA)?      |
|           |     are entitled to a      |                            |
|           |     free, appropriate      |                            |
|           |     public education       |                            |
+-----------+----------------------------+----------------------------+
| 30        | 5.  ADA and IDEA are       | What are the Americans     |
|           |     acronyms for these.    | with Disabilities Act      |
|           |                            | (1990) and the Individuals |
|           |                            | with Disabilities          |
|           |                            | Education Act (1997)?      |
+-----------+----------------------------+----------------------------+
| 40        | 6.  Choosing whether to    | What is the legal right of |
|           |     disclose a disability  | an adult learner with LD?  |
|           |     is this.               |                            |
+-----------+----------------------------+----------------------------+
| 40        | 7.  Sharing information    | What is appropriate when   |
|           |     with community-linked  | the adult with a learning  |
|           |     organizations about an | disability has given his   |
|           |     adult learner\'s       | or her informed consent    |
|           |     learning disability is | and has signed a release.  |
|           |     appropriate when this  |                            |
|           |     occurs.                |                            |
+-----------+----------------------------+----------------------------+
| 50        | 8.  Extra time for         | What are examples of       |
|           |     completing tests,      | things that could be       |
|           |     books on tape, access  | considered "reasonable     |
|           |     to calculators, and    | accommodations"?           |
|           |     large-print materials  |                            |
|           |     are examples of this.  |                            |
+-----------+----------------------------+----------------------------+
| 60        | 9.  "Reasonable            | What are learners with     |
|           |     accommodations" in     | diagnosed learning         |
|           |     courses and            | disabilities?              |
|           |     examinations is a      |                            |
|           |     legal right of this    |                            |
|           |     group.                 |                            |
+-----------+----------------------------+----------------------------+
| 70        | 10. Providing              | What are learners with     |
|           |     documentation of a     | diagnosed learning         |
|           |     disability and the     | disabilities?              |
|           |     need for               |                            |
|           |     accommodations is the  |                            |
|           |     responsibility of this |                            |
|           |     group of people.       |                            |
+-----------+----------------------------+----------------------------+
| 80        | 11. Because rights and     | What is guaranteed?        |
|           |     responsibilities are   |                            |
|           |     mandated under ADA,    |                            |
|           |     equal opportunity is   |                            |
|           |     not just expected; it  |                            |
|           |     is this.               |                            |
+-----------+----------------------------+----------------------------+
| 90        | 12. The legal rights       | What are ADA (1990);       |
|           |     concerning learning    | Section 504 of the         |
|           |     disabilities and       | Rehabilitation Act (1973); |
|           |     adults are found in    | and IDEA (1997)?           |
|           |     these three separate   |                            |
|           |     acts.                  |                            |
+-----------+----------------------------+----------------------------+
| 100       | 13. Adults who expect      | What are make the          |
|           |     disability-related     | disability known; provide  |
|           |     accommodations have    | documentation; and request |
|           |     these three            | specific accommodations?   |
|           |     responsibilities.      |                            |
+-----------+----------------------------+----------------------------+

######## BREAK 

######## Systemic Change---Program Assessment

**[Time Estimate]{.underline}:** 60 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 1,* pages
41-51

**[Key Points]{.underline}:**

(mini-lecture)

A.  In order for programs to create a successful learning experience for
    adults with LD, programs must think about systemic change.

B.  Revisit focus sheet participants completed while watching *Bridges*
    video. The five key components to systemic reform are as follows:

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1.  Bring stakeholders together.

2.  Enlist administrative support.

3.  Provide meaningful and ongoing professional development.

4.  Identify resources.

5.  Continuously monitor and improve the change process.

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C.  **Show transparencies:**

> **\[T1-14 to T1-18\]**
>
> There are four major players in the process of systemic change for
> adults with learning disabilities. They are: the student, the
> instructor, the program, and the community.

1.  First is the student. **(Show *Student learning Gains*, T1-14.)**
    The student is the bottom line---the reason for an adult literacy
    program's existence. Therefore student-learning gains should be a
    program's first concern. Gains for students with learning
    disabilities require structured, direct, and intensive support from
    the second player: the instructor.

2.  Next is the instructor **(Overlay *Instructional Excellence*,
    T1-15,** onto ***Student learning Gains.*)** Effective instruction
    determines to a very large measure the learning gains achieved by
    students. To be effective, instructors and tutors must be
    knowledgeable about learning disabilities and about how best to
    instruct adults with learning disabilities. Such instruction is
    possible only if there is adequate support from player number three:
    the program.

3.  Third is the program. **(Overlay *Program Support*, T1-16.)**
    Program support takes several forms: First, personal
    support---understanding, concerned administrators, program
    directors, and other staff who acknowledge the needs and personal
    characteristics of those who teach adults with learning
    disabilities. Second, program fiscal support, including an adequate
    budget for instructional materials, a reasonable student load, and
    screening/referral support services.

Key to both instructional excellence and adequate program support is
ongoing professional development.

> **(Overlay *Professional Development*, T1-17.)** Just as the student
> needs proven strategies that promote effective learning, instructors,
> tutors, administrators, and other program staff need to learn how to
> put those instructional and support strategies in place. Ongoing
> professional development makes that process possible. What follows is
> an example of what happened when some of the players were not part of
> the team.

A state-funded local program provided professional development for all
adult literacy instructors and tutors in cooperative learning and peer
coaching. After completing the development series, teachers were eager
to begin peer coaching. They began asking administration for release
time and substitutes so they could observe and coach one another. Only
then did the administration discover they had not thought about the
costs of release time or substitute teachers. So they declared there
would be no peer coaching. The effect on instructors and tutors
(disappointment, then anger) was worse than having no professional
development on peer coaching at all.

> Program systems, however, do not exist in a vacuum. Adults with
> learning disabilities need jobs, social interaction, and other support
> services such as screening assessment and formal diagnosis that may be
> provided by player four: the community.

4.  Fourth is the community. **(Overlay *Community Linkages*, T1-18.)**
    Call attention to the array of possible community links listed in
    *Bridges Guidebook 1,* pages 44-48, to explain systemic reform.

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D.  **Choose from the following activities:**

    1.  Divide participants into site teams to begin discussing how LD
        issues are being addressed in their programs and what changes
        could be made to improve them.

    2.  Participants may review ***A Self-study for Literacy Programs
        Engaged in Systemic Change \[*H1-18\]** and begin to complete
        the ***Indicators of High-quality Services for Adults with
        Learning Disabilities*** **\[H1-18**\]. This worksheet is
        specific to volunteer literacy programs. For training in other
        literacy networks, use the Systemic Change Worksheet 1 from
        *Bridges Guidebook 5*, pages 60-63.

    3.  Yarn Activity: A Graphic Representation of the Need for Systemic
        Change

> The supplies needed for this activity are as follows: one large ball
> of yarn and signs for the following places:

-   home

-   grocery store

-   Emily's school

-   adult education program

-   Even Start

-   literacy program

-   social services

-   vocational rehabilitation

-   immigration

> Ask all training participants to stand in a circle so they can see one
> another easily. Several participants are given the large signs to
> hold. These people should be positioned around the room with the signs
> for home, school, grocery store, and adult education clustered fairly
> close together, but the signs for social services, literacy program,
> immigration, and vocational rehabilitation on the other side of the
> room and separated from one another. Even Start should be somewhere
> between these clusters.
>
> One participant is chosen to play the role of the literacy student,
> Marissa. This person holds the large ball of yarn. The student will be
> moving around the room and must wrap the yarn around the wrist of each
> of the sign holders as he or she meets with them.
>
> Choose a narrator. Ask him or her to read aloud the following story.
> The student, Marissa, stands next to the narrator and then follows the
> directions as the story unfolds.
>
> **Story**
>
> Marissa is a 23-year-old woman who wishes to learn to read and write
> better so she can get her GED and support herself and her family of
> two children. Born in another country, she came to the U.S. when she
> was five. She completed ninth grade but then became pregnant and
> dropped out of school at the age of 16 to get married.\* She is now
> divorced and her ex-husband has paid no child support since the
> divorce was finalized.\* He lives in another state. She receives
> social services assistance because she lost her job when the factory
> she worked at closed. In her meeting with the caseworker at the
> **social services (yarn)** office, Marissa discussed her options and
> the deadline she is facing because she is required to find employment
> before the end of the time period established by her state.
>
> *(Pause and wait while student/Marissa walks to the social services
> card and winds the yarn end around the wrist of the person holding the
> sign. Each time the word **yarn** is at the end of a line, pause for
> the student to walk around. Then continue reading.)*
>
> Melissa asks to be sent to a literacy program so she can improve her
> literacy skills. She is given 12 months to go to school before she
> must find employment and not depend fully on the social services
> system. On a bright Monday morning, she enters the office of the
> **local adult education** **program (yarn).**
>
> She is greeted warmly and the intake staff person asks her some
> questions and tries to make her comfortable. Marissa's two children,
> seven-year-old Emily (who is repeating the first grade)\* and
> three-year-old Nathan are with her; however, so the meeting is brief.
>
> The intake person suggests that Marissa enroll Nathan in Even Start, a
> program that is located a few blocks away from the adult education
> program, so he will learn at the same time Marissa attends class.\* It
> is too late in the day to do this, so Marissa and the children go to
> the **grocery store (yarn)** and then take the bus **home (yarn).**
>
> The next day, Tuesday, Marissa takes Nathan to **Even Start (yarn)**
> and enrolls him for five mornings per week. The registrar at Even
> Start tells her she must prove that she is in the country legally and
> is eligible for the program. Marissa cannot find her paperwork because
> she has had to move several times in the past three years since her
> divorce, so she goes to the **U.S. Immigration Service (yarn)** and
> gets the paperwork that verifies that she is in the U.S. legally and
> has a valid green card. She goes back to **Even Start (yarn)** with
> the paperwork.
>
> Next, the staff at Even Start tell her she must go to her social
> worker at the local social services office to get a paper signed that
> indicates she does not make too much money and the children are
> eligible for the Even Start services. Marissa and the children go to
> the **social services office (yarn)** and wait to see the caseworker.
> By the time they finish, it is too late to go back to Even Start so
> they head **home (yarn).**
>
> On Wednesday, Marissa takes Emily to **school** **(yarn)** and Nathan
> to **Even Start (yarn),** where she turns in the paperwork from the
> social service caseworker. She then goes back to the **adult education
> program** **(yarn).**
>
> After answering more personal questions, taking some tests in reading
> and writing, and answering some questions about her previous school
> experiences, Marissa is told that, because of her scores on the tests,
> she is being referred for some additional testing to guide her
> instruction. Marissa cannot pay for the tests, however, so she must
> return to her **social services caseworker (yarn)\*** to make
> arrangements for the testing. The caseworker makes the appointment and
> Marissa is given the address of the vocational rehabilitation
> psychologist who works with the social services program. She is given
> an appointment for the next week.
>
> In the meantime, Marissa agrees to begin attending classes just to see
> how things go. She goes to her first class at the **adult education
> program (yarn)** on Thursday. After two days in class,\* the teacher
> suggests to Marissa that she should probably get a tutor to assist
> her. Marissa is given the address of the local volunteer literacy
> program in a building downtown, and she is told to go there after
> class to apply for a tutor. Marissa picks up Nathan at the **Even
> Start (yarn)** location and Emily from her **school (yarn).** Then
> they all take the bus to the **literacy office (yarn).**
>
> It is Friday afternoon, however, so there is a shortage of staff as
> the volunteer who usually for Friday afternoons has gone away for a
> long weekend.\* Marissa **goes home** **(yarn)** with the children
> after being assured that the person who does the intake interviews and
> the testing will be there on Tuesday afternoon.
>
> The following Tuesday morning, Marissa goes to the **vocational
> rehabilitation office (yarn)\*** to see the psychologist instead of
> going to class at the adult education program. The tests take over
> three hours, and she has to wait for the psychologist to get back from
> a meeting, so she has to call and ask a neighbor to pick up the
> children from Even Start. At the end of the testing, she asks the
> psychologist when she will get the results of her tests.
>
> "Oh, we will send them to your social worker and she will explain them
> to you\* and give you a copy for your teacher," says the psychologist.
> "It should take about four weeks to get the results,\* but keep
> checking with her."
>
> After the tests are over, Marissa goes to a telephone booth and calls
> to check on the children. She then boards the bus and goes to the
> **literacy office (yarn)** again. This time the intake person is there
> and once again, Marissa is asked a number of questions and is given
> tests. Some of these seem familiar to Marissa.\*
>
> The person at the desk says they will try to get a tutor for her
> within a week, but she has to agree to meet with the tutor at least
> once a week for two hours each time. Marissa explains that she is in
> class in the morning and she has to take a bus to get to the literacy
> office and that she has a limited income. In addition, she has two
> kids who have to be picked up on time, so it would be best if the
> tutor could meet with her near her home or near the adult education
> class. The tutor coordinator promises to check on this but explains
> that these are volunteers and they sometimes will not go into areas
> that are not familiar to them.\*
>
> Marissa continues to go to class each day after dropping off the kids,
> but she is very frustrated because she does not seem to making much
> progress. She calls her social worker twice a week to check on the
> test results. When the results are received, the social worker wants
> her to come in to the **social services office (yarn)\*** to discuss
> them. Marissa is dismayed to find that she has been diagnosed with a
> learning disability, but her case worker tells her that this provides
> some good information because a diagnosed disability may mean that she
> will be given more time to complete her GED, and it will make her
> eligible for some accommodations on the test.
>
> Marissa takes the paperwork back to the **adult education program
> (yarn)** and shows her teacher the psychologist's report. Now the
> teacher can get some more information from the report and can ask for
> assistance from the school district's special education teacher as she
> plans her lessons for Marissa because she tells Marissa, "I was never
> trained in how to teach someone with a learning disability."\*
>
> **Discussion:** Ask the open question, "What changes need to occur in
> the system?" **(\*TRAINER NOTE:** Look at the places in the narrative
> that are marked with an asterisk (\*) for ideas about this.)
>
> \[This activity is an adaptation of one developed and used by Patti
> White at the 1999 Arkansas Training of Trainers for the southern
> states' teams in *Bridges to Practice.\]*

E.  Key Points Posters

####### Create large posters to display the following information:

1.  Four Keys to Learner Success \[Reference *Bridges Guidebook 1*, page
    30.\]

For learners with LD to succeed, learners must:

a.  recognize the full extent of their disability.

b.  understand what their specific learning disability is and how it is
    manifested in the variety of environments in adult life.

c.  accept the full range of strengths and challenges associated their
    learning disabilities.

d.  develop a plan consistent with the strengths and challenges in order
    to attain their goals.

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2.  Systems Change

> \[Reference *Bridges Guidebook 1*, page 42.\]

a.  Change is a process, not an event.

b.  Change is rooted in a shared vision of the need to change, and a
    clear understanding of the needs and goals of adults with LD.

c.  Change, and the goals for change, are defined at multiple levels
    within a system and are played out in each level; change is both a
    top-down and bottom-up process.

d.  Working at change involves ensuring that people at different levels
    within the system understand their roles and responsibilities.

e.  Shared as well as unique actions are expected at each level.

f.  Commitment, leadership, communication, and compromise are required
    at all levels.

g.  Equal attention is given to the processes of planning, implementing,
    and evaluating actions and outcomes.

h.  Success is not contingent on a single person, group, or political
    agenda.

i.  Research-based practice in LD, appropriately adapted and translated
    for use with adults, should be used to guide the formulation of
    policy, procedures, and actions.

j.  High-quality conversations about improving the life of those with LD
    should be consistent, persistent, and pervasive.

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F.  As Literacy Programs, We Need to ...

> \[Reference *Bridges Guidebook 1*, page 1.\]

1.  empower learners with an understanding of their learning
    disabilities and civil rights.

2.  collaborate with learners to select curriculum goals related to life
    needs (including how to advocate for civil rights.

3.  construct learning partnerships with adults that result in the use
    of more successful instructional approaches, effective instructional
    adaptations, and appropriate accommodations.

4.  develop and use community linkages to crate and tap needed resources
    to enhance needed literacy services.

5.  develop an understanding of the need for reforming the system of
    private and public services for learners in our communities and
    developing plans for achieving change.

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G.  Eight Elements of an Effective Literacy Program's Design Are...

> \[Reference *Bridges* *Guidebook 1*, page 31.\]

1.  an assessment process that is sensitive to learning disabilities and
    results in information that can be used to understand learning
    disabilities, access rights, and receive appropriate instruction and
    accommodations.

2.  instruction that is appropriate for adults with learning
    disabilities.

3.  curriculum opportunities that offer information that adults need to
    know to be successful across a variety of life situations.

4.  instruction in legal rights.

5.  provision of accommodations during instruction related to specific
    learning disabilities.

6.  links to other community services to best meet the needs of the
    adults with learning disabilities.

7.  provision of continuous ongoing quality professional development
    opportunities for all program staff, incorporating information on
    current research on learning disabilities.

8.  continuous monitoring of progress leading to improvement of services
    to adults with learning disabilities.

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H.  An Agenda for Action

> \[Reference *Bridges* *Guidebook 1*, pages xvii-xviii.\]

1.  Understand, use, and demand more research-based practices.

2.  Believe that they can improve all literacy services by improving
    services for adults with learning disabilities.

3.  View all those in literacy programs as having a high probability for
    having learning disabilities.

4.  Make the improvement of LD-appropriate literacy programs a top
    priority.

5.  Enlist private and public organizations to help shape a new system
    of thinking about civil rights and develop policies and services
    related to learning disabilities.

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I.  Systemic Change Skit

####### [Purposes:]{.underline}

-   to stimulate discussion regarding what's involved in change

-   to stress the importance of educating others of the need for change

-   to stress the importance of involving relevant parties in the
    process

-   to deal with personalities, factions, rumors, and so on

> [Materials Needed:]{.underline}

-   two copies of the role-play (one for each actor)

-   costume accessories such as shawls, hats (preferably wild, flowered,
    colorful, and so on), purses, and gloves

> [Directions:]{.underline}
>
> Arrange a central seating area with two chairs. Introduce the fact
> that bringing about organizational change isn't easy. To illustrate,
> direct participants to watch the following scene.
>
> *(Two actors enter from opposite sides of room.)*

######## SKIT DIALOGUE

> **Harriet:** (*flagging down her friend excitedly)* Bea, Bea, Bea!
> Have you heard the latest? You're going to want to sit down for this.
>
> **Bea:** What is it Harriet? You're all flushed!
>
> **Harriet:** *(fans herself and says as if in pain)* Oh, Bea, the
> music committee at church wants our congregation to purchase new
> hymnbooks.

**Bea:** *(gasps)* No! I wonder why I haven't heard about it. *(looks
affronted)* And I just saw Ethel yesterday. She's on that committee.
Hmmff. Maybe the committee didn't want me to know. Maybe they're afraid
I'd oppose their new idea. *(pauses)* I bet Ethel proposed it.

**Harriet:** Well personally I don't like it. I like the ones we have.
After all, we've been using them since I was born in 19..ahh, hmm
*(flustered)* well, since I was born.

**Bea:** And won't they cost a lot of money? There's nothing wrong with
the old ones that I can see. In fact, come to think of it, we just had
them rebound ten years ago!

**Harriet:** Do you know what else I heard *(as if in conspiracy)*? I
heard that some of the words in those new books have been changed. For
example, my favorite song, "I'm Trusting Thee Lord Jesus" is now being
called "I'm Trusting You Lord Jesus."

**Bea:** Oh my! *(clearly upset)* I'll embarrass myself. I'll be singing
the words I've memorized while others sing the new words. *(pause)*
Ethel would love that.

**Harriet:** Not only that. I heard that Grace Church bought new
hymnbooks, and according to Clara, they weigh more! You know *(almost
whining),*we stand a long time holding those books.

**Bea:** Well, surely such a radical change would have to be approved by
at least two thirds of the church council.

**Harriet:** *(worried)* Do you think Ethel's kids and the rest of those
young people... with their new hippie ways *(said disdainfully)* will
try to push it through?

**Bea:** Well, I tell you what Harriet *(angered)*. I'll mention it to
my bridge club on Thursday. Wait 'til they hear that Ethel didn't even
have the common courtesy to tell me about all this. And I brought her
over a casserole only four months ago when she broke her arm skydiving!
I'm sure I can convince the church council members from my Bridge group
to vote this nonsense down.

**Harriet:** Oh good *(looks relieved)*. After all, we know what's best.
We've been church members since 19... ahh, hmmm *(confused)* well, a
very long time! We certainly know what's needed and what isn't. Back in
19\... ahh, hmm well, back then, you know, this would have been handled
quite differently.

**Bea:** *(nods knowingly)* Indeed! We would have been in charge.
*(sighs)* Those were the good 'ol days.

**Harriet:** *(sighs and nods her head in agreement)* I remember that
time *(looks puzzled)* all so well.

> **(TRAINER NOTE:** Provide participants an opportunity to read and
> reflect on the information regarding systems change in *Bridges
> Guidebook 1,* pages 41-51. Reference resources in *Bridges* *Guidebook
> 1*, pages 53-88, and Glossary of Terms, pages 89-95.)

## BREAK

VI. **Summary and Evaluation**

> **[Time Estimate]{.underline}:** 15 minutes
>
> **[Key Points]{.underline}:**
>
> (mini-lecture)

A.  To summarize Session 1, use a "round-robin" format to have each
    participant indicate one thing they've learned from this session.

B.  **Show transparency:**

> ***Preparing to Serve Adults with Learning Disabilities* \[T1-4\]**
>
> Review the content of Session 1. Then have participants complete their
> own copy of the ***Graphic Organizer for Bridges Guidebook 1*.
> \[T1-19, H1-19\]**

C.  **Show transparency:**

## *Session 1 Objectives* \[T1-3\]

> Ask, "Have we met our objectives?" This is a good place in the agenda
> to deal with participant questions. If time permits, collect questions
> that participants may have written on index cards during the session
> and try to answer them. Trainers should respond to the questions
> during the evaluation period or at the beginning of the next training
> session.

D.  Have participants complete an evaluation. The evaluation should
    solicit their reflections on the effectiveness of presentations,
    suggestions for improvement, whether this training is meeting their
    needs, and possible clarifications that need addressed at the next
    session. See ***Evaluation* \[H1-24\].**

> **(TRAINER NOTE:** This session's content may not be completed
> conveniently at the end of a training period. If this is the case,
> just review the content and save the evaluations for the end of each
> training day.)

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 1---Transparencies

###### Session 1---Transparencies T1-1

###### Contents T1-2

Session 1 Objectives T1-3

Preparing to Serve Adults with Learning Disabilities T1-4

Major Components of a Learning Disability Definition T1-5

Definition of Learning Disabilities T1-6

Joseph Torgesen Definition T1-7

###### IDEA---Individuals with Disabilities Education Act of 1997 T1-8

Rehabilitation Act of 1973, Section 504 T1-9

ADA---Americans with Disabilities Act of 1970 T1-10

###### Rights and Responsibilities of Adult Learners with Learning Disabilities T1-11

Rights and Responsibilities of Literacy Programs T1-12

###### Rules for Legal Jeopardy T1-13

###### Student learning Gains T1-14

###### Instructional Excellence T1-15

######## Program Support T1-16

Professional Development T1-17

Community Linkages T1-18

Graphic Organizer for Guidebook 1 T1-19

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

#### **Session 1 Objectives**

**By the end of this professional development session, participants will
be able to:**

-   **define "learning disabilities."**

```{=html}
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```
-   **identify characteristics and consequences for adults with learning
    disabilities.**

```{=html}
<!-- -->
```
-   **identify the scope of intake and interventions for adults with
    learning disabilities.**

```{=html}
<!-- -->
```
-   **discuss legal issues relating to adults with learning
    disabilities.**

```{=html}
<!-- -->
```
-   **identify the components of systemic reform for literacy programs
    serving adults with learning disabilities.**

### 

##### Major Components of a 

##### Learning Disability Definition

**Learning disabilities:**

-   **is a general term for a heterogeneous group of disorders.**

-   **are manifested by significant difficulties in listening, speaking,
    reading, writing, or math.**

-   **are part of the person's make-up (they will not go away).**

-   **are presumed to be a dysfunction of the central nervous system.**

-   **may be discovered across the life span.**

-   **may *result* in problems with behavior, social perceptions, and
    social interactions (but they are *not* the disability).**

-   **are *not* the result of other disabilities such as loss of sight
    or hearing, lack of intelligence, or lack of schooling.**

##### Definition of Learning Disabilities

**"Learning disabilities is a general term that refers to a
heterogeneous group of disorders manifested by significant difficulties
in the acquisition and use of listening, speaking, reading, writing,
reasoning, or mathematical abilities. These disorders are intrinsic to
the individual, presumed to be due to central nervous system
dysfunction, and may occur across the life span. Problems in
self-regulatory behaviors, social perception, and social interaction may
exist with learning disabilities but do not by themselves constitute a
learning disability. Although learning disabilities may occur
concomitantly with other handicapping conditions (for example, sensory
impairment, mental retardation, or serious emotional disturbance) or
with extrinsic influences (such as cultural differences, and
insufficient or inappropriate instruction), they are not the result of
those conditions or influences."**

(From *Bridges to Practice Guidebook 1*, National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999, page 12)

**"Learning disabilities involve a very limited, specific inability to
process information that\'s required to do complex tasks. For example,
when you do a complex task like reading, it requires many different
skills, all at once. If you have an inability or lack of talent in one
of those areas, it can affect the whole process."**

**---Joseph Torgesen, 1998 (recorded interview)**

#  

# IDEA---Individuals with Disabilities Education Act of 1997

-   **Applies to individuals under the age of 22.**

-   **Applies to young people in school or those out of school who have
    not received a high school diploma.**

-   **Applies to all education programs that receive federal funds.**

**Rehabilitation Act of 1973, Section 504**

-   **Applies to all entities that receive federal funds.**

-   **Ensures non-discrimination.**

> **"No individual with a disability in the U.S. shall, solely by reason
> of his or her disability, be excluded from participation in, be denied
> the benefits of, or be subjected to discrimination under any program
> or activity receiving Federal financial assistance or any program or
> activity conducted by an Executive agency."**

-   **Defines a "program or activity."**

**ADA---Americans with Disabilities Act of 1970**

-   **Defines an individual with a disability.**

-   **Defines major life activities.**

-   **Ensures equal opportunity for individuals with disabilities.**

**"No qualified individual with a disability shall, by reason of such
disability, be excluded from participation in or be denied the benefits
of the services, programs, or activities of a public entity or be
subjected to discrimination by such entity."**

-   **Title 1---prohibits employment discrimination.**

-   **Title 2---prohibits discrimination in public settings.**

-   **Title 3---prohibits discrimination in privately operated
    settings.**

```{=html}
<!-- -->
```
-   **Title 4---requires telephone companies to install
    telecommunications relay systems for persons with speech and hearing
    impairments.**

-   **Title 5---includes miscellaneous provisions.**

#### 

**Rights and Responsibilities of**

**Adult Learners with LD**

**Adults with LD:**

-   **have the right to participate in educational programs without
    discrimination.**

-   **have the right to reasonable accommodations in courses and
    examinations.**

-   **have the responsibility to identify themselves as having a
    disability and request specific accommodations in a timely
    fashion.**

-   **have the responsibility to provide documentation concerning their
    disabilities and the need for accommodations.**

##### Rights and Responsibilities of Literacy Programs

**Literacy Programs:**

-   **have the right to identify and establish the ability, skill, and
    competency levels fundamental to their academic program.**

-   **have the right to evaluate each learner's performance on this
    basis.**

-   **have the responsibility for ensuring that courses and examinations
    are accessible.**

-   **have the responsibility to provide reasonable accommodations in
    the delivery of course materials and in examinations.**

**Rules for Legal Jeopardy**

1.  **Any member of a group may respond (but he or she speaks for the
    group).**

2.  **Thirty seconds needs to be given before the facilitator provides
    the correct answer (if no groups can answer).**

3.  **If a team member raises his or her hand but cannot answer in ten
    seconds, other groups may respond.**

4.  **If a team gives an incorrect response, other teams are invited to
    respond.**

5.  **Facilitator will give "weight" of question before it is read.**

6.  **Someone is designated as scorekeeper. Scores are recorded for each
    team. The team with the most points wins.**

### **Graphic Organizer for Guidebook 1**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 1---Handout Packet

###### Session 1---Handout Packet H1-1

###### Contents H1-2

Session 1 Objectives H1-3

Preparing to Serve Adults with Learning Disabilities H1-4

Video Focus Worksheet H1-5

Major Components of a Learning Disability Definition H1-6

Definition of Learning Disabilities H1-7

Joseph Torgesen Definition H1-8

###### Alex Profile H1-9

Delia Profile H1-10

Interview Questions for Alex and Delia H1-11

###### IDEA---Individuals with Disabilities Education Act of 1997 H1-12

Rehabilitation Act of 1973, Section 504 H1-13

ADA---Americans with Disabilities Act of 1970 H1-14

###### Rights and Responsibilities of Adult Learners with Learning Disabilities H1-15

Rights and Responsibilities of Literacy Programs H1-16

###### Rules for Legal Jeopardy H1-17

###### Self-study for Literacy Programs Engaged in Systemic Change H1-18

Graphic Organizer for Guidebook 1 H1-23

Evaluation H1-24

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

#### **Session 1 Objectives**

**By the end of this professional development session, participants will
be able to:**

-   **define "learning disabilities."**

```{=html}
<!-- -->
```
-   **identify characteristics and consequences for adults with learning
    disabilities.**

```{=html}
<!-- -->
```
-   **identify the scope of intake and interventions for adults with
    learning disabilities.**

```{=html}
<!-- -->
```
-   **discuss legal issues relating to adults with learning
    disabilities.**

```{=html}
<!-- -->
```
-   **identify the components of systemic reform for literacy programs
    serving adults with learning disabilities.**

### 

# Video Focus Worksheet

**Before watching the video, ask yourself this question: How can
literacy programs become more responsive to adult learners with learning
disabilities? Think about some possible answers.**

**As you watch the video, keep this question in mind:**

**What are the five steps to systemic reform?**

##### Major Components of a 

##### Learning Disability Definition

**Learning disabilities:**

-   **is a general term for a heterogeneous group of disorders.**

-   **are manifested by significant difficulties in listening, speaking,
    reading, writing, or math.**

-   **are part of the person's make-up (they will not go away).**

-   **are presumed to be a dysfunction of the central nervous system.**

-   **may be discovered across the life span.**

-   **may *result* in problems with behavior, social perceptions, and
    social interactions (but they are *not* the disability).**

-   **are *not* the result of other disabilities such as loss of sight
    or hearing, lack of intelligence, or lack of schooling.**

##### Definition of Learning Disabilities

**"Learning disabilities is a general term that refers to a
heterogeneous group of disorders manifested by significant difficulties
in the acquisition and use of listening, speaking, reading, writing,
reasoning, or mathematical abilities. These disorders are intrinsic to
the individual, presumed to be due to central nervous system
dysfunction, and may occur across the life span. Problems in
self-regulatory behaviors, social perception, and social interaction may
exist with learning disabilities but do not by themselves constitute a
learning disability. Although learning disabilities may occur
concomitantly with other handicapping conditions (for example, sensory
impairment, mental retardation, or serious emotional disturbance) or
with extrinsic influences (such as cultural differences, and
insufficient or inappropriate instruction), they are not the result of
those conditions or influences."**

(From *Bridges to Practice Guidebook 1*, page 12)

**"Learning disabilities involve a very limited, specific inability to
process information that\'s required to do complex tasks. For example,
when you do a complex task like reading, it requires many different
skills, all at once. If you have an inability or lack of talent in one
of those areas, it can affect the whole process."**

**---Joseph Torgesen, 1998 (recorded interview)**

#  

**Alex**

###### Profile

Alex is 28 years old. He came to the Community Literacy Center (CLC)
because he recently married and his wife encouraged him to seek help. He
is about to become a father and he wants to learn to read and write so
that he can be a better husband, father, and provider for his family.

When Alex was in elementary school, he was told that he had a learning
disability. This led to a diagnosis of a reading disability during
fourth grade, but there were few efforts made to provide the type of
instruction he needed. As Alex got older, accommodations were not
provided to reduce the impact of his learning disability. Alex attended
a vocational high school, working in the foods and catering program, but
he dropped out in 11th grade. He was frustrated with academia throughout
his school years and reported hating school. In his initial interview at
the center, Alex said, "I couldn't do the work, so I cheated." He wasn't
shown how accommodations could help him in school or the workplace. He
was a good baseball player and both his high school coach and his
special education teacher helped him with his schoolwork. He remembers
getting into trouble a lot for skipping classes and not completing his
work.

After dropping out in 11th grade, Alex felt that he had no direction.
Continuing his education was not a choice because of his poor reading
skills and lack of information about available accommodations. Even if
further schooling were a possibility, he would not consider that route.
Six months after he dropped out of school, Alex still had no plan and no
job; he decided to \"thumb\" his way across the country. He held odd
jobs here and there, but he was always frustrated. He also seemed to
have trouble interacting with others, including co-workers. He would
eventually quit each job he got and move to another place, hoping to
"find himself."

Finally, his mother helped him get an apartment above a daycare
center/preschool. Alex cleaned the school in exchange for rent. When no
one was around, he attempted to read the books on the shelves he
cleaned.

Presently, Alex is working at a local fast food restaurant. He feels
that his life is improving. He is happy about being a husband and
father. He now wants to get a better job, or at least become the
assistant manager at his current job.

# Delia

# 

# Profile

Delia is a 47-year-old woman who was referred to the CLC after she
confided to a co-worker that she wanted to \"do something different\" at
work.

Delia can remember having reading difficulties in first grade; she was
in the lowest reading group. She would look at the pictures and guess at
the words. She enjoyed hearing the teacher read to the group, but was
embarrassed when it was her turn to read aloud. She noticed her
classmates were becoming more fluent, yet she kept stumbling. As she got
older, it was difficult for her to read the science and history books
because of all the \"big words\"; her grades were often below a C level.

Because junior high school was particularly difficult for her and she
was increasingly frustrated, Delia dropped out in ninth grade. Bored,
she felt she simply \"wasn\'t getting it.\" Delia reported that she had
a lot of trouble spelling and didn\'t like to write. She said \"no\"
when asked if she had received additional help for her problems in
school.

Currently, Delia takes the bus to her job at Green Thumb Nursery, where
she pots plants and tends the plant stock. Despite her warm smile and
good social skills, she is frustrated with doing the same things at work
day after day. She doesn\'t want to leave her job, but she would like to
be able to do some different tasks, which might include reading labels,
writing reports, etc. She wants better opportunities at the nursery, and
she believes that this will be possible if she can improve her reading
and writing skills.

# Recently divorced, she is generally happy with the quality of her life and her relationship with her two teenage children. However, Delia realizes the need for a better paying job; so far she has been unable to take advantage of opportunities to advance at the nursery because of her limited reading and writing skills. Delia shared this information with the CLC\'s receptionist, who then made an appointment with Joel, the literacy coordinator. 

# Interview Questions for Alex and Delia

+-----------------------------------+-----------------------------------+
| **Questions**                     | **Reasons for Asking**            |
+-----------------------------------+-----------------------------------+
| **Alex:**                         | **1.**                            |
|                                   |                                   |
| **1.**                            | **2.**                            |
|                                   |                                   |
| **2.**                            | **3.**                            |
|                                   |                                   |
| **3.**                            | **4.**                            |
|                                   |                                   |
| **4.**                            | **5.**                            |
|                                   |                                   |
| **5.**                            |                                   |
+-----------------------------------+-----------------------------------+
| **Delia:**                        | **1.**                            |
|                                   |                                   |
| **1.**                            | **2.**                            |
|                                   |                                   |
| **2.**                            | **3.**                            |
|                                   |                                   |
| **3.**                            | **4.**                            |
|                                   |                                   |
| **4.**                            | **5.**                            |
|                                   |                                   |
| **5.**                            |                                   |
+-----------------------------------+-----------------------------------+

# IDEA---Individuals with Disabilities Education Act of 1997

-   **Applies to individuals under the age of 22.**

-   **Applies to young people in school or those out of school who have
    not received a high school diploma.**

-   **Applies to all education programs that receive federal funds.**

**Rehabilitation Act of 1973, Section 504**

-   **Applies to all entities that receive federal funds.**

-   **Ensures non-discrimination.**

> **"No individual with a disability in the U.S. shall, solely by reason
> of his or her disability, be excluded from participation in, be denied
> the benefits of, or be subjected to discrimination under any program
> or activity receiving Federal financial assistance or any program or
> activity conducted by an Executive agency."**

-   **Defines a "program or activity."**

**ADA---Americans with Disabilities Act of 1970**

-   **Defines an individual with a disability.**

-   **Defines major life activities.**

-   **Ensures equal opportunity for individuals with disabilities.**

**"No qualified individual with a disability shall, by reason of such
disability, be excluded from participation in or be denied the benefits
of the services, programs, or activities of a public entity or be
subjected to discrimination by such entity."**

-   **Title 1---prohibits employment discrimination.**

-   **Title 2---prohibits discrimination in public settings.**

-   **Title 3---prohibits discrimination in privately operated
    settings.**

-   **Title 4---requires telephone companies to install
    telecommunications relay systems for persons with speech and hearing
    impairments.**

-   **Title 5---includes miscellaneous provisions.**

#### 

**Rights and Responsibilities of**

**Adult Learners with LD**

**Adults with LD:**

-   **have the right to participate in educational programs without
    discrimination.**

-   **have the right to reasonable accommodations in courses and
    examinations.**

-   **have the responsibility to identify themselves as having a
    disability and request specific accommodations in a timely
    fashion.**

-   **have the responsibility to provide documentation concerning their
    disabilities and the need for accommodations.**

##### Rights and Responsibilities of Literacy Programs

**Literacy Programs:**

-   **have the right to identify and establish the ability, skill, and
    competency levels fundamental to their academic program.**

-   **have the right to evaluate each learner's performance on this
    basis.**

-   **have the responsibility for ensuring that courses and examinations
    are accessible.**

-   **have the responsibility to provide reasonable accommodations in
    the delivery of course materials and in examinations.**

**Rules for Legal Jeopardy**

1.  **Any member of a group may respond (but he or she speaks for the
    group).**

2.  **Thirty seconds needs to be given before the facilitator provides
    the correct answer (if no groups can answer).**

3.  **If a team member raises his or her hand but cannot answer in ten
    seconds, other groups may respond.**

4.  **If a team gives an incorrect response, other teams are invited to
    respond.**

5.  **Facilitator will give "weight" of question before it is read.**

6.  **Someone is designated as scorekeeper. Scores are recorded for each
    team. The team with the most points wins.**

**Self-study for Literacy Programs Engaged in Systemic Change**

---Based on *Bridges to Practice A Research Guide for Literacy
Practitioners Serving Adults with Learning Disabilities* and the
Indicators of High-quality Service for Adults with Learning Disabilities

######## Understanding the Self-study?

Programs use this document to assess heir services for adults with
learning disabilities (LD) or characteristics of LD and to provide
direction for program improvement planning. The indicators represent
goals, not expectations of current performance. The self-study is not
intended to identify or certify high-quality programs. It is a planning
tool, not a report card or a recipe for success.

The language was chosen to reflect high standards as targets for program
improvement, not to intimidate or discourage program leaders. For
instance, although a practice is said to "ensure" certain outcomes, it
must be acknowledged that it is practically impossible to ensure that
any process or practice is implemented consistently, especially in a
volunteer program. In addition, it is clear that putting policies in
writing, as is suggested repeatedly, does not guarantee that the
policies will be observed. The lists simply suggest various ways to
*document* improvement efforts and to incorporate them into the
practices of the organization, so they may continue to influence program
practice over the long term.

**Using the Self-study**

*Bridges to Practice* includes research-based practices for programs to
try, and the indicators incorporate many of these suggestions. Many
examples are included in order to clarify the indicators and to show the
varied ways programs may demonstrate and document their commitment to
quality. Programs should not feel that they must do everything on the
lists. In addition, some of the suggested practices may require local
field-testing, evaluation, and adaptation before they can be officially
adopted. Program leaders are not expected to implement such changes
until they are certain of their effectiveness, so in some cases, written
policies may be seen as final, rather than first steps.

Staff and volunteers are encouraged to use the self-study as a long-term
planning tool, identifying a few high-priority indicators, setting
goals, in periodical program assessment, and in general, making the
commitment to continuous improvement of services for adults with LD.
This tool can be customized by elaborating on local practices and by
adding other examples on the lines below each indicator.

#### **Understanding Systemic Change**

*Bridges to Practice* is based on the principle that improving outcomes
for adults with LD requires substantive changes in systems, both within
programs and across agencies in communities. Literacy programs alone are
not responsible for addressing all of the needs of their learners. If
"it takes a village to raise a child," then it takes a community to meet
the needs of adults with learning disabilities. Although literacy
programs are often the point of entry into the system for adults with
learning problems, the programs must be part of a multi-faceted
approach.

Organizations should not expect a revolution in their own services.
Change is hard, and it takes time. But, as the indicators suggest,
programs can embrace systemic change by continuing to learn, to try new
ideas and practices and evaluate their effectiveness, and to implement
those practices that lead to better services and outcomes for learners.

**Indicators of High-quality Service for Adults with Learning
Disabilities (LD):**

1.  **Volunteers/staff/board members continue to increase their
    awareness and understanding of LD and the impact of LD on the lives
    of learners. (Check all that apply.)**

> The volunteer literacy program and/or its volunteers/staff/board
> members:

-   provide regular professional development activities involving
    resource persons who are knowledgeable about LD issues

-   receive up-to-date LD-related information through newsletters and/or
    listservs and share/disseminate that information

-   include information about LD

-   in orientation activities

-   in program newsletter

-   attend trainings on learning disabilities; share/disseminate
    information from those trainings

-   hold memberships in LD-related organizations

-   make LD informational materials available in the program library

-   gather feedback from learners about LD and its impact on their lives

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  **The literacy program has adopted a definition of LD that reflects
    understanding that (1) the cause of learning disabilities is
    presumed to be a problem in the central nervous system, (2) learning
    disabilities may be present at any age, and (3) problems
    understanding spoken or written language can be caused by learning
    disabilities. (Check all that apply.)**

> The volunteer literacy program:

-   has formally adopted a definition of LD that includes the key
    information above

-   periodically distributes the definition in publications, meetings,
    etc.

-   uses language in program policies and publications that reflects
    this definition and does not promote generalizations or stereotypes
    about LD

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  **All learners are developing the understanding that people learn in
    different ways and that some adults may have specific kinds of
    learning needs caused by LD. (Check all that apply.)**

To promote this understanding, the volunteer literacy program:

-   includes information about LD in orientation materials/meetings for
    incoming learners

-   includes information about LD in ongoing trainings/meetings for
    learners

-   provides ways for adults with LD to share their stories with other
    learners

-   has written policies and procedures that support the provision of
    appropriate services for adults with LD and making these policies
    and procedures known to learners

-   includes LD information for learners in the program newsletter

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  **Learners with LD are developing the understanding that the cause
    of LD is presumed to be neurological. They understand their specific
    disability(ies), the associated characteristics, and the impact on
    their lives. (Check all that apply.)**

> To facilitate their understanding and empower the learners, the
> volunteer literacy program:

-   sponsors an active learner support group

-   provides periodic in-service trainings related to LD for learners
    with LD and their tutors

-   provides staff/volunteers/tutors with a list of key points to cover
    in discussing LD with learners

-   provides information about community resources and services to
    learners with LD and their families

-   provides individual counseling or links learners with LD to
    counselors who can explain the learners' specific strengths and
    difficulties

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  **Volunteers/staff/board members/learners understand the law, the
    legal requirements, and the legal rights and responsibilities
    related to adults with LD. (Check all that apply.)**

> The volunteer literacy program:

-   ensures that staff/volunteers make adults with LD aware of their
    legal rights and tell them how to advocate for those rights

-   ensures that legally required accommodations are offered to adults
    with learning disabilities at each step in program services

-   has written policies and procedures that detail how the legal rights
    described above are assured

-   includes information about legal issues related to LD in board
    orientation materials/meetings, learner trainings, and
    staff/volunteer trainings/meetings

-   includes non-discrimination statements in flyers and publications

-   has a list of community resources related to legal issues; has
    developed linkages to those resources

-   provides appropriate adaptations at each step in program services
    for learners who have not been formally diagnosed, but who have
    characteristics of a learning disability

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.  **Program leaders (key volunteers/staff/board members/learners) work
    to strengthen and expand the local system of services for adults
    with learning disabilities and specifically, to identify resources
    and create community linkages that will result in greater
    achievements for these adults. (Check all that apply.)**

> The volunteer literacy program:

-   continues to identify and increase linkages to community resources

-   has a community resource referral book, keeps evidence of referrals
    made, and tracks referrals to determine follow-through

-   involves individuals from other community resources in trainings
    related to LD, board/committee membership, etc.

-   has written policies and procedures that define the range and role
    of community resources and how staff, volunteers, and adults with LD
    gain access to them

-   has board members/key volunteers who belong to LD-related
    organizations

-   has written policies and procedures that define the board's,
    staff's, and volunteers' roles and responsibilities in systems
    change

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7.  **Professional development plans for volunteers/staff/board members
    ensure that the practices selected to improve the quality of
    services for adults with learning disabilities continue to be
    enhanced and used effectively. (Check all that apply.)**

> The volunteer literacy program:

-   has written professional development plans for staff, describing
    short- and long-term activities leading to creation of policies,
    procedures, and practices that will maintain and improve the quality
    of services for adults with LD

-   implements regular professional development activities related to LD

-   conducts and documents ongoing evaluations of staff/volunteers
    regarding their understanding of LD and implementation of adopted
    policies, procedures, and research-based practices

-   implements annual staff/volunteer/board review and revision of
    policies, procedures, and practices to ensure that best practices
    related to LD continue to shape program services

-   gathers and documents feedback from learners to ensure that services
    for adults with LD continue to be improved

-   carries out board recruitment activities that ensure active member
    participation in LD program issues

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Describe next steps in program improvement related to *Bridges to
Practice* *Guidebook 1* quality indicators:**

+-------------------+---------------------------------------+----------+
| #### **Ta         | **Steps to take**                     | ###      |
| rget indicators** |                                       | #### Tar |
|                   |                                       | get date |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+

### 

### **Graphic Organizer for Guidebook 1**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Evaluation**

Session:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scale: 5 = Excellent, 4 = Good, 3 = Adequate, 2 = Less than Adequate, 1
= Poor

1.  The learning objectives of this training were:

Clear 5 4 3 2 1 Vague

2.  The ideas and activities presented were:

Very Interesting 5 4 3 2 1 Dull

3.  Overall, I consider this training:

Excellent 5 4 3 2 1 Poor

4.  What aspect of the training was most useful to you?

5.  After completing this training, do you feel that you are better
    equipped to meet the needs of the learner with LD? If yes, in what
    ways? If no, please explain why.

6.  What suggestions do you have to improve the training?

7.  What might you do next to address learning disabilities in your
    local program?

8.  Other comments...

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Table of Contents**

**Session 2---*Guidebook 2***

I. Introduction to Session 2 2-2

II\. Model of Adult Literacy Program Services 2-4

III\. Assessment Process/Intake Phase/Screening Process 2-5

IV\. The Assessment Process 2-6

V. Gathering Information from the Learner---The Intake Phase 2-7

VI\. The Screening Process 2-9

VII\. Selecting a Screening Instrument 2-13

VIII\. Systemic Change---Program Assessment 2-16

IX\. Summary and Evaluation 2-17

I.  **Introduction to Session 2**

**[Time Estimate]{.underline}:** 25 minutes

> **[Supporting Materials]{.underline}:** *Bridges* *Guidebook 2*, and
> *Bridges Guidebook 5*, pages 65-123.
>
> **[Key Points]{.underline}:**
>
> (Icebreaker)

A.  **Choose one of the following awareness activities:**

    1.  What's Your Favorite Color?

> [Materials Needed:]{.underline}
>
> Blank 3" x 5" sticky notes or index cards, crayons, and markers.
>
> [Directions:]{.underline}
>
> Ask participants to share with a partner their favorite color. Ask
> them to be as specific as possible. The object here is for them to say
> something more challenging than just "red." Words like "burgundy" or
> "magenta" are longer, and hence, more of a struggle to write. Next,
> ask participants to hold the index card in their dominant hand and to
> place it flat on their forehead. Then, using their non-dominant hand,
> they are to write the name of their favorite color on the card.
> Results can be shared with neighbors.

2.  Nametag Activity

> [Materials Needed:]{.underline}
>
> Nametag tents, crayons, or markers
>
> [Directions:]{.underline}
>
> Ask participants to write their names on the nametag tents using the
> hand they don't normally write with, and to write their name beginning
> with the last letter and working forward to the first letter.
>
> Then ask them to pair with a neighbor, and to look at the names. Ask
> the following questions:

-   What grade level would you associate with this handwriting?

-   How do you think employers would look upon an application written
    with this handwriting?

> Explain that this is what your handwriting might look like if you had
> a significant writing disability.
>
> Nametag Activity---Expansion
>
> [Directions:]{.underline}
>
> Ask participants to leave a space at the end of their names in order
> to draw a picture (again using their non-dominant hand) of an activity
> they like to do. When they are finished, ask participants to stand,
> hold up their card, and introduce themselves. You could ask
> participants to include items such as their name, where they are from,
> what their hometown is known for, or their organization and position
> in it in their introduction). Then they must explain their drawing to
> the group.
>
> (mini-lecture)

A.  **Show transparency:**

> ***Contents of Bridges to Practice* \[T2-2, H2-2\]**
>
> Review Agenda---where we've been/where we're headed.

B.  **Show transparency:**

> ***Session 2 Objectives* \[T2-3, H2-3\]**
>
> Participants will be able to:

-   identify the components of an effective assessment and screening
    process. Including the importance of reliability and validity.

-   apply the standards for evaluating screening instruments.

-   construct an interview sequence for an adult learner.

-   apply the assessment-screening construct to their own programs.

-   reflect on their own programs and continue designing systemic reform
    of\
    literacy programs serving adults with LD.

    A.  **Show transparency:**

> ***The Assessment Process* \[T2-4, H2-4\]**
>
> **(TRAINER NOTE:** This is a simplified version of the graphic
> organizer with only the five larger bubbles extending from The
> Assessment Process. Show the complete graphic organizer at the end of
> the session.)

## Model of Adult Literacy Program Services

> **[Time Estimate]{.underline}:** 50 minutes
>
> **[Key Points]{.underline}:**
>
> (mini-lecture)

B.  **Show transparency:**

> ***Model of Adult Literacy Program Services* \[T2-5, H2-5\]**
>
> This transparency will familiarize participants with a simple graphic
> model of how programs deliver services. Discuss what services might be
> included in each step of the model.

C.  Every program is different, however, in terms of staff, resources,
    and service delivery. For example, intake, assessment, and
    staff-training processes may vary among programs.

(activity)

D.  Keeping the ***Model of Adult Literacy Program Services*** in mind,
    have participants work in site teams to develop their own visual
    model to illustrate their flow of services.

> **(TRAINER NOTE:** Have participants create their visual models on
> flipchart paper so they can share with the large group. Trainer will
> need to have flipchart paper, various colors of markers, various
> colors and sizes of sticky notes, yarn, tape, scissors, and various
> other art supplies.)

## Assessment Process/Intake Phase/Screening Process

> **[Time Estimate]{.underline}:** 60 Minutes
>
> **[Key Points]{.underline}:**
>
> (activity)

E.  Jigsaw Activity

> [Materials Needed:]{.underline}
>
> Refer participants to ***Jigsaw Process Chart* \[H2-6\]** and
> ***Jigsaw Activity* \[H2-7\]**. This also includes the assigned pages
> to read from *Bridges Guidebook 2*.
>
> [Directions:]{.underline}
>
> This activity is called "jigsaw" because participants learn in-depth
> pieces of information, and in turn teach those pieces to other members
> of their teams, so that all members can fit them together into a
> whole---like a jigsaw puzzle.
>
> First divide participants into groups of six. These are the \"Home
> Teams.\" (Groups of three can be used if the whole group is small.
> Also if the groups do not break evenly, additional numbers can be
> added to a group---e.g., seven in one group and six in the others.)
> Each group then numbers-off into "Expert Groups": 2As, 2Bs, and 2Cs
> (if there is an even six). If there is an odd number, simply add an
> additional A and so on.
>
> Now, the A's have become one Expert Group, the B's another, and the
> C's a third and so on. Each Expert Group is given three tasks.
>
> The tasks are as follows:

1.  Individually, read the assigned pages.

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2.  As a group, decide on the most important points to teach the Home
    Team in the five minutes allotted each Expert Team for teaching.

3.  Decide what instructional strategies would be most appropriate to
    accomplish the teaching task.

The Expert Groups then return to their Home Teams and, in order, teach
their selected points. (One person may be the teacher, or the Expert
Group may decide to team teach.)

> **(TRAINER NOTE:** The assigned reading pages from *Bridges Guidebook
> 2* are as follows:
>
> Group A, Section 1: Introduction to Assessment, pages 5-12, omitting
> case studies
>
> Group B, Section 2: Screening for Learning Disabilities, pages15-20
>
> Group C, Section 2: The Screening Process and Presenting the Screening
> Results to the Learner, pages 21-27, omitting case studies.)
>
> **BREAK**

### **The Assessment Process**

> **[Time Estimate]{.underline}:** 20 minutes
>
> **[Supporting Materials]{.underline}:** *Bridges* *Guidebook 2*, pages
> 5-14.

**[Key Points]{.underline}:**

(mini-lecture)

A.  Assessment:

-   is an ongoing process within an educational program.

-   begins with the adult learner's initial point of contact with the
    literacy program and ends when the learner leaves the program.

> (activity)

B.  The Continuum of Enrollment (everything between entry and exit)

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1.  Draw a continuum on the flipchart or whiteboard with the word
    **entry** written at the beginning point and the word **exit** at
    the ending.

2.  Solicit different types of assessments from participants that they
    do in their programs. Write their responses appropriately along the
    continuum.

3.  Possible responses include: standardized testing, competency
    checklists, observations, anecdotal notes, work samples, vision and
    hearing screenings, screening for LD, and anything else that informs
    the instruction and needs for achieving desired goals.

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C.  **Show transparency**:

> ***Needs Assessment Questions* \[T2-6, H2-8\]**
>
> Review as a large group.

##  

## Gathering Information from the Learner---The Intake Phase

> **[Time Estimate:]{.underline}** 45 minutes
>
> **[Supporting Materials:]{.underline}** *Bridges* *Guidebook 2*, pages
> 6-14, Appendix C.
>
> **[Key Points:]{.underline}**
>
> (mini-lecture)

A.  Information to collect to help inform instructional decisions
    includes the following:

-   demographics

-   educational experiences

-   work history

-   family situation

-   reasons for entering program

-   vision/hearing acuity

-   academic skills abilities

-   barriers to participation

-   interests

-   needs

-   view of how the learner learns best and/or learning challenges

-   talents

-   health history

-   support systems

-   nutrition

-   exercise

-   other

> However the information is gathered, it is important to provide a
> comfortable dialogue between the intake person and the learner.
>
> (activity)

B.  Case Studies

> Have participants read through the entire case studies, ***Alex*
> \[H2-9\]** and ***Delia* \[H2-10\]** (or the case study being used in
> the training if other than Alex and Delia). Participants will be
> looking for information that might help inform the learner's
> instruction in the literacy program. Have participants complete the
> ***Strengths and Challenges Form,* \[H2-11\].**

C.  Discussion

> \[Reference *Bridges Guidebook 2*, pages 11-12.\]

1.  Planning Phase---use information gathered to develop plan.

2.  Instruction Phase---implement the plan.

3.  Review and Evaluation Phase---review/revise plan as needed to ensure
    progress.

> **(TRAINER NOTE:** The above phases are about gathering information
> (questioning and observation) to help the learner achieve desired
> goals. These phases will be discussed in detail throughout the rest of
> this training.)

#### 

#### **BREAK**

## The Screening Process 

> **[Time Estimate]{.underline}:** 45 minutes
>
> **[Supporting Materials]{.underline}:** *Bridges* *Guidebook 2*, pages
> 19-27.
>
> **[Key Points]{.underline}:**
>
> (mini-lecture)

A.  Screening v. Diagnosis

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1.  A screening informs the learner and the program of the likelihood
    (or probability) that some problem exists. Vision, hearing, and LD
    screenings do not diagnose problems; they inform as to whether
    further testing would be beneficial.

2.  A diagnosis must come from a licensed professional. For LD, it must
    come from a psychologist, clinician, or educational diagnostician
    licensed to administer psycho-educational batteries.

> **(TRAINER NOTE:** If possible, take time to review a diagnostic
> report from a psychologist so participants are exposed to what an LD
> diagnostic report might look like.)

3.  The information gathered from a screening can be used to help guide
    the instruction for the learner, i.e., it may suggest appropriate
    accommodations or intervention strategies, as well as whether to
    refer the learner for further testing. A referral for diagnosis (if
    necessary), in most cases, should be made to the learner; however,
    it is up to the learner to decide whether to seek a diagnosis.
    Learners should be informed of the differences between screening and
    diagnosis, and the implications of each. \[Reference *Bridges
    Guidebook 2*, pages 19-20.\]

4.  In order for a learner to receive appropriate accommodations for LD
    under federal laws, they must have a documented diagnosis.

5.  Choosing a diagnostician (or a list of them for referral purposes)
    should be done carefully. Diagnosticians need to understand the
    business of literacy programs and your work with serving adults with
    LD. A partnership (with appropriate communication) between the
    program and the diagnostician is best.

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B.  Who should be screened for LD? Since LD is presumed to be so
    prevalent in literacy program populations all learners should be
    screened for LD. This may help retention because it can provide
    necessary information to help the learner succeed in programs.
    However, some programs may wait for certain indications of LD before
    screening, such as those characteristics we discussed in the
    previous session. \[Reference *Bridges Guidebook 2*, pages 21-24.\]

C.  Obtain Informed Consent

> \[Reference *Bridges Guidebook 2*, page 24.\]

1.  If your program provides screening, you must obtain informed consent
    from the learner.

2.  Informed consent tells the learner what is going to happen, who will
    do the screening, and how the results will be used. A consent form
    should contain the following information:

-   the name of the screening instrument

-   the interval of time for screening

-   the purpose of the screening

-   who will see the results

-   how the results will be used

-   where the protocol forms will be stored and for how long

-   the adult's signature and date

-   the program representative's signature

> (**TRAINER NOTE**: The learner should be given a copy of the Informed
> Consent form.)

####### 

D.  Sharing Screening Results with the Learner

> \[Reference *Bridges Guidebook 2*, pages 25-27.\]
>
> The following are steps to take for sharing LD screening results with
> learners:
>
> Step 1: Prepare a summary of the results. This should be a written
> summary so that the program can maintain a copy in the learner's
> records and the learner can receive a copy.
>
> Step 2: Review the results with the learner. Remember to present the
> information from a strengths/challenges perspective, emphasizing the
> learner's strengths.
>
> Step 3: Discuss next steps with the learner. This includes how the
> information will be used for the learner's instruction and may include
> referrals for further testing.

(role-play)

E.  **Choose from the** **following options:**

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1.  Have two trainers role-play an intake interview and screening for
    LD. See ***Recommended Screening Instruments for Learning
    Disabilities* \[H2-12\].** Discuss observations with participants in
    large group.

> \[Reference *Bridges Guidebook 2*, page 71 (Appendix B), for a listing
> of various LD screening instruments.\]

2.  Videotape an actual interview between an intake specialist and an
    adult learner using one of the recommended LD screening instruments.
    Show the tape and discuss observations with participants in large
    group.

##### Facilitate the *Presenting Screening Results Role-play* \[H2-13\] as per directions below. 

##### 

##### This role-play calls for three or four actors.

###### [Materials Needed:]{.underline}

-   copies of the script for those involved

-   miscellaneous items such as books, paper, telephone, and so on for
    props

-   seating or desk area

###### [Directions:]{.underline}

> Say, "Once a screening tool has been administered, it's time to meet
> with the adult learner. Here's a role-play of one organization's
> approach. As you watch, see if you agree with how this meeting was
> handled." At the conclusion of skit, discuss what was done. Points to
> include in discussion are as follows:

-   Nothing was written up.

-   There was no privacy to the meeting.

-   The client was labeled.

-   Assumptions were based on one lone screening device.

-   Only negatives were highlighted.

-   There was no input from the adult regarding testing.

-   LD wasn't properly explained.

-   No release of information form was considered.

-   The benefits of diagnostic testing weren't explained.

4.  Have two participants role-play an interview in front of the large
    group, one taking the intake role and the other taking the role of
    an adult learner. (Some trainers have used the Alex or Delia case
    studies here, others have asked the participant to simulate an adult
    learner they know.) Discuss observations with participants in large
    group.

5.  Have participants pair up and take the role of intake person and
    Alex or Delia (or a learner they know) to role-play an interview for
    information-gathering purposes. Have them switch roles. Discuss
    observations in large group.

> (**TRAINER NOTE:** Provide an opportunity for participants to read and
> reflect on handouts; ***A Screening Process for Learning Disabilities*
> \[H2-14\]*, A Diagnosis Process For Learning Disabilities* \[H2-15\]*,
> ***and ***When, How, Where to Refer a Learner* H2-16\]** prior to the
> next section.

#### **BREAK**

#########  (activity)

F.  The Screening Process Reviewed

####### [Materials Needed:]{.underline} 

####### Refer participants to *The Screening Process Reviewed* \[H2-17\] 

####### 

####### [Directions:]{.underline} 

####### Allow about ten minutes for the table groups to interact. The purposes of the discussion are to:

-   to review the screening steps.

-   to get participants to think about screening in terms of their own
    organization.

-   to provide an outlet for participants to talk to each other at their
    tables to exchange thoughts and ideas.

##### The Screening Process

####### Step 1: Gather information about the learner.

> Step 2: Review observations with the learner.
>
> Step 3: Determine if the learner desires screening.
>
> Step 4: Select a screening instrument.
>
> Step 5: Obtain informed consent.
>
> Step 6: Upon completion, meet with the learner, provide a written
> summary, and discuss "next steps."

##### Think About It

-   Which step do you think will be the easiest to put in place and why?
    Which steps will be the most difficult?

-   Which step do you think will be the most time consuming and why?
    Which steps will be the least?

-   Which step will you be the most comfortable implementing and why?
    Which steps will make you the least comfortable?

-   Who in your organization will need to be familiar with this process
    and why?

-   What major obstacles do you foresee in putting this process into
    place? How could you resolve these issues?

########  BREAK

##### Selecting a Screening Instrument 

**[Time Estimate]{.underline}:** 120 minutes

> **[Supporting Materials]{.underline}:** *Bridges* *Guidebook 2*, pages
> 29-49, 73-128, and 133-137.

**[Key Points:]{.underline}**

(mini-lecture)

A.  There are variations in the types of instruments that are available
    to literacy programs for screening for LD. The challenge is to sort
    through these alternatives and select the best screening instruments
    for your program.

B.  Standards for Selecting Screening Instruments

> **Show transparency:**
>
> ***Standards for Selecting Screening Materials* \[T2-7; H2-18\]**

1.  The requirements for learning to use the screening instrument are
    reasonable.

2.  Guidelines regarding whether to refer the individual for further
    testing are clear and reasonable.

3.  The time required to conduct the screening procedures is reasonable.

4.  The screening instrument allows accommodations for individuals with
    LD.

5.  The screening instrument adequately represents the full range of
    characteristics associated with LD.

6.  The screening procedure is consistent with what is currently known
    about learning disabilities.

7.  The screening material reliably measures the individual's learning
    characteristics.

8.  The screening instrument accurately predicts who may have a learning
    disability.

9.  The screening instrument accurately predicts a learning disability
    regardless of age, gender, race, ethnicity, or primary language.

10. Research supports the links between screening procedures and
    instructional materials.

(discussion)

C.  **Show transparency:**

> ***Reliability and Validity* \[T2-8, H2-19\]**
>
> Have participants answer the questions as a large group.

-   Reliability---consistent over time

-   Validity---does what it is supposed to do

> (**TRAINER NOTE:** For more information on reliability and validity,
> refer to *Bridges Guidebook 2*, pages 133-137 (Appendix D).)

D.  **Choose two of the following** **activities:**

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1.  Standards for Buying a Car

> Ask participants to name some things in their lives for which they
> have standards. Elicit some of these from the group. Ask them if they
> have standards when they purchase a car.
>
> **Show transparency:**
>
> ***Standards for Buying a Car* \[T2-9, H2-20\]**
>
> Ask them to generate some other standards and list them on the
> transparency.
>
> Explain that a similar process has been used to evaluate screening
> instruments for adults who may have learning disabilities and, in
> Session 3 for evaluating instructional materials.

####### Have two participant volunteers or two trainers role-play a conference attendee approaching a vendor booth at a conference. The "vendor" is selling an LD screening instrument and the "conference participant" is looking for such an instrument for use in their program. The "conference attendee" is charged with soliciting the necessary information from the "vendor" to make an informed decision on whether to select that screening instrument for their program. Debrief in large group.

####### Who wants to be a Chocolate Millionaire? Play music. 

####### 

####### Say, "Welcome to America's newest game show where the prizes are much more valuable than money ... winners get chocolate! A lucky contestant will be drawn from a hat and must come to the front of the room and answer 12 questions."

####### 

####### (Another suggestion would be to ask a question from *Bridges* *Guidebook 1*, i.e., list the five keys to systemic reform. The first one to write them down and run to the front of the room to ring a bell gets to be the contestant. You'll have four possible choices for each. And each contestant will have three lifelines. You may poll the audience (ask others), use 50/50 (cancel out any two choices), or telephone a friend (if they have a cell phone).)

####### 

####### Play music. Say, "Okay, ready? Here we go ... let's play ... who wants to be a chocolate millionaire?" See sample questions, *Who Wants to be a Chocolate Millionaire?* \[H2-21\].

> (**TRAINER NOTE:** You may want to pull the questions from the handout
> packet for your use and not distribute to participants.)

E.  Evaluate LD Screening Instruments

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1.  Trainers should have various LD screening instruments available for
    participants to evaluate.

2.  Divide participants into pairs or small groups, choose an LD
    screening instrument, and complete a report card for that LD
    screening instrument.

3.  The trainer should be sure to have many copies of the blank report
    card on hand, ***National ALLD Report Card on Screening Instruments*
    \[H2-23\].** Participants should report back to the large group on
    information they've gathered. Use the ***Screening Instruments and
    Report Cards* \[H2-22\]** as a guide.

> **(TRAINER** **NOTE:** Ask participants to complete a report card more
> than once. It is recommended to walk the participants through the
> evaluation of an LD screening instrument as a large group, then have
> them do one or two on their own for homework or in small groups. The
> true evaluation comes from the participants taking the instruments
> back to their respective programs and using them. If this is feasible,
> provide this opportunity.)

F.  Mention that Report Cards on several of the LD screening instruments
    have been completed and can be reviewed in *Bridges Guidebook 2*,
    pages 73-128 (Appendix B). Ordering information for them also
    appears in *Bridges Guidebook 2*, pages 43-44.

> **(TRAINER NOTE:** Give participants an opportunity to read and
> reflect on the information regarding selecting LD screening
> instruments in *Bridges Guidebook 2,* pages 29-49.)

**BREAK**

VIII. **Systemic Change---Program Assessment**

**[Time Estimate]{.underline}:** 60 minutes

**[Supporting Materials]{.underline}:** *Bridges* *Guidebook 5*, pages
90-94.

**[Key Points]{.underline}:**

(mini-lecture)

A.  In order for programs to create a successful learning experience for
    adults with LD, programs must think about systemic change.

B.  Reference the Yarn Activity in this Training Guide from Session 1.

> (activity)

C.  Divide participants into site teams to continue discussing how LD
    issues are being addressed in their programs and what changes could
    be made to improve them. Participants may complete the ***Indicators
    of High-quality* *Services for Adults with Learning Disabilities*
    \[H2-24\]** This worksheet is specific to volunteer literacy
    programs. For training in other literacy networks, use the Systemic
    Change Worksheet 2 from *Bridges to Practice Guidebook 5,* pages
    90-94.

> **(TRAINER NOTE:** Give participants an opportunity to read and
> reflect on the information regarding systems change in *Bridges
> Guidebook 2*, pages 51-61.)

##### Summary and Evaluation

######## [Time Estimate]{.underline}: 15 minutes

**[Key Points]{.underline}:**

(activity)

A.  To summarize Session 2, use a round-robin format to have
    participants indicate one thing they've learned from this session.

B.  **Show transparency:**

> ***The Assessment Process* \[T2-10, H2-25\]**
>
> Have participants complete their own copy of the ***Graphic Organizer
> for Bridges Guidebook 2* \[H2-26\]**.

C.  **Show transparency**:

> ***Session 2 Objectives*** **\[T2-3, H2-3\]**
>
> Ask, "Have the objectives been met?" This is a good place to deal with
> participant questions. If time permits, collect questions that
> participants may have written on index cards during the session and
> try to answer them. Trainers should respond to the questions during
> the evaluation period or at the beginning of the next training
> session.

D.  Have participants complete an evaluation. The evaluation should
    solicit their reflection on effectiveness of presentations,
    suggestions for improvement, whether this training is meeting their
    needs, and clarifications that may need to be addressed at the next
    session. See Evaluation **\[H2-27\].**

**(TRAINER NOTE:** This session content may not be completed
conveniently at the end of a training period. If not, review the content
and save the evaluations for the end of each training day. (Hopefully,
you have planned a few weeks between Session 2 and Session 3 for
participants to return to their programs, prepare case studies that
include screening results (using one or more LD screening instruments),
and complete a Program Needs Assessment (Refer to *Bridges Guidebook 5*,
Appendix F). Participants will share their experiences and evaluation of
various screening instruments. If feasible, have LD screening
instruments on hand for participants to borrow during the interim
between training sessions. Participants should also be encouraged to
bring to the next session what they've found to be effective
instructional materials for LD, and to read *Bridges Guidebooks 3 and
4.)*

######## 

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 2---Transparencies

# 

# Session 2---Transparencies T2-1

Contents T2-2

Session 2 Objectives T2-3

The Assessment Process T2-4

Model of Adult Literacy Program Services T2-5

Needs Assessment Questions T2-6

Standards for Selecting Screening Materials T2-7

Reliability and Validity T2-8

Standards for Buying a Car T2-9

The Assessment Process (complete) T2-10

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

**Session 2 Objectives**

**By the end of this professional development session, participants will
be able to:**

-   **identify the components of an effective assessment and screening
    process, including the importance of reliability and validity.**

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-   **apply the standards for evaluating screening instruments.**

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-   **construct an interview sequence for an adult client/learner.**

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-   **apply the assessment-screening construct to their own programs.**

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-   **reflect on their own programs and continue designing systemic
    reform of literacy programs serving adults with LD.**

#### 

### 

####   {#section-30 .unnumbered}

#### **Model of Adult Literacy Program Services**

######### **Needs Assessment Questions**

1.  **Does the assessment process sensitive to learning disabilities
    serve as an umbrella for all program services?**

2.  **Is the screening for learning disabilities conceptualized as an
    ongoing process that is linked to the overall assessment process?**

3.  **Are there clear guidelines for altering instruction on different
    types and levels of assessment information?**

4.  **Is decision-making collaborative and based on a variety of people
    reviewing a variety of information sources?**

5.  **Does the staff work to link learners with other groups to obtain
    required assessments that are beyond the services provided by the
    program?**

6.  **Do assessment procedures lead to planning and teaching activities
    that increase the progress of adults with learning disabilities?**

**Standards for Selecting Screening Materials**

**Administration Standards:**

1.  **The requirements for learning to use the screening material are
    reasonable.**

2.  **Guidelines regarding whether or not to refer the individual for
    further testing are clear and reasonable.**

3.  **The time required to conduct the screening procedures is
    reasonable.**

4.  **The screening material allows accommodations for individuals with
    disabilities.**

**Technical Development Standards:**

5.  **The screening material adequately represents the full range of
    characteristics associated with learning disabilities.**

6.  **The screening material is consistent with what is currently known
    about learning disabilities.**

7.  **The screening material reliably measures the individual's learning
    characteristics.**

8.  **The screening material accurately predicts who may have a learning
    disability.**

9.  **The screening material accurately predicts a learning disability
    regardless of a person's age, gender, race, ethnicity, or primary
    language.**

10. **Research supports the links between screening procedures and
    instructional materials.**

**Reliability and Validity**

1.  **Think of a person you know who is "reliable." What behavior tells
    you that he or she is reliable?**

2.  **If you were to ask that reliable person for directions, how would
    you know if those directions were "valid?"**

**Standards for Buying a Car**

-   **The monthly payments are within my budget. (I can afford no more
    than \$110/month.)**

-   **The car has safety devices. (Those I want include: passive
    restraint seat belts, air bags, and anti-lock brakes.)**

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-   

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-   

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-   

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-   

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 2---Handout Packet

# 

# Session 2---Handout Packet H2-1

Contents H2-2

Session 2 Objectives H2-3

The Assessment Process H2-4

Model of Adult Literacy Program Services H2-5

Jigsaw Process Chart H2-6

Jigsaw Activity H2-7

Needs Assessment Questions H2-8

Alex H2-9

Delia H2-10

Strengths and Challenges Form H2-11

Recommended Screening Instruments for Learning Disabilities H2-12

Presenting Screening Results Role Play H2-13

A Screening Process for Learning Disabilities H2-14

A Diagnosis Process for Learning Disabilities H2-15

When, How, Where to Refer a Learner H2-16

The Screening Process Reviewed H2-17

Standards for Selecting Screening Materials H2-18

Reliability and Validity H2-19

Standards for Buying a Car H2-20

Who Wants to be a Chocolate Millionaire? H2-21

Screening Instruments and Report Cards H2-22

National ALLD Center Report Card on Screening Instruments H2-23

Indicators of High-quality Services for Adults with Learning
Disabilities H2-24

The Assessment Process (complete) H2-25

Graphic Organizer for *Guidebook 2* H2-26

Evaluation H2-27

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

#### **Session 2 Objectives**

**By the end of this professional development session, participants will
be able to:**

-   **identify the components of an effective assessment and screening
    process, including the importance of reliability and validity.**

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```
-   **apply the standards for evaluating screening instruments.**

```{=html}
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```
-   **construct an interview sequence for an adult client/learner.**

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```
-   **apply the assessment-screening construct to their own programs.**

```{=html}
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```
-   **reflect on their own programs and continue designing systemic
    reform of literacy programs serving adults with LD.**

#### 

### 

### 

####   {#section-37 .unnumbered}

#### **Model of Adult Literacy Program Services**

**Jigsaw Process Chart**

These instructions describe the process for conducting a series of group
activities designed to engage training participants in exploring the
nature of adult learning. Activities are based upon the "jigsaw" model
of cooperative learning. In a "jigsaw" activity, participants are
divided into small groups, which are each assigned a group task. Each
small-group member then acquires a "different piece of the puzzle"
needed by the group to accomplish its tasks. (Instructions assume a
group of 30.)

+-------+-------+-------+-------+----------+-----+--------+--------+
| **    |       | *     |       | **Expert |     | **Home |        |
| Whole |       | *Home |       | Groups** |     | T      |        |
| Gr    |       | Te    |       |          |     | eams** |        |
| oup** |       | ams** |       |          |     |        |        |
+-------+-------+-------+-------+----------+-----+--------+--------+
| **(25 |       | **(25 |       | **(20    |     | **(20  |        |
| mi    |       | mi    |       | min.)**  |     | m      |        |
| n.)** |       | n.)** |       |          |     | in.)** |        |
+-------+-------+-------+-------+----------+-----+--------+--------+
| (30   | (5    | (6    | (5    | "Mot     | (5  | (6     | (6     |
| pe    | min.) | pe    | min.) | ivation" | mi  | p      | p      |
| ople) |       | ople) |       |          | n.) | eople) | eople) |
|       |       |       | (1/3) | (10      |     |        |        |
|       |       | (6    |       | people)  |     | (6     | (6     |
|       |       | pe    | (6    |          |     | p      | p      |
|       |       | ople) | pe    | "Co      |     | eople) | eople) |
|       |       |       | ople) | gnition" |     |        |        |
|       |       | (6    |       |          |     |        | (6     |
|       |       | pe    | (1/3) | (10      |     |        | p      |
|       |       | ople) |       | people)  |     |        | eople) |
|       |       |       | (6    |          |     |        |        |
|       |       |       | pe    | "Socioc  |     |        |        |
|       |       |       | ople) | ultural" |     |        |        |
|       |       |       |       |          |     |        |        |
|       |       |       | (1/3) | (10      |     |        |        |
|       |       |       |       | people)  |     |        |        |
+-------+-------+-------+-------+----------+-----+--------+--------+
| **In  |       | 1.  * |       | 1.       |     | 1.     |        |
| itial |       | *Form |       |   **Once |     | **Once |        |
| train |       |       |       |     in   |     |     "  |        |
| ing** |       |    se |       |     the  |     | expert |        |
|       |       | veral |       |          |     |        |        |
| **    |       |       |       |  "expert |     | group" |        |
| activ |       | "home |       |          |     |     m  |        |
| ities |       |     t |       |  group," |     | embers |        |
| are** |       | eams" |       |     each |     |        |        |
|       |       |       |       |          |     |   have |        |
| *     |       |    of |       |   member |     |     re |        |
| *cond |       |     6 |       |          |     | turned |        |
| ucted |       |       |       |    reads |     |     to |        |
| in**  |       |  peop |       |     the  |     |        |        |
|       |       | le.** |       |          |     |  their |        |
| **a   |       |       |       |  handout |     |     or |        |
| whole |       | 2.  * |       |     pro  |     | iginal |        |
| gro   |       | *Read |       | vided.** |     |        |        |
| up.** |       |       |       |          |     |  "home |        |
|       |       |    th |       | 2.  *    |     |     t  |        |
|       |       | rough |       | *Members |     | eams," |        |
|       |       |       |       |     then |     |        |        |
|       |       |   the |       |          |     |   each |        |
|       |       |       |       | complete |     |        |        |
|       |       |  case |       |     the  |     |   team |        |
|       |       |       |       |     task |     |     of |        |
|       |       | study |       |          |     |        |        |
|       |       |       |       |   sheets |     |    two |        |
|       |       |    in |       |     and  |     |        |        |
|       |       |       |       |          |     | shares |        |
|       |       |   the |       |   decide |     |        |        |
|       |       |       |       |     how  |     |   with |        |
|       |       | "home |       |     to   |     |        |        |
|       |       |       |       |          |     |  other |        |
|       |       |  team |       |  present |     |        |        |
|       |       | s."** |       |     the  |     |  "home |        |
|       |       |       |       |          |     |        |        |
|       |       | 3.    |       |  results |     |  team" |        |
|       |       |  **Di |       |     of   |     |     m  |        |
|       |       | scuss |       |     the  |     | embers |        |
|       |       |       |       |          |     |        |        |
|       |       |   the |       |    "home |     |   what |        |
|       |       |       |       |     t    |     |        |        |
|       |       |    qu |       | eams."** |     |    was |        |
|       |       | estio |       |          |     |     l  |        |
|       |       | ns.** |       | 3.       |     | earned |        |
|       |       |       |       | **Return |     |        |        |
|       |       | 4.  * |       |     to   |     |   from |        |
|       |       | *Then |       |          |     |        |        |
|       |       |       |       |    "home |     |   each |        |
|       |       |   two |       |     t    |     |     "  |        |
|       |       |     p |       | eams."** |     | expert |        |
|       |       | eople |       |          |     |        |        |
|       |       |       |       |          |     |    gro |        |
|       |       |  from |       |          |     | up."** |        |
|       |       |       |       |          |     |        |        |
|       |       |  each |       |          |     | 2.     |        |
|       |       |       |       |          |     | **Each |        |
|       |       | "home |       |          |     |        |        |
|       |       |       |       |          |     |   team |        |
|       |       | team" |       |          |     |        |        |
|       |       |       |       |          |     |   then |        |
|       |       |  move |       |          |     |        |        |
|       |       |       |       |          |     |  makes |        |
|       |       |    to |       |          |     |        |        |
|       |       |       |       |          |     |    rec |        |
|       |       |  each |       |          |     | ommend |        |
|       |       |       |       |          |     | ations |        |
|       |       |    of |       |          |     |        |        |
|       |       |       |       |          |     |    for |        |
|       |       |   the |       |          |     |        |        |
|       |       |       |       |          |     |   reso |        |
|       |       |    "e |       |          |     | lution |        |
|       |       | xpert |       |          |     |     of |        |
|       |       |       |       |          |     |        |        |
|       |       | group |       |          |     |    the |        |
|       |       | s."** |       |          |     |     or |        |
|       |       |       |       |          |     | iginal |        |
|       |       |       |       |          |     |        |        |
|       |       |       |       |          |     |   case |        |
|       |       |       |       |          |     |        |        |
|       |       |       |       |          |     |  study |        |
|       |       |       |       |          |     |        |        |
|       |       |       |       |          |     | situat |        |
|       |       |       |       |          |     | ion.** |        |
+-------+-------+-------+-------+----------+-----+--------+--------+

**Jigsaw Activity**

######## 

######## Tasks for Expert Teams

1.  Read the following pages in *Bridges* *Guidebook 2*. (Estimated
    time: 10 minutes)

Members of Team "A":

Introduction to Assessment, **pages 5-12 (omit case studies)**

Members of Team "B":

Section 2, Screening for Learning Disabilities, **pages 15-20**

Members of Team "C":

The Screening Process, **pages 21-27, Six Steps** and **Three Steps
(omit case studies)**

2.  In your team, decide on the most important points that you need to
    teach the Home Team in the 5 minutes you will have.

> (Estimated time is 10 minutes for selecting points, 5 minutes for
> teaching).

3.  Decide what instructional strategies would be most effective for
    teaching those points. (You may select an individual from each Home
    Team representative to teach, or if there is more than one member
    from each Home Team, you may decide to team-teach.) (Allow 10
    minutes for choosing strategies and constructing any devices
    necessary, such as a flip chart, cards, and so on) Try to find a way
    to make your 5-minute lesson creative and interesting so team
    members will remember the contents.

(Note: Total teaching time in Home Teams is 15 minutes: 5 minutes for A,
5 minutes for B, and 5 minutes for C. Please select a time keeper to
keep presentations on track.)

######### **Needs Assessment Questions**

1.  **Does the assessment process sensitive to learning disabilities
    serve as an umbrella for all program services?**

2.  **Is the screening for learning disabilities conceptualized as an
    ongoing process that is linked to the overall assessment process?**

3.  **Are there clear guidelines for altering instruction on different
    types and levels of assessment information?**

4.  **Is decision-making collaborative and based on a variety of people
    reviewing a variety of information sources?**

5.  **Does the staff work to link learners with other groups to obtain
    required assessments that are beyond the services provided by the
    program?**

6.  **Do assessment procedures lead to planning and teaching activities
    that increase the progress of adults with learning disabilities?**

**Alex**

###### Profile

Alex is 28 years old. He came to the Community Literacy Center (CLC)
because he recently married and his wife encouraged him to seek help. He
is about to become a father and he wants to learn to read and write so
that he can be a better husband, father, and provider for his family.

When Alex was in elementary school, he was told that he had a learning
disability. This led to a diagnosis of a reading disability during
fourth grade, but there were few efforts made to provide the type of
instruction he needed. As Alex got older, accommodations were not
provided to reduce the impact of his learning disability. Alex attended
a vocational high school, working in the foods and catering program, but
he dropped out in 11th grade. He was frustrated with academia throughout
his school years and reported hating school. In his initial interview at
the center, Alex said, \"I couldn\'t do the work, so I cheated.\" He
wasn\'t shown how accommodations could help him in school or the
workplace. He was a good baseball player and both his high school coach
and his special education teacher helped him with his schoolwork. He
remembers getting into trouble a lot for skipping classes and not
completing his work.

After dropping out in 11th grade, Alex felt that he had no direction.
Continuing his education was not a choice because of his poor reading
skills and lack of information about available accommodations. Even if
further schooling were a possibility, he would not consider that route.
Six months after he dropped out of school, Alex still had no plan and no
job; he decided to \"thumb\" his way across the country. He held odd
jobs here and there, but he was always frustrated. He also seemed to
have trouble interacting with others, including co-workers. He would
eventually quit each job he got and move to another place, hoping to
\"find himself.\"

Finally, his mother helped him get an apartment above a daycare
center/preschool. Alex cleaned the school in exchange for rent. When no
one was around, he attempted to read the books on the shelves he
cleaned.

Presently, Alex is working at a local fast food restaurant. He feels
that his life is improving. He is happy about being a husband and
father. He now wants to get a better job, or at least become the
assistant manager at his current job.

#  

# Gathering Information During the Intake Interview

During Alex\'s initial intake interview with Joel, the literacy
coordinator at the Community Learning Center (CLC), he explained that he
was tested for learning disabilities in elementary school. He remembered
receiving special education services throughout his school years, and
thought that his mother probably still had the records from school. Alex
also said that he never really understood his learning disability, but
remembers going to special classes and feeling dumb.

Alex is frustrated because he cannot read and write. He wants to improve
his skills so that he can get a better job and help provide for his wife
and family. He is about to become a father and is fearful that he will
not be able to read to his child. During the discussion, Alex expressed
that he always understood a subject in school whenever a lesson was read
to him. However, he also said that while he understood what was being
read to him, he had a hard time remembering information later and it was
too hard for him to try to follow along as someone else read.

Joel explained to Alex that it would be important to determine his
current reading and writing skills. Alex completed a reading and writing
placement test and a follow-up appointment was scheduled. Joel asked him
to bring in his reports regarding his learning disability, if available.

At the follow-up meeting, Joel introduced Alex to his tutor, Wilma.
Together, Joel and Wilma reviewed the placement testing with Alex. Joel
explained that Alex has significant difficulty with sounds and single
word decoding. They discussed his trouble with breaking down words into
syllables. "That\'s true," Alex said. "I either know a word or I don't.
If I don't know it, I guess, but I never know if my guess is correct."
Because he is bright, he is able to guess at many words within context.
However, because he can only decode a limited number, his comprehension
is also limited when he tries to read independently. Even with guessing,
Alex is able to obtain a reading score that is only at the end of grade
two level.

Alex, Joel, and Wilma also reviewed the records brought in by Alex.
These were not complete and Alex explained that his mother found only
two things: a report which indicated that Alex had an average cognitive
ability on an IQ test given to him in grade six, and an Individualized
Education Plan (IEP) from high school. The IEP included a listing of
accommodations that had been implemented during his junior year: peer
note takers in class, oral exams, textbooks read to him, and/or taped
texts. The IEP team had concluded, based on the diagnosis of learning
disability, that accommodations would help Alex get through school and
that programs to directly address Alex\'s literacy needs would not help
him meet graduation demands. Although the IEP indicated that
accommodations had been provided for Alex, there was little evidence
that Alex had been taught how to request accommodations or to use them
appropriately. Alex agreed to sign a release form so that the CLC could
secure additional school records. Joel will then contact Alex's school
to request previous testing information. He plans a follow-up meeting
with Alex and Wilma.

Reviewing and Evaluating the Instructional Plan

When his school records arrived, Alex reconvened with Joel and Wilma to
check his progress and review the records. The records clearly indicated
that Alex had been diagnosed with a learning disability. Although Wilma
is not an expert in LD, she is able to determine that Alex consistently
has difficulty with word-attack skills and spelling, despite his average
cognitive ability. According to his school records, Alex showed
performance characteristics that indicated that significant language
processing problems were probably at the root of his reading problems.
The report mentioned that dyslexia was suspected.

The school records help to confirm that structured reading instruction
emphasizing the processing of language is appropriate for Alex. The
records also indicate that the school had modified its instructional
programs to include methods that would help Alex pay attention for
longer periods and increase information processing. One teacher stated
that she frequently had Alex say the word under his breath so that only
he could hear the sounds while he used his finger to slide under each
word part as he said it. She reported that this multisensory approach of
saying the word, hearing the word, and physically responding gave Alex a
strategy that he could use to sound out words when he was alone. Alex
stated that he thought this approach helped him pay attention and think
about what he was doing.

Setting Realistic and Attainable Goals

Alex explained at his first appointment at the CLC that he wants to read
and write so that he can get a better job and read to his child, due in
another month. Joel, the program coordinator, Alex, and Wilma, his
tutor, discussed the fact that his placement scores are low and that
decoding is his primary deficit.

Together they concluded that the best curriculum option is basic skills
instruction in reading and writing. Wilma explained that it will take
time for Alex to acquire these basic skills, but the fact that he is
motivated to start now is encouraging. With steady progress, he should
be able to read to his child by the time the child is a toddler.

Alex and Wilma agreed to meet again with Joel, but in the meantime, they
will work together to determine his goals and develop an instructional
plan. His initial goals, "to read and write better," are too broad and
need to be better focused.

After discussion, Alex came up with three goals: "I want to be able to
read the weekly memo from my boss, I want to be able to write a note to
my boss at work on my own, and I want to be able to read an article I
have about fatherhood."

Breaking Down Goals into Short-Term Objectives

Because Alex wishes to read and write memos at work, he discussed the
steps to get there with his tutor, Wilma. Although those were his goals,
he realized he needed to gain some basic skills in reading.

Alex readily agreed that he has trouble with sounds and syllables. "I
never knew how to figure out a word," he explained. Wilma described a
step-by-step way to teach sounds. She explained that multisensory,
structured language teaching gives a learner an understanding of word
construction so that guessing no longer is necessary. "When you learn
sounds in this way," said Wilma. "You learn to blend them together to
read a word and also pull apart the sounds in a word in order to spell
it. Rather than learning all the sounds at once, you learn some and then
you practice reading and spelling with those sounds." She then
cautioned, "This way of learning takes time. You won't be able to read
the memo or write a note to your boss right away. However, you will be
able to figure out words without memorizing them and eventually read the
things that you want to read. To do this, however, you need to agree to
first learn some of the sounds and build from there. We could write a
short-term goal and see how that goes."

Alex agreed to set short-term goals. He wants to learn how to read so
that he does not have to memorize everything and guess. Together, he and
Wilma wrote two short-term goals (one for reading and one for writing).

Goal 1: I will read one-syllable, short-vowel words with 95 percent
accuracy.

Goal 2: I will write dictated sentences containing one-syllable, short
vowel words and proofread them for spelling, punctuation, and
capitalization with 90 percent accuracy.

####### 

####### Developing a Unit Plan

Wilma explained to Alex that they would study sounds and how they work
in words. She said this would take time, but that it would be worth it
in the end. Alex is glad to do this because trying to figure out new
words is frustrating to him. Of course, he wants to be able to read
everything immediately, but he understands that it will take time. At
first, he will practice with words and sentences that have the sounds he
is learning.

Joel, the program coordinator, assigned Wilma to work with Alex because
of her training in multisensory, structured language teaching. With this
background, Wilma is able to create a unit plan for the two short-term
goals that had been set. The unit plan includes these steps and critical
questions:

-   Determine which consonant sounds Alex knew and then teach others
    using a keyword mnemonic. "What are the consonant sounds and how do
    you remember them?"

-   Teach all short vowel sounds using a keyword mnemonic. "What are the
    short vowel sounds and how do you remember them?"

-   Instruct how to blend three sounds together, to decode short vowel
    words (from /b/ /a/ /t/ to "bat"). "How do you blend three sounds
    together?"

-   Instruct how to segment three sounds (from "bat" to /b/ /a/ /t/) and
    spell, associating the letter with each segmented sound. "How do you
    segment three sounds?"

-   Progress to longer words such as clash, stump, and script (still one
    syllable, short-vowel words) after mastery with three sounds. "How
    do you pronounce longer one-syllable words?"

# 

# Making the Instructional Plan LD-Smart

Wilma went on to create a lesson plan to help Alex perform the skill and
answer the critical question. She also created a content map for each
lesson so that Alex can keep track of where he is during each lesson.
Wilma knew that part of the lesson should be devoted to reading
(decoding) the short-vowel words and part of the lesson should be
devoted to spelling (encoding) the short-vowel words. She planned the
first lesson to cover the consonant and vowel sounds, helping Alex learn
them with a keyword. For example, she taught him to say "aaaaaaple" to
get the short vowel sound of "a." Subsequent lessons involved practicing
with each sound and then working to blend the sounds together into
words. The lesson included reading words in isolation as well as in
sentences. The spelling part of the lesson began with segmenting words
into separate sounds using sound cards. The lesson included spelling
sounds, spelling words with cards, and spelling words on paper both in
isolation and in short sentences.

Wilma selected the instructional materials for her sessions with Alex
with several factors in mind. First, the instructional material was
designed to address the chosen curriculum option of basic skills in
reading and spelling. The curriculum content emphasized explicit
instruction in phonological awareness, speech sounds, decoding,
syllabication, and spelling. The material also was selected because of
appropriateness and effectiveness with adults with learning
disabilities.

Although Wilma had some training in multisensory teaching, she selected
materials that would guide her through the instruction. She realized
that she would need to put in study time, but she also knew that Alex
required specialized teaching to succeed. The instructional materials
chosen had been used in studies with adult learners. A research study,
which had demonstrated the effectiveness of the materials, helped Wilma
to feel confident using them with Alex. Also, the material provided a
means to assess progress, so that Wilma and Alex can measure his growth
toward his stated goals.

# DELIA 

# 

# Profile

Delia is a 47-year-old woman who was referred to the CLC after she
confided to a co-worker that she wanted to "do something different" at
work.

Delia can remember having reading difficulties in first grade; she was
in the lowest reading group. She would look at the pictures and guess at
the words. She enjoyed hearing the teacher read to the group, but was
embarrassed when it was her turn to read aloud. She noticed her
classmates were becoming more fluent, yet she kept stumbling. As she got
older, it was difficult for her to read the science and history books
because of all the "big words"; her grades were often below a C level.

Because junior high school was particularly difficult for her and she
was increasingly frustrated, Delia dropped out in ninth grade. Bored,
she felt she simply "wasn't getting it." Delia reported that she had a
lot of trouble spelling and didn't like to write. She said "no" when
asked if she had received additional help for her problems in school.

Currently, Delia takes the bus to her job at Green Thumb Nursery, where
she pots plants and tends the plant stock. Despite her warm smile and
good social skills, she is frustrated with doing the same things at work
day after day. She doesn\'t want to leave her job, but she would like to
be able to do some different tasks, which might include reading labels,
writing reports, etc. She wants better opportunities at the nursery, and
she believes that this will be possible if she can improve her reading
and writing skills.

# Recently divorced, she is generally happy with the quality of her life and her relationship with her two teenage children. However, Delia realizes the need for a better paying job; so far she has been unable to take advantage of opportunities to advance at the nursery because of her limited reading and writing skills. Delia shared this information with the CLC's receptionist, who then made an appointment with Joel, the literacy coordinator. 

# Gathering Information During the Intake Interview

During the initial intake interview, Joel, the literacy coordinator at
the Community Learning Center, asked Delia about her education and work
histories. Delia talked about dropping out of school in the ninth grade
because she was increasingly frustrated. Bored, she felt like she simply
"wasn't getting it." Delia reported that she had a lot of trouble
spelling and didn't like to write. She said she did not receive
additional help for reading in school. Although she was well liked and
had many friends, she continually fell behind in classes. The teacher
seemed to always talk too fast, and Delia couldn't keep up.

Delia reported that since leaving school she has had a few different
jobs---many of them involved working with plants---but she is frustrated
with doing the same things at work day after day. She is 47 years old
now, and doesn't want to leave her job, but she would like to be able to
do some different tasks, which might include reading labels, writing
reports, etc. She wants better opportunities at the nursery and she
believes that this will be possible if she can improve her reading and
writing skills.

Joel used Delia's information to determine the tests and sample tasks to
use for her placement testing. To assess Delia's reading and writing
skills, he selected materials that were the approximate skill levels at
which he judged Delia able to perform, based on their discussion. The
materials were also consistent with assessing performance relative to
the types of reading and writing tasks Delia stated that she wanted to
perform. Joel also kept in mind that Delia reported being frustrated by
difficult literacy tasks, so he selected materials he knew were
user-friendly in their implementation format and that would allow Delia
to demonstrate both her strengths and weaknesses.

Delia took a reading placement test at the end of her initial intake
interview. Results indicate that her sight-word reading ability is
strong, and her word-attack skills are sufficient, although there are
some problems noted in final digraphs. However, her comprehension skills
are weak, and she has genuine difficulty with summarizing, sequencing,
paraphrasing, and silent reading comprehension. She possesses basic
knowledge about a variety of subjects, and answered concrete questions
at a higher reading level. Joel noted that, in oral readings, Delia
frequently asked to have the directions repeated, especially those that
involved multiple steps.

Joel asked Delia whether she had had her hearing and vision tested
recently. "That's funny," Delia said. "My boss just asked me if I needed
my hearing checked because I keep asking him to repeat things." Delia
said she had not had her vision or hearing tested in a long time and
that she would be willing to have these assessments done locally. Joel
gave Delia a list of places where she might be able to get free vision
and hearing checks. Delia was able to get vision and hearing screening
tests done right away. Within a few days, she and Joel were able to have
a follow-up meeting, and Delia was able to let him know that the vision
and hearing tests did not indicate any problems.

Joel matched Delia with Jan, one of the program's most experienced
tutors. Jan is talented and has participated in almost all of the
ongoing professional development trainings sponsored by the CLC over the
past several years. Specifically, Jan has received special training and
is experienced in providing highly structured, direct, and explicit
multisensory reading instruction. Jan also shares some important
interests with Delia, particularly her interest in gardening.

Jan and Joel discussed the preliminary information gathered about Delia
through the intake and placement testing process. Joel made sure that
Jan understood that they must continue to gather information and will
probably need to continually examine Delia's progress. He asked Jan to
make observation notes about the tutoring sessions right from the
outset, so that they can meet with Delia to discuss her reading progress
and profile.

# Reviewing and Evaluating the Instructional Plan

After Delia attends four instructional sessions, Joel and Jan meet to
discuss several observations Jan had made about Delia's reading
strengths and weaknesses. Her observations confirmed what was learned in
the initial intake and placement testing. Additionally, Jan noted that
Delia has significant problems in sequencing and recalling information.
The memory problems appear to slow Delia's learning of information and
procedures; she seems to have problems accurately recalling procedures
she had practiced with Jan in previous sessions, although it appeared at
the time that she had mastered these procedures.

Joel believes there are indications that Delia may have a learning
disability. He bases his opinion primarily on observations made since
Delia first came to the CLC. Joel has participated in numerous trainings
on learning disabilities, sponsored collaboratively with other literacy
programs in the region, and has worked with the clinic at the local
university to better understand how individuals with learning
disabilities might process information differently from other adults.
Although he does not consider himself an expert in learning
disabilities, he has begun to feel confident in his ability to detect
consistent patterns of behavior that might indicate the presence of a
learning disability.

Based on previous experiences with adults with learning disabilities,
Joel notes that, both in testing and in one-on-one tutoring, Delia
demonstrates consistent difficulty with specific word-reading skills,
and with particular comprehension strategies. However, she seems to have
developed some word identification and comprehension skills quite well.
Also, Delia appears to have difficulties remembering what she has been
taught, and these difficulties appear to be impeding her learning of
certain skills. Because of a recent vision and hearing check-up, Joel
knows that neither hearing nor vision problems are responsible for
Delia\'s performance. He knows that learning disabilities most often
affect specific areas of performance, instead of general performance,
but that repeated problems in specific areas can, over time, cause
general performance problems. Joel also knows that difficulty with
organizing and remembering information for later use is typically
associated with the presence of learning disabilities.

Because CLC has been working on developing policies and resources over
the last few years to improve services for adults with learning
disabilities, Joel spent some time reviewing the program's resource
library. He also decided to contact one of the professors at the local
university who specializes in learning disabilities at the clinic that
he visited there. At the same time, he and Jan tried to determine how to
improve Delia's experiences at the CLC. After discussing their concerns,
and after Joel discussed Delia's concerns with the staff at the
university clinic, Joel and Jan decided to meet with Delia to discuss
her progress, their concerns, and what the next steps might include.

####### Determining to Screen for Learning Disabilities

In a meeting with Joel and Jan, Delia said she felt her tutoring was
going "okay." She said she liked her tutor. Joel noted that they had not
been as helpful as they could be. He asked Delia if she would like to
participate in some further testing that could help them identify how
she might learn more easily. Joel and Jan explained that further testing
could give them additional information about Delia, including the
possibility of learning disabilities. They also explained that the
presence of learning disabilities might explain some of Delia's
recurring difficulties in learning in the past.

Joel explained to Delia that the CLC staff has developed a screening
process that involves collecting a variety of information about what and
how she learns. He explained that the CLC's screening process is really
only a first step in collecting information, and that it will help them
decide whether further diagnostic testing for confirming a learning
disability is needed. Joel described the entire screening process to
Delia: the types of information that will be collected, how the
information will be collected, and which tests will be used. He reminded
Delia that the screening process would only help clarify whether a
learning disability may be present and will not confirm a learning
disability.

Delia asked Joel whether the screening process might just be a waste of
time. Joel explained to Delia that confirmation of a learning disability
might ensure her access to specific accommodations at work. Also, he
assured Delia that the screening process adopted by the CLC will provide
information that will help them design better instruction, regardless of
her decision to pursue further testing, or even if she pursues further
testing and a learning disability is not confirmed. "Our goal,"
explained Joel, "is to help you become more successful regardless of the
outcomes of any test."

Delia agreed to participate in the screening process. Joel gave her a
consent form that the CLC developed in collaboration with other literacy
programs in the area. Joel explained the information on the consent form
to Delia and suggested she sign it only after asking any questions that
she might have. Joel was careful to remind Delia that signing the
consent form would not force her to participate in any screening
activities, and that she could change her mind at any time.

####### 

####### Presenting Screening Results to the Learner

Joel followed the procedures adopted by the CLC for screening for
learning disabilities with Delia. The information was collected over
several sessions, and Delia continued to receive instruction from Jan as
part of the screening process. Joel, Jan, and Delia met to discuss the
results of the screening process to determine if there was enough
evidence to pursue further testing by a psychologist to confirm or
disconfirm a learning disability. The test results, in combination with
the intake information, placement testing, Jan's observations, the
results of trial teaching efforts, Delia's history, and the specific
assessment information indicated the likelihood of a learning
disability.

All sources indicated that Delia seemed to have skill deficits. The
screening tests also demonstrated that Delia probably had problems
performing relevant metacognitive tasks (that is, cognitive skills
necessary to coordinate her own performance of specific skills). These
metacognitive tasks included monitoring her word attack in words that
contained final digraphs, accounting for important details for reading
comprehension, and accurately recalling procedures she appeared to have
mastered and committed to memory.

Delia, Joel, and Jan discussed options for next steps. They agreed that
Jan would continue to focus on providing structured, explicit
instruction to Delia. They also agreed to select a few skills at a time
to work on intensively, including paying particular attention to how
Delia performed them and how well she continued to use the skills. They
also discussed the pros and cons of diagnosis. Joel told Delia that
formal diagnosis could provide additional information related to
instruction and give Delia certain legal rights in employment,
education, and public access.

Delia decided against being referred for a formal diagnosis. She stated
that she felt that she could make the kind of progress she needed by
continuing to work with her tutor. Joel and Jan assured Delia that they
could help her regardless of whether she wanted to seek formal
diagnosis.

They provided Delia with the telephone number and the name of a person
that she could contact at a nearby community college resource program
for learners with disabilities. They explained that should Delia decide
she wanted to know more about learning disabilities, including
understanding what potentially having a learning disability might mean
for her, the program had information and access to community resources
she might desire. Some people, Joel explained, consider a learning
disability to be negative much like a disease; others, however,
recognize that learning disabilities are quite common and do not prevent
accomplishment. "In fact," he continued, "with the rights and
responsibilities appropriate to individuals with learning disabilities,
some individuals become very positively empowered in education, work,
and daily living."

##### 

##### 

##### Choosing a Screening Instrument\*

The screening process adopted by the CLC was designed to provide
screening information for learning disabilities across a variety of
areas. The staff had reviewed a variety of instruments and had completed
some report cards to determine which instruments might work best in
their program.

One of the tests that the CLC had used for several years seemed to be
reliable, and program staff thought they would continue to use this test
as part of their screening process. Although Joel was confident that the
screening tool was appropriate for their program, his staff decided to
complete a report card on it. They made a copy of the blank report card,
and collected the information on each standard in a few afternoon
meetings.

The requirements for learning to use the instrument were easily
satisfied because staff had been using the instrument for some time.
Joel was familiar with the test items and testing procedures, and had
practice administering the screening (Standard 1). He checked the
administration guidelines to be sure that he had been administering the
screening instrument correctly, and he decided the time required was
feasible (Standard 3). The test did not offer guidelines for deciding
when to refer an individual for further testing, so Joel suggested to
his staff that they should collaboratively interpret the results of this
test to determine how strongly this test suggested a learning disability
(Standard 2).

When the CLC screening process was being developed, not many of the
staff members were comfortable with their knowledge about learning
disabilities. Joel did three things to determine how well the instrument
they were considering satisfied Standard 6. First, he asked the head of
the university evaluation clinic, who was experienced in testing for
learning disabilities, if she thought the test addressed aspects of
reading that should be considered in screening for a reading-related
learning disability. She thought it was an appropriate test.

Second, Joel contacted the publisher of the test. The publisher told him
that "the test had not been designed as an LD screening tool nor had it
been normed with a population with learning disabilities. However, it is
widely used in adult literacy programs that surely include many adults
with learning disabilities." This was information that Joel had not
wanted to hear, and he realized that there was no firm evidence that the
test was appropriate for screening for learning disabilities.

Third, he contacted other literacy program coordinators in his area and
asked them if they thought the test was useful in screening for learning
disabilities related to reading. Two of the coordinators of local
literacy programs who used the test said they thought it provided
valuable information, but they supplemented the test with other sources
of information that might provide additional information about possible
learning disabilities. With all this information in mind, Joel explained
the pros and cons of using the instrument to his staff. Collectively,
they decided they would not rule out use of the instrument based on
Standard 6. When the CLC staff began to evaluate the instrument based on
Standard 7, they considered dropping the report card in the trash and
using the test anyway. Everyone really liked the test, and was ready to
go with it, regardless of its shortcomings. However, they decided to
forge ahead because they agreed that the information gleaned from the
instrument would be used to make important decisions that would affect
the life of adults they served. To help his staff, Joel volunteered to
take the time to read the information on Reliability and Validity in
Appendix D of *Bridges Guidebook 2* and report back to the staff.

The first thing that Joel discovered was that it did not take long to
determine the reliability and validity of the test if he completed each
step as he read how to do it. Actually going through the process helped
him understand more about what he was looking for. Despite the fact that
he never felt like he really knew what he was looking for, he found a
test retest reliability score that *Bridges to Practice* told him was
reasonable. Other reliability information was missing.

Because the test was not specifically designed as a screening tool for
learning disabilities, Joel knew he would not find a predictive score
for its ability to predict who may have a learning disability (Standard
8). However, he did find that the test had a good predictive score for
identifying significant reading problems. He also found information in
the test manual that indicated that the test had been normed with
populations from various geographic regions and ethnic backgrounds
(Standard 9). Because his staff was interested in these areas, he felt
that the test met some of the conditions that were important for their
program.

When reviewing Standard 9 on the report card, Joel realized that he had
never checked the test manual to confirm the publisher\'s assurance that
the test was appropriate for adults. By looking in the manual, he found
the test had been normed with adults younger than most of the adults
they were serving in the CLC. Also, there was not a breakdown indicating
how many women had been included in the norming sample. Thus, the only
validity coefficient Joel could find was for age. He found that the test
had a predictive validity coefficient of .62 for young adults. Although
it would have been better if the norming population included adults
closer to the age of the adults served in the program, Joel thought it
might be acceptable to use this test because it was one of the few tests
that he had seen that had been normed on some adults. He knew from
reading this guidebook that .62 was a reasonable coefficient, even
though it was possible to get a score as high as 1.00. No item bias was
presented.

Joel met with the staff and shared what he had found in the test manual
regarding Standards 7, 8, and 9. The staff was surprised at how much
information was missing, but agreed that it might be the best test they
could find for their program. The staff continued to review the
information on the test. The test materials only offered broad
suggestions for instruction (Standard 10). The staff found no
information on how the results of the test could be tied to
instructional decisions. Joel stated that it was likely that individuals
with educational expertise had developed the test, so they could
probably trust the general instructional tips provided in the manual.
However, the staff agreed that it would be up to them to identify the
most appropriate instructional practices.

Joel and his staff reviewed the information he found for each standard.
They commented that they had never considered a test so carefully
before. One of the CLC staff stated that she wondered if there might be
better instruments available. Joel stated that he realized that the
publishers did not provide him with a lot of the technical information
that the report cards indicated was important. As a staff, they realized
that they needed to be more discriminating of the tests they used, and
they would have to combine their best judgment with the little
information they could find. Ultimately, they decided that they could
use this test. They decided that the test satisfied the standards well
enough overall for them to have some confidence in its results. However,
they also decided they would have to supplement it with additional
components to create a screening process that would provide enough
information to help adults make decisions about seeking confirmation of
a learning disability.

After reviewing the information on the report card, they decided to
supplement the screening instrument with some other types of assessment
procedures that they thought would provide helpful information. Since
the instrument only covered one area related to learning disabilities,
reading, they thought additional measures might be useful (Standard 5).
They reviewed the set of completed report cards on screening instruments
provided at the end of this guidebook and selected another instrument
that would not take too long, but seemed like it might provide
information not available from any other source. The staff agreed that
they would use these different types of assessments whenever they
suspected a learning disability. They also agreed that all the
information they collected about an adult as they participated in the
program should be considered in the screening process.

Since the CLC staff had carefully considered their approach to
screening, Joel felt fairly confident that he would be able to collect
the information to help Delia make a decision about pursuing additional
diagnostic testing. The screening process adopted by the CLC started
with an interview of Delia followed by completion of some informal
measures of performance. Delia was also asked to write five sentences
about a topic. Jan, the tutor who had been working with Delia, was asked
to fill out a checklist based on characteristics of individuals with
learning disabilities.

Although Joel was confident that the screening tool adopted by the CLC
was appropriate to use with Delia, he decided to review the report card
to be sure. He quickly confirmed that the instrument met Standards 1, 2,
and 3. Delia had no known disabilities, so the coordinator knew it would
be all right to use the test despite the fact that it offered no
guidelines for use with individuals with disabilities (Standard 4).
Before beginning the test, Joel asked Delia if she wore glasses or
contacts, or used any devices for hearing. Despite their earlier
conversations that directed Delia to a hearing screening, the
coordinator just wanted to be sure. He also asked Delia about potential
test anxiety, and she stated that she was not anxious about taking
tests.

####### 

####### Incorporating Assessment Information

After the assessment information was collected by program staff and
shared with Delia, she and Jan, her tutor, started their next session by
reassessing her personal literacy goals in light of the new information.
They worked together to list her goals, learning strengths and
preferences, and which instructional adaptation seems to work best for
her. Next, they listed skill, strategy, and knowledge areas for
improvement.

####### Determining a Curriculum Option

After Delia and Jan made their goal list, they reviewed each goal and
discussed what was required to reach each goal. They then began to
target specific objectives to achieve goals. They agreed to focus on
reading and writing skills for her job, including learning strategies
for improving her comprehension. They decided to work on paraphrasing to

encourage Delia\'s comprehension as she reads and a self-questioning
strategy as a way for her to check her own comprehension. Jan had
attended several trainings provided by the CLC to develop her teaching
skills in these strategies.

After the planning meeting with Delia, Jan began to consider how to help
Delia achieve her goals. Jan decided that she herself had to keep three
instructional goals in mind. First, she needed to consider which
curriculum options would best facilitate meeting Delia's needs in the
areas of reading, writing, and comprehension skills and strategies.
Second, she wanted to help Delia retain and retrieve information by
developing some effective strategies to maximize the skills that she
already has. Third, she wanted to teach Delia how to communicate and
advocate for how she learns best.

Based on the information that they had collected about Delia (Jan was
careful not to assume Delia has a learning disability, despite the
results of the screening tests), Jan was able to think about the nature
of instruction that would be most appropriate for Delia. Jan knew that
an effective instructional plan for Delia would need to include explicit
instruction, so that Delia understood why things were being taught and
practiced in a particular way. The plan would also need to involve
significant structure and guidance in the learning activities.

Jan determined that basic skills and learning strategies curriculum
options were the most effective approaches for Delia, because they
seemed to be the best match for Delia's goals and learner profile.

Setting Realistic and Attainable Goals

After Jan had time to think through the various curriculum options, she
shared her conclusions with Delia. Delia asked a few questions, and then
she and Jan began to discuss a goal attainment plan. Delia did not
contribute much to this conversation, because she was not sure how she
could meet her goals. By asking questions, Jan was able to get Delia to
give more input. For example, Jan asked Delia if she would stick with
the program if the lessons involved rehearsing the pronunciation of
words and practicing writing them. (This would help build skills in
reading comprehension and spelling, but Delia had difficulty attending
to final digraphs and recalling procedures such as decoding skills.)
Delia agreed that this goal was achievable.

The first goal they agreed to work on involved a basic skills
curriculum. Jan explained to Delia that, although the goal of
pronouncing and spelling words may sound boring, it is an integral step
toward achieving Delia\'s broader goals of being able to read and write
well enough to advance at her work place. Delia seemed to trust Jan\'s
expertise, but she did not appear convinced that she would meaningfully
improve her reading and writing. Fearing that Delia might get bored
without an initial goal that seemed practical to her, Jan suggested they
incorporate into the goal that Delia would bring lists of difficult
words that she encountered at work to serve as the basis for some of the
practice.

Jan and Delia agreed it would be best to meet twice a week to keep the
momentum going. Delia said she was busy with work, but she would try to
participate twice a week.

# Making the Instructional Plan LD-Smart

Jan kept track of Delia's progress in the basic skills curriculum
designed to develop her ability to recognize word endings. After five
weeks of steady attendance, Delia was making only slow progress,
primarily because she had difficulty remembering the digraph sounds she
needed to master. Together, they developed a progress chart and Delia
marked her own progress.

Although Jan was pleased with Delia's progress, she was concerned that a
"drill-and-kill" routine could cause Delia to drop out of the program.
To keep Delia motivated, Jan suggested that they start working on one of
Delia's related reading goals. She and Delia decided to work on a self
questioning learning strategy, which will help Delia with her recall of
content and, therefore, with her comprehension. The two had planned to
begin work on this goal as soon as Delia began to master the digraph
recognition skills.

In thinking through how she would teach Delia a self-questioning
strategy, Jan reminded herself to use the LD-SMART planning steps
\[Reference *Bridges Guidebook ????\]*. First, she decided that she
needed to develop the following critical questions to focus instruction:
How do you create good questions to guide your reading? How do you use
self-questioning to monitor your reading? How do you know that the
self-questioning strategy is improving your comprehension?

Second, Jan drew a graphic organizer that showed the content parts of
the lesson on self-questioning \[Reference ?????\]. She thought about
the central reason that she wanted Delia to learn how to self-question
during reading, and used this reason as the big idea portion of her
content map. Jan thought carefully about the tasks involved in the
self-questioning strategy. She considered the steps of the strategy that
were appropriate for Delia's current skill levels. The steps of the
strategy were included in a general way in the content structure portion
of the content map she developed. Jan knew that her instruction with
Delia had to explicitly account for each one of these steps.

Reviewing her content map, Jan thought about the skills Delia would need
for each step of the strategy. She also thought about the type of
instruction Delia would require to master each of those steps. Her
continued work with Delia convinced her that, because of Delia's
difficulties in remembering skills and information, she requires
explicit instruction that is heavy in guided practice. Jan also noted
that Delia benefits most from feedback while she performs tasks, not
after she has completed the task. As she reflected on how to teach the
steps of the strategy, Jan kept in mind that Delia will generally attend
the CLC only twice a week, so she planned short lessons in which Delia
could master one simple skill at a time and practice it.

Fourth, Jan began to develop her lesson plans and to identify the
following specific tactics and devices that might help Delia learn the
strategy:

-   She listed the steps of the self-questioning strategy on a card, so
    that Delia would not have to write them out.

-   She developed some flash cards to help her rehearse the steps.

-   She thought of several mnemonic devices that Delia might want to use
    to help her remember the steps of the strategy.

-   She made a list of different places where Delia might try the
    strategy, including the greenhouse where she worked.

-   She prepared a graphic organizer and her own set of teaching notes
    to make sure that the instructional session would be structured and
    provide explicit information about the strategy and how it might be
    used.

Finally, she went through the principles of LD-appropriate instruction
described in *Bridges Guidebook 4*: The Teaching/Learning Process and
revised her notes. Regardless of whether Delia had a learning disability
or not, Jan wanted to make sure that her instruction was going to help
Delia learn the self-questioning strategy.

**Strengths and Challenges Form**

**[Name:]{.underline} [Return this form on (date):]{.underline}**

**[Directions:]{.underline}**

**Fill out the following form. You must provide a strength before you
describe a challenge.**

+-----------------------------------+-----------------------------------+
| # Strengths                       | # Challenges                      |
+-----------------------------------+-----------------------------------+
| #                                 |                                   |
+-----------------------------------+-----------------------------------+
| #                                 |                                   |
+-----------------------------------+-----------------------------------+
| #                                 |                                   |
+-----------------------------------+-----------------------------------+
| #                                 |                                   |
+-----------------------------------+-----------------------------------+

##### Recommended Screening Instruments for Learning Disabilities

The following is a partial list of instruments that are being used to
help screen for learning disabilities. These were reviewed by the
ProLiteracy America LDTD Hub.

*Adult Learning Disabilities Screening Battery* (ALDS), 1999. Available
from Kay Valley Resources, 1250 Lecompton Road, Perry, KS 66073.
Telephone: (785) 331-3659. Email: KVRInc@yahoo.com

*Cooper Screening of Information Processing*, Richard Cooper. Available
from Learning Disabilities Resources, P.O. Box 716, Bryn Mawr, PA 19010.
(800) 869-8336.

*Destination Literacy: Identifying and Teaching Adults with Learning
Disabilities* (revision of *Bringing Literacy Within Reach)*, 1999.
Available from Learning Disabilities Association of Canada, 323 Chapel
St., Suite 200, Ottawa, Ontario K1N 7Z2. (613) 238-5721.

*Diagnostic Assessments of Reading with Trial Teaching Strategies
(DARRTS),* Roswell and Chall, 1991. Available from the Riverside
Publishing Co., 425 Spring Lake Dr., Itasca, IL 60143.

*Dyslexia Screening Instrument,* Coon, Waguespack and Polk, 1994.
Available from the Psychological Corporation, 555 Academic Court, San
Antonio, TX 78204-2498. (800) 228-0752.

*Jordan Prescriptive Tutorial Reading Program*, Dale Jordan, 1989.
Available from Pro-Ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897.
(512) 451-3256.

*Learning Needs Screening Tool*, validated in 1998, Washington State
Division of Employment and Social Services. Free at
http://www.skcpic.org/LearningDisability/WaScreenTool.htm

*Mississippi Assessment Technique for Identifying Learning Disabilities
in Adults (MATILDA)*, 1995. University of Southern Mississippi, Attn.:
W. Lee Pierce, Box 55154, Hattiesburg, MS 39406. (601) 266-4621. No fee.

*Payne Learning Needs Inventory*, Nancy Payne, 1997. Available from
Payne and Associates, 205 Lilly Road NE, Bldg. B, Olympia WA 98506-5070.
(360) 491-7600. Training required.

*Phoenix Specific LD Quick Screen for Adults*, William Butler, 1989.\
(602) 750-5938.

*PowerPath to Adult Basic Learning*, Laura Weisel, 1993. Available from
the TLP Group, P.O. Box 21510, Columbus, OH 43221. (800) 641-3632.

*Rosner Test of Auditory Analysis*, 1975. Helping Children Overcome
Learning Difficulties, NY. Walker and Company. No fee.

*Roswell-Chall Auditory Blending Test*, Roswell and Chall, 1997.
Available from Educators Publishing Service, 31 Smith Place, Cambridge,
MA 02138. (800) 225-5750.

*Roswell-Chall Diagnostic Reading Test of Word Analysis Skills*, Roswell
and Chall, 1997. Available from Educators Publishing Service, 31 Smith
Place, Cambridge, MA 02138. (800) 225-5750.

*Strengths and Limitations Inventory: Vocational Version*, Carol A.
Dowdy, 1990. Available from University of Alabama at Birmingham, 901 S.
13^th^ St., Room 214, Birmingham, AL 35294. (205) 934-3440.

*Slingerland High School Level (Fm D) Screening for the Identification
of Language-Learning Strengths and Weaknesses.* Approximately \$50.00.
(415) 771-3308.

*Yopp-Singer Test of Phoneme Segmentation*. Contact Pam Crowell,
809-H-Bay Avenue, Capitola, CA 95101. (831) 479-5391. No fee.

**Presenting Screening Results Role-play Script**

*(Coordinator notices learner walking by and stops her.)*

**Coordinator:** Oh Susan, do you have a minute?

**Susan:** Well, I was just leaving. My bus will be here in about 12 to
15 minutes.

**Coordinator:** This won't take long. I need to review your screening
results with you.

**Susan:** Oh, okay.

(Coordinator looks around and sees an unoccupied spot. She grabs a bunch
of files and loose papers and invites the learner to have a seat.)

**Coordinator:** Let's see. I have the results here somewhere. Ah, yes,
I found it. *(studies the paper seriously, learner glances at her
watch)* So, like I said, I need to go over these results with you. As
you know ... *(telephone rings and coordinator picks it up and talks
with a friend about the evening's dinner plans; the learner glances at
her watch again; coordinator hangs up*) Gee, sorry about that call. I
know you have a bus to catch but this is so very important.
*(coordinator studies her paper again*) Well, results show that you have
quite a few problem areas. It indicates difficulties with *(coordinator
lists difficulties; one or two people walk through the area gathering
papers, looking for stapler, etc.)* poor word attack skills, weak sight
vocabulary ... that indicates to me some major weaknesses with auditory
processing. That shows up in spelling errors, too. So writing skills
need to be improved along with working on your phonological awareness
... you know, sounds and blending, and rhyming.

**Susan** Gosh, I did really poorly, huh? *(shakes her head and mutters
that she is stupid)*

**Coordinator** (*showing concern)* Oh, Susan, it's nothing to worry
about. It just means that you have a neurological processing disorder.
It has to do with how your brain works.

**Susan** *(looks more unsettled, gulps)*

**Coordinator** Let's get you tested, though, by a professional
diagnostician, just to confirm what I can already see by looking at
these screening results. There are benefits to having all this confirmed
you know.

**Susan** More testing? *(looks exasperated and frustrated)*

**Coordinator** Yep, we need to\... *(as she thumbs through a card
file)* Ah, here we are. Here are the names of two doctors in town who
will do it. Just call them up and schedule an appointment, okay? *(she
writes out the names and numbers for Susan)* Tell the one you choose to
just call me if he has any questions. I'll tell him all about you. Now
the testing runs about \$600 to \$800, but he may be able to cut you a
break. *(coordinator stands; then Susan stands; coordinator extends a
handshake)* I'll see you next week, Susan, and you can let me know then
what you've been able to arrange. Thanks for coming by, I'm glad we were
able to get this over with before you caught your bus, aren't you?

**Susan** Ahuh. *(said half-heartedly)*

(Both walk off in opposite directions. The coordinator appears confident
that it was a great meeting. Susan appears stunned and unsure. She looks
at her watch. She rolls her eyes. It's obvious that she's missed her
bus.)

**A Screening Process for Learning Disabilities**

-   A person has difficulty in learning new material and exhibits some
    of the characteristics commonly thought to be those of a person with
    LD.

-   Several teaching techniques have been attempted and despite
    excellent teaching, the person does not make progress at a rate
    considered normal for most learners.

-   The education program in which the person is enrolled has determined
    a screening device appropriate for the program and for the learners
    enrolled within the program. The staff of the program can be trained
    in a relatively short period of time. There is no prior educational
    training required.

-   The screening device can be administered to a learner in a short
    amount of time. The screening instrument is designed to provide a
    rough estimate of a person's likelihood of having a learning
    disability.

-   If the screening device indicates the learner has many
    characteristics of a learning disability, the results can be quickly
    written into a report format. The report does not require that the
    administrator be trained in the legal wording utilized by clinicians
    in reporting the results of tests.

-   The person who administers the screening device must be trained to
    discuss the results with the learner and explain the pros and cons
    of a legal diagnosis of a learning disability.

-   If the results indicate the likelihood of a learning disability, the
    program administrator must be able to make a referral to another
    testing program if the learner wishes to pursue this.

-   The program has the responsibility of maintaining a list of agencies
    to which the learner can be referred for additional assistance and
    legal guidance.

-   The screening results are kept confidential. The program does not
    assume that the person has a learning disability, based on the
    results of the screening.

-   The teaching staff is encouraged to utilize teaching techniques that
    are structured as though the learner has a legal diagnosis so that
    the learner's time is not wasted should a diagnosis be made in the
    future.

-   All teaching staff is trained in the use of best practices in
    teaching and are able to provide this teaching for the learner.

### **A Diagnosis Process for Learning Disabilities**

-   A person has difficulty in learning new material and exhibits some
    of the characteristics commonly thought to be those of a person with
    LD.

-   Several teaching techniques have been attempted and despite
    excellent teaching, the person does not make progress at a rate
    considered normal for most learners.

-   Psychological testing is done to establish the person's intellectual
    capacity. The testing includes tests of verbal ability and
    performance measures. The test should include enough items to
    measure intellectual capacity in a number of ways.

-   The IQ is used in a formula to estimate the level of achievement,
    which could be expected of the person. This is based on the number
    of years of schooling, which have been experienced by the learner.

-   The expectancy level is compared to the achievement level by testing
    the person and gaining information through performance on multiple
    tests of reading, writing, mathematics, and sometimes, in other
    academic areas.

-   Tests of ability to reproduce figures, and tests that measure the
    person's ability to determine relationships among shapes or familiar
    items are sometimes used. The number of assessment tools used, and
    the information produced for use in the diagnosis, will be dependent
    on the person doing the testing.

-   There is not a strict model that can be followed. The clinician must
    use the results of one testing instrument to decide which test to
    use next. The testing ends when the administrator feels enough
    information has been gathered to make an accurate diagnosis.

-   If the tests indicate a two-year-or-more discrepancy between the
    person's intellectual ability and the person's performance on tests
    and learning tasks, the person may be diagnosed as having learning
    disabilities.

-   Just as medical doctors have to utilize a series of tests and then
    use their best judgment in making a diagnosis, so it is with
    learning disabilities. No one test can be used to make the decision.
    Other factors in the person's life must also be considered, and all
    the evidence that can be reasonably gathered must be utilized.

-   Once a diagnosis of a learning disability is made by a clinician
    recognized by the designated authorities, the person with a learning
    disability is eligible for accommodations under the Americans with
    Disabilities Act (ADA).

**When, How, Where to Refer a Learner**

-   A learner has been tutored for no less that six weeks, but is not
    making progress with the current tutor. The tutor reports that he or
    she thinks the learner has learning disabilities.

-   The tutor and the intake coordinator meet to discuss the situation
    the tutor is experiencing. Together, they make a decision about
    whether to conduct a screening at this time or wait until further
    teaching approaches have been attempted.

-   If they decide that screening is appropriate, the learner is invited
    to meet with them to discuss the situation and to be apprised of the
    benefits and the possible consequences for the future. The learner
    makes the decision to be tested or not.

-   If the learner wants to sit for the screening, an appointment is
    made and the screening is conducted.

-   If the screening does not indicate the learner may have learning
    disabilities, the tutor and the learner and the intake coordinator
    and/or testing coordinator meet to discuss the results and talk
    about an educational plan that will match the learner's strengths,
    and talk about reasonable timelines for learning. The tutor and the
    learner continue to meet.

-   Should the screening indicate there is a possibility the learner has
    learning disabilities, the learner, tutor, and intake coordinator or
    testing coordinator meet and discuss the results and talk about the
    options available to the learner. Contacts within the community are
    introduced to the learner, and the possibility of a full diagnosis
    should be discussed at this time. The intake coordinator must be
    prepared to discuss the implications of this information for the
    learner. If the learner is not aware of the legal rights under the
    Americans with Disabilities Act of 1970, the information is
    explained. The learner, again, makes the decision about whether or
    not to seek further testing for a possible diagnosis of a learning
    disability.

-   Whether or not the learner decides to seek formal diagnostic
    testing, the literacy program should be prepared to discuss best
    practices for tutoring or teaching with the learner and the tutor.
    Optional instructional materials may be made available to the tutor,
    and in-service opportunities should be discussed and encouraged.

**The Screening Process Reviewed**

##### The Screening Process

####### Step 1: Gather information about the learner.

**Step 2: Review observations with the learner.**

**Step 3: Determine if the learner desires screening.**

**Step 4: Select a screening instrument.**

**Step 5: Obtain informed consent.**

**Step 6: Upon completion, meet with the learner, provide a written
summary, and discuss "next steps."**

##### 

##### 

##### Think About It

-   **Which step do you think will be the easiest to put in place and
    why? Which steps will be the most difficult?**

-   **Which step do you think will be the most time consuming and why?
    Which steps will be the least?**

-   **Which step will you be the most comfortable implementing and why?
    Which steps will make you the least comfortable?**

-   **Who in your organization will need to be familiar with this
    process and why?**

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-   **What major obstacles do you foresee in putting this process into
    place?**

**Standards for Selecting Screening Materials**

**Administration Standards:**

1.  **The requirements for learning to use the screening material are
    reasonable.**

2.  **Guidelines regarding whether or not to refer the individual for
    further testing are clear and reasonable.**

3.  **The time required to conduct the screening procedures is
    reasonable.**

4.  **The screening material allows accommodations for individuals with
    disabilities.**

**Technical Development Standards:**

5.  **The screening material adequately represents the full range of
    characteristics associated with learning disabilities.**

6.  **The screening material is consistent with what is currently known
    about learning disabilities.**

7.  **The screening material reliably measures the individual's learning
    characteristics.**

8.  **The screening material accurately predicts who may have a learning
    disability.**

9.  **The screening material accurately predicts a learning disability
    regardless of a person's age, gender, race, ethnicity, or primary
    language.**

10. **Research supports the links between screening procedures and
    instructional materials.**

**Reliability and Validity**

1.  **Think of a person you know who is "reliable." What behavior tells
    you that he or she is reliable?**

2.  **If you were to ask that reliable person for directions, how would
    you know if those directions were "valid?"**

**Standards for Buying a Car**

-   **The monthly payments are within my budget. (I can afford no more
    than \$110/month.)**

-   **The car has safety devices. (Those I want include: passive
    restraint seat belts, air bags, and anti-lock brakes.)**

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-   

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-   

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-   

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-   

**Who Wants To Be A Chocolate Millionaire?**

1.  Ten Screening standards have been developed because:

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a.  literacy providers like working with numbers

b.  researchers need jobs

c.  such standards provide a way to compare and measure quality

d.  they couldn't think of 11

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2.  An organization must obtain informed consent from the client to
    legally administer a learning disability screening:

    a.  if the adult is over the age of 29

    b.  if the screening is used selectively for some but not for all
        clients

    c.  if you have time

    d.  even if it's given to everyone and their first offspring

3.  A psychologist, clinician, or educational diagnostician must be
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_ to administer psychological batteries.

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a.  a senior citizen

b.  on your staff

c.  licensed

d.  awake

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4.  A screening instrument is used for:

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a.  keeping mosquitoes away

b.  blocking out the sun

c.  casting major movie roles

d.  indicating the possibility of a learning disability

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5.  Which of the following would not be relevant when gathering
    information about a client?

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a.  past success in schooling

b.  work habits

c.  medical history

d.  what brand of shampoo they use

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6.  Advantages of an LD diagnosis are that the client:

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a.  can obtain accommodations and protections necessary for success in
    instructional, work, and testing situations

b.  can watch for signs of a LD is his or her children, as LD can be
    hereditary

c.  can take great relief in knowing the basis for his or her problems

d.  all of the above

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7.  Screening results should be presented:

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a.  when you're in a hurry

b.  in rhyme

c.  accenting the client's strengths

d.  only between the hours of 12:00 and 1:00 p.m.

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8.  The term "adaptation" refers to:

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a.  changes in diet

b.  any supplementary textbook

c.  routine changes that an instructor makes to increase student
    learning

d.  an electrical device that allows electrical appliances to be used in
    all countries

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9.  When in the instructional cycle should a screening tool be used?

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a.  anytime

b.  23 days into the program

c.  after completing 2.5 books

d.  when the instructor demands it

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10. Screening is part of the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ process.

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a.  cooking

b.  billing

c.  assessment

d.  fitness

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11. The results of an LD screening:

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a.  may entitle the client to an extra 20% off at Extra Value Mart

b.  measures the client's physical stamina

c.  is the only valid measure to consider

d.  may indicate the possibility of a learning disability

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12. In regards to administering LD screening, a written informed consent
    means:

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a.  the client has been informed that he needs to sign a paper

b.  staff has given written permission

c.  the client has been given an advance copy of the screening to read
    silently

d.  the client knows what is going to take place, who will do the
    screening, and how the results will be used before he or she gives
    written consent

**Screening Instruments and Report Cards**

**Answer these questions about the LD screening instrument you reviewed
on your own:**

######## Briefly, what were the pluses and minuses of the LD instrument overall?

1.  **If you used it with a learner, what observations do you have from
    that?**

**The following are questions to consider in planning program training
related to screening instruments.**

2.  **What do all staff/tutors need to understand about screening (as a
    process) and LD screening instruments?**

3.  **Who in a volunteer literacy program needs to know how to use
    standards for screening instruments? Why do they need to know about
    this? How might they be trained?**

4.  **How might the programs be provided with samples of screening
    instruments so that they can chose a variety of instruments to have
    and use in their program? Who should be involved in making the
    decision about which ones a program should have on hand?**

5.  **What policy decisions related to the use of LD screening
    instruments might be necessary for programs to be thinking about?
    What policy decision related to using the results of a screening
    process might be necessary?**

6.  **What are some ways that you might adapt the *Bridges to Practice*
    training related to screening instruments and report cards for your
    program training?**

**National ALLD Center Report Card on Screening Instruments**

+----------+-----------------------+------------+---------------------+
| ###      | \_\_\_\_\_\_\_\_\     | >          |  Yes  No          |
| ##### Sc | _\_\_\_\_\_\_\_\_\_\_ | **Multiple |                     |
| reening  | \_\_\_\_\_\_\_\_\_\_\ | > Forms**  |                     |
| Material | _\_\_\_\_\_\_\_\_\_\_ |            |                     |
+----------+-----------------------+------------+---------------------+
|          | \_\_\_\_\_\_\_\_\     | #          |  Individual       |
|          | _\_\_\_\_\_\_\_\_\_\_ | ####### Ad | Group               |
|          | \_\_\_\_\_\_\_\_\_\_\ | ministrati |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | on Setting |                     |
+----------+-----------------------+------------+---------------------+
| Pub      | \_\_\_\_\_\_\_\_\     | > **Admi   | \_\_\_\_\_\_\       |
| lication | _\_\_\_\_\_\_\_\_\_\_ | nistration | _\_\_\_\_\_\_\_\_\_ |
| Date     | \_\_\_\_\_\_\_\_\_\_\ | > Format** | \_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_ |            | _\_\_\_\_\_\_\_\_\_ |
+----------+-----------------------+------------+---------------------+
| Edition  | \_\_\_\_\_\_\_\_\     | > **Obs    |  Self-report      |
|          | _\_\_\_\_\_\_\_\_\_\_ | ervational | Task Completion     |
|          | \_\_\_\_\_\_\_\_\_\_\ | > C        |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | hecklist** |                     |
+----------+-----------------------+------------+---------------------+
| Author   | \_\_\_\_\_\_\_\_\     | > **N      |  No  Yes          |
|          | _\_\_\_\_\_\_\_\_\_\_ | on-English | (specify)           |
|          | \_\_\_\_\_\_\_\_\_\_\ | >          | \_\_\_\_\_\_\_\     |
|          | _\_\_\_\_\_\_\_\_\_\_ |  Version** | _\_\_\_\_\_\_\_\_\_ |
+----------+-----------------------+------------+---------------------+
| #        |                       | > **Target |                     |
| #######  |                       | >          |                     |
|          |                       | Population |                     |
|          |                       | > \_\_     |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_**\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| ##       | \_\_\_\_\_\_\_\_\     | >          |                     |
| ###### P | _\_\_\_\_\_\_\_\_\_\_ |  **Learner |                     |
| ublisher | \_\_\_\_\_\_\_\_\_\_\ | > Level(s) |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | > \_\_\_   |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_**\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| Address  | \_\_\_\_\_\_\_\_\     | >          |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | **Features |                     |
|          | \_\_\_\_\_\_\_\_\_\_\ | >          |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_**\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
|          | \_\_\_\_\_\_\_\_\     | > \_\_     |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          | \_\_\_\_\_\_\_\_\_\_\ | \_\_\_\_\_ |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| T        | \_\_\_\_\_\_\_\_\     | > \_\_     |                     |
| elephone | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          | \_\_\_\_\_\_\_\_\_\_\ | \_\_\_\_\_ |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| Fax      | \_\_\_\_\_\_\_\_\     | > **What   |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | > and How  |                     |
|          | \_\_\_\_\_\_\_\_\_\_\ | > It       |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | > Measures |                     |
|          |                       | > \_**\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| #####    | \_\_\_\_\_\_\_\_\     | > \_\_     |                     |
| ### Init | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
| ial Cost | \_\_\_\_\_\_\_\_\_\_\ | \_\_\_\_\_ |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+
| **Usage  | \_\_\_\_\_\_\_\_\     | > \_\_     |                     |
| Cost**   | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          | \_\_\_\_\_\_\_\_\_\_\ | \_\_\_\_\_ |                     |
|          | _\_\_\_\_\_\_\_\_\_\_ | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
|          |                       | \_\_\_\_\_ |                     |
+----------+-----------------------+------------+---------------------+

+-----------------------+-----------------------+-----------------------+
| **STANDARDS**         | **EVALUATION          | **EVIDENCE**          |
|                       | PROCESS**             |                       |
+=======================+=======================+=======================+
| 1.  **The             | **Look for:**         |                       |
|     requirements for  |                       |                       |
|     learning to use   | a description of the  |                       |
|     the screening     | requirements for      |                       |
|     material are      | learning to use the   |                       |
|     reasonable.**     | screening procedures. |                       |
|                       |                       |                       |
| > The standard        | **You should find:**  |                       |
| > concerns            |                       |                       |
| > information about   | -   a description of  |                       |
| > the procedures,     |     training          |                       |
| > including length of |     experiences;      |                       |
| > time and effort     |                       |                       |
| > required to learn   | -   a description of  |                       |
| > the materials and   |     who should        |                       |
| > become proficient   |     administer the    |                       |
| > at administration.  |     screening;        |                       |
|                       |                       |                       |
|                       | -   estimate of time  |                       |
|                       |     for learning the  |                       |
|                       |     procedures.       |                       |
+-----------------------+-----------------------+-----------------------+
| 2.  **Guidelines      | **Look for:**         |                       |
|     regarding whether |                       |                       |
|     or not to refer   | Guidelines for        |                       |
|     the individual to | determining whether   |                       |
|     further testing   | or not to refer the   |                       |
|     are clear and     | individual for        |                       |
|     reasonable.**     | further testing.      |                       |
|                       |                       |                       |
| > This standard       | **You should find:**  |                       |
| > concerns the steps  |                       |                       |
| > and information to  | -   criteria for      |                       |
| > be considered in    |     making referral   |                       |
| > deciding whether to |     decisions;        |                       |
| > refer the           |                       |                       |
| > individual for      | -   steps to follow   |                       |
| > assessment of a     |     in making a       |                       |
| > possible learning   |     decision;         |                       |
| > disability.         |                       |                       |
|                       | -   forms, charts,    |                       |
|                       |     graphs, etc., to  |                       |
|                       |     help form your    |                       |
|                       |     decision;         |                       |
|                       |                       |                       |
|                       | -   descriptions of   |                       |
|                       |     performance       |                       |
|                       |     benchmarks.       |                       |
+-----------------------+-----------------------+-----------------------+
| 3.  **The time        | **Look for:**         |                       |
|     required to       |                       |                       |
|     conduct the       | a description of the  |                       |
|     screening         | time required for     |                       |
|     procedure is      | administration,       |                       |
|     reasonable.**     | scoring, and          |                       |
|                       | interpretation.       |                       |
| > This standard       |                       |                       |
| > concerns the amount | **You should find:**  |                       |
| > of time required to |                       |                       |
| > complete a          | -   a statement of    |                       |
| > screening. Length   |     whether or not    |                       |
| > of time for         |     the test is       |                       |
| > administration can  |     timed, specifying |                       |
| > influence both the  |     times;            |                       |
| > examiner's and the  |                       |                       |
| > adult learner's     | -   minimum and       |                       |
| > performance.        |     maximum scoring   |                       |
|                       |     times;            |                       |
|                       |                       |                       |
|                       | -   estimate of time  |                       |
|                       |     required for      |                       |
|                       |     scoring and       |                       |
|                       |     interpretation.   |                       |
+-----------------------+-----------------------+-----------------------+
| 4.  **The screening   | **Look for:**         |                       |
|     material allows   |                       |                       |
|     accommodations    | a description of      |                       |
|     for individuals   | accommodations for    |                       |
|     with              | individuals with      |                       |
|     disabilities.**   | disabilities.         |                       |
|                       |                       |                       |
| > This standard       | **You should find:**  |                       |
| > concerns the        |                       |                       |
| > accommodations      | -   suggestions for   |                       |
| > required for        |     specific          |                       |
| > persons already     |     accommodations    |                       |
| > defined as having a |     linked to         |                       |
| > disability (for     |     specific          |                       |
| > example, low        |     disabilities;     |                       |
| > vision, physical    |                       |                       |
| > disability, or      | -   a description of  |                       |
| > psychiatric         |     research          |                       |
| > disability). Some   |     validating        |                       |
| > accommodations may  |     appropriateness   |                       |
| > include extended    |     of the            |                       |
| > time or an oral     |                       |                       |
| > protocol, instead   |  accommodations---for |                       |
| > of a written one.   |     testing accuracy. |                       |
+-----------------------+-----------------------+-----------------------+
| 5.  **The screening   | **Look for:**         |                       |
|     material          |                       |                       |
|     adequately        | a description of      |                       |
|     represents the    | which learning        |                       |
|     full range of     | disabilities          |                       |
|     learning          | characteristics may   |                       |
|     disabilities      | be assessed with the  |                       |
|                       | instrument.           |                       |
|    characteristics.** |                       |                       |
|                       | **You should find:**  |                       |
| > This standard       |                       |                       |
| > indicates the       | -   research          |                       |
| > importance of       |     validating the    |                       |
| > screening for the   |     test for the      |                       |
| > different types of  |     specific learning |                       |
| > manifested learning |     disabilities      |                       |
| > disabilities, such  |     characteristic(s) |                       |
| > as word             |     of interest.      |                       |
| > recognition, math   |                       |                       |
| > calculation, math   |                       |                       |
| > reasoning, written  |                       |                       |
| > and oral            |                       |                       |
| > expression,         |                       |                       |
| > listening           |                       |                       |
| > comprehension, and  |                       |                       |
| > reading             |                       |                       |
| > comprehension.      |                       |                       |
+-----------------------+-----------------------+-----------------------+
| 6.  **The screening   | **Look for:**         |                       |
|     material is       |                       |                       |
|     consistent with   | a description of the  |                       |
|     what is currently | basis for the test    |                       |
|     known about       | that is consistent    |                       |
|     learning          | with current learning |                       |
|     disabilities.**   | disabilities          |                       |
|                       | theories.             |                       |
| > In this standard,   |                       |                       |
| > the emphasis is on  | **You should find:**  |                       |
| > whether the         |                       |                       |
| > materials are       | -   statements of     |                       |
| > consistent with     |     theoretical basis |                       |
| > current knowledge   |     for the test;     |                       |
| > of learning         |                       |                       |
| > disabilities.       | -   explanations of   |                       |
| > Learning            |     learning          |                       |
| > disabilities        |     disabilities      |                       |
| > assessment should   |     consistent with   |                       |
| > change as our       |     specific theories |                       |
| > understanding about |     (for example,     |                       |
| > learning            |                       |                       |
| > disabilities        |   neuropsychological, |                       |
| > changes.            |     behavioral,       |                       |
|                       |     developmental);   |                       |
|                       |                       |                       |
|                       | -   information about |                       |
|                       |     content validity; |                       |
|                       |                       |                       |
|                       | -   research of how   |                       |
|                       |     the test items    |                       |
|                       |     were developed    |                       |
|                       |     and validated.    |                       |
+-----------------------+-----------------------+-----------------------+
| 7.  **The screening   | **Look for:**         |                       |
|     material reliably |                       |                       |
|     measures the      | research indicating   |                       |
|     individual's      | the test's accuracy   |                       |
|     learning          | in measuring the      |                       |
|                       | individual's learning |                       |
|    characteristics.** | characteristics.      |                       |
|                       |                       |                       |
| > Tests used to       | **You should find:**  |                       |
| > screen persons with |                       |                       |
| > LD must accurately  | -   temporal          |                       |
| > reflect a person's  |     reliability       |                       |
| > knowledge, skills,  |     (should be close  |                       |
| > and abilities. Test |     to 1);            |                       |
| > must yield          |                       |                       |
| > consistent results. | -   interrater        |                       |
|                       |     reliability       |                       |
|                       |     (should be close  |                       |
|                       |     to 1);            |                       |
|                       |                       |                       |
|                       | -   standard error of |                       |
|                       |     measurement       |                       |
|                       |     (should be low).  |                       |
+-----------------------+-----------------------+-----------------------+
| 8.  **The screening   | **Look for:**         |                       |
|     material          |                       |                       |
|     accurately        | a description of      |                       |
|     predicts who may  | research that         |                       |
|     have a learning   | indicates the         |                       |
|     disability.**     | material is effective |                       |
|                       | for adults similar to |                       |
| > Information should  | those you may be      |                       |
| > support use of the  | screening.            |                       |
| > screening material  |                       |                       |
| > for predicting who  | **You should find:**  |                       |
| > may and who may not |                       |                       |
| > have a learning     | -   predictive        |                       |
| > disability..        |     validity;         |                       |
|                       |                       |                       |
|                       | -   classification    |                       |
|                       |     accuracy;         |                       |
|                       |                       |                       |
|                       | -   percent correct   |                       |
|                       |     decisions.        |                       |
+-----------------------+-----------------------+-----------------------+
| 9.  **The screening   | **Look for:**         |                       |
|     material          |                       |                       |
|     accurately        | a description of      |                       |
|     predicts a        | research that         |                       |
|     learning          | indicates the         |                       |
|     disability        | material is effective |                       |
|     regardless of a   | for adults similar to |                       |
|     person's age,     | those you may be      |                       |
|     gender, race,     | screening.            |                       |
|     ethnicity, or     |                       |                       |
|     primary           | **You should find:**  |                       |
|     language.**       |                       |                       |
|                       | -   research that     |                       |
| > Dependent upon any  |     included adults   |                       |
| > of these factors, a |     with similar      |                       |
| > screening material  |     characteristics   |                       |
| > may be              |     to persons you    |                       |
| >                     |     will test.        |                       |
|  accurate/inaccurate, |                       |                       |
| > r                   |                       |                       |
| espectful/derogatory, |                       |                       |
| >                     |                       |                       |
|  relevant/irrelevant, |                       |                       |
| > mot                 |                       |                       |
| ivating/unmotivating, |                       |                       |
| > or                  |                       |                       |
| > me                  |                       |                       |
| aningful/unmeaningful |                       |                       |
| > for a given         |                       |                       |
| > individual.         |                       |                       |
+-----------------------+-----------------------+-----------------------+
| 10. **Research        | **Look for:**         |                       |
|     supports the      |                       |                       |
|     links between     | research validating   |                       |
|     screening         | recommendations for   |                       |
|     procedures and    | instructional         |                       |
|     instructional     | materials that are    |                       |
|     materials.**      | based on screening    |                       |
|                       | results.              |                       |
| > Some screening      |                       |                       |
| > procedures may      | **You should find:**  |                       |
| > include information |                       |                       |
| > to help you select  | -   research results  |                       |
| > instructional       |     linking specific  |                       |
| > materials or        |     testing results   |                       |
| > practices..         |     with specific     |                       |
|                       |     instructional     |                       |
|                       |     options;          |                       |
|                       |                       |                       |
|                       | -   descriptions of   |                       |
|                       |     instructional     |                       |
|                       |     options based     |                       |
|                       |     upon specific     |                       |
|                       |     testing outcomes; |                       |
|                       |                       |                       |
|                       | -   decision accuracy |                       |
|                       |     of using a        |                       |
|                       |     particular        |                       |
|                       |     intervention.     |                       |
+-----------------------+-----------------------+-----------------------+

(From *Bridges to Practice Guidebook 2*, National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999, pages 67-70)

**Indicators of High-quality Service for Adults**

**with Learning Disabilities**

1.  **An assessment process sensitive to learning disabilities guides
    all program services. (Check all that apply.)**

> The volunteer literacy program:

-   has written guidelines about each phase of its assessment and
    screening process

-   has written policies, procedures, and practices for determining at
    intake if an adult has previously been identified as having a
    learning disability or may have a learning disability

-   uses research-based standards to guide the selection of LD screening
    instruments

-   provides adaptations/accommodations throughout the assessment,
    screening, and instructional processes

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  **Screening for learning disabilities is conceptualized as an
    ongoing process that is linked to continuing assessment. (Check all
    that apply.)**

> The volunteer literacy program:

-   has a screening process that includes the use of a screening
    instrument, a review of learner progress over time, interviews with
    learner and tutor, and other relevant information-gathering
    strategies, in order to ensure that decisions regarding next steps
    are made thoughtfully and with attention to individuals' unique
    needs and circumstances

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```
-   has selected at least one LD screening instrument utilizing
    research-based standards and has written guidelines related to the
    use of that instrument

-   has identified staff/volunteers to implement and monitor the LD
    screening process, and provides those staff/volunteers with the
    information, training and resources necessary to implement the LD
    screening process within the overall assessment process

-   has written policies, procedures, and practices about each phase of
    its LD screening process that show how it is linked to overall
    assessment

-   schedules regular tutor/learner conferences that include
    reassessment and revision of goals

-   maintains individual learner records of assessment, progress, and
    goal setting/revision

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  **LD screening and assessment information is directly linked to
    appropriate instructional planning. (Check all that apply.)**

####### The volunteer literacy program:

-   uses screening and assessment information

-   to develop goals and plans with learners and to advise tutors and
    learners as to appropriate curricular options to achieve goals

-   to select/suggest appropriate instructional methods/materials, legal
    accommodations, and instructional adaptations

-   has written guidelines detailing the (above) uses of LD screening
    and assessment information

-   provides periodic staff/tutor workshops/training on the (above) uses
    of LD screening and assessment information

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  **Decision-making related to screening and referral for diagnosis is
    learner-centered, collaborative, and is based on information from a
    variety of sources. (Check all that apply.)**

> The volunteer literacy program:

-   has written policies, procedures and practices requiring that
    decisions about screening and referral for diagnosis involve the
    learner, include consideration of the learner's goals, and are based
    on multiple sources of data

-   has written guidelines for staff/volunteers to use in counseling
    learners about options and services when learning disabilities are
    suspected

-   has identified staff/volunteers to implement and monitor the
    decision-making process related to screening and referral for
    diagnosis, and provides those staff/volunteers with the information,
    training and resources necessary to make appropriate decisions

-   is compliant with legal obligations related to informed consent

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  **Volunteers/staff/board members work to link learners with
    community resources to obtain appropriate assessments/services that
    are beyond those provided by the literacy program. (Check all that
    apply.)**

> The volunteer literacy program:

-   has a community resource referral book, including resources for
    formal diagnosis and other support services, keeps evidence of
    referrals made, and tracks referrals to determine follow-through

-   has formal agreements in place with individuals, other
    organizations, or other public services to provide free or low-cost
    LD evaluation/diagnosis as well as counseling/advising about
    implications of findings and learning/career options

-   provides learners with information/assistance to ensure they can
    advocate for themselves to secure their legal rights

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-   has identified staff/volunteers who are responsible for (1)
    reviewing information from formal diagnostic testing reports and (2)
    ensuring that the information in those reports results in
    appropriate instructional adaptations/accommodations and/or
    referrals for employment/educational accommodations

-   provides those staff/volunteers with information, training and
    resources necessary to make appropriate decisions and work with
    tutors who provide instruction

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```
-   has formal agreements---with individuals, organizations, or
    community/public services---related to the provision of other
    services for adults with LD and their families

> Describe other local program practices and policies related to this
> indicator.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Describe next steps in program improvement related to *Bridges to
Practice* *Guidebook 2* quality indicators:**

+-------------------+---------------------------------------+----------+
| #### **Ta         | ######## Steps to take                | ###      |
| rget indicators** |                                       | #### Tar |
|                   |                                       | get date |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+

### 

### 

### Graphic Organizer for Guidebook 2

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Evaluation**

Session:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scale: 5 = Excellent, 4 = Good, 3 = Adequate, 2 = Less than Adequate, 1
= Poor

1.  The learning objectives of this training were:

Clear 5 4 3 2 1 Vague

2.  The ideas and activities presented were:

Very Interesting 5 4 3 2 1 Dull

3.  Overall, I consider this training:

Excellent 5 4 3 2 1 Poor

4.  What aspect of the training was most useful to you?

5.  After completing this training, do you feel that you are better
    equipped to meet the needs of the learner with LD? If yes, in what
    ways? If no, please explain why.

6.  What suggestions do you have to improve the training?

7.  What might you do next to address learning disabilities in your
    local program?

8.  Other comments...

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

# 

**Table of Contents**

**Session 3---*Guidebook 3***

I. Review and Reconnect 3-2

II\. Introduction to Session 3 3-3

III\. Preparing to Develop the Instructional Plan 3-6

IV\. Determining a Curriculum 3-7

V. Developing the Instructional Plan 3-10

VI\. Making the Instructional Plan LD-SMART 3-12

VII\. Involving the Learner in Instructional Plan Development 3-14

VIII\. Selecting Instructional Materials 3-15

IX\. Systemic Change---Program Assessment 3-17

X. Summary and Evaluation 3-18

I.  **Review and Reconnect**

**[Time Estimate]{.underline}:** 60 minutes

> **[Supporting Materials]{.underline}**: *Bridges Guidebook 3* and
> *Guidebook 5*, pages 125-182.
>
> If participants have had several weeks between Session 2 and Session
> 3, give them a substantial opportunity to share any LD efforts they
> may have been involved in and their experiences with conducting LD
> screening instruments.

######## Introduction to Session 3

**[Time Estimate]{.underline}:** 25 minutes

**[Key Points]{.underline}:**

(icebreaker)

A.  **Choose one of the following activities:**

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1.  Family Air Sanga (Familiar Sayings)

> What follows are actual 'mis-heard' sayings from an individual who has
> an auditory discrimination learning disability.
>
> [Materials Needed:]{.underline}
>
> ***Familiar Sayings Handout* \[H3-2\]**
>
> [Directions:]{.underline}
>
> The trainer reads these words aloud. Participants write what the
> regular phrase is under each one. **(TRAINER NOTE:** Answers are in
> parenthesis after each phrase.)

1.  Rocker buy bay bee inner tree hops (Rock-a-bye baby in the tree
    tops)

2.  Turnip out fir play (Turn about is fair play)

3.  Roland's tone gadders nome hoss (A rolling stone gathers no moss)

4.  Sinkers honkers sick spentz (Sing a song of six pence)

5.  Law tent britches full in town (London bridge is falling down)

6.  Diamond died wright furn Nome Ann (Time and tide wait for no man)

7.  But tune toot a gather (Put two and two together)

8.  My tea hoax farm ladle egg horns grow (Mighty oaks from little
    acorns grow)

9.  High pled jolly gents tow thief lag ( I pledge allegiance to the
    flag)

10. A fit firs chewed own such seed dry egg hen (If at first you don't
    succeed, try again)

11. Want a drain sit bores (When it rains, it pours)

12. Win rum dues a romance stew (When in Rome, do as the Romans do)

13. Thoroughly Burt gnashes swarm (The early bird catches the worm)

14. Butter laid don ever (Better late than never)

15. All swell attend swell (Alls well that ends well)

16. Up any shave sup any urn (A penny saved is a penny earned)

17. Asher wait a bulb ounces (That's the way the ball bounces)

18. Ink odd weed rust (In God we trust)

19. A nap a lad hey key pa dock tray weigh (An apple a day keeps the
    doctor away)

20. Kay pass tiff up hurl hip (Keep a stiff upper lip)

21. Air snow full lie can knoll full (There's no fool like an old fool)

22. Hulking coal Vasser Murry Holtz hold (Old King Coal was a merry old
    soul)

23. Ah waits beep a light (Always be polite)

24. Burden hen swart tuna push (A bird in the hand is worth two in the
    bush)

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2.  Thinking About How You Make Sounds and Words

> [Directions:]{.underline}
>
> Ask participants to say the following word pairs, and to answer the
> following questions:
>
> Say **face** and **fir**
>
> What is your mouth doing to make the first sound in those words?
>
> Say **bat** and **board**
>
> What are your lips doing to make the first sound in those words?
>
> Say **face** and **vase**
>
> What are you doing differently with the first sound in those words?
>
> Say **fat** and **friend**
>
> With the first sound, what are you doing the same? What are you doing
> differently?
>
> Say **beat** and **bought**
>
> How is your mouth different with these two words?

(mini-lecture)

B.  **Show transparency:**

# *Contents of Bridges to Practice* \[T3-2, H3-2\]

> Review Agenda---where we've been and where we're headed.

C.  **Show transparency:**

> ***Session 3 Objectives* \[T3-3, H3-4\]**

######### 

> Participants will be able to:

-   use assessment information to construct a profile for
    client/learners with LD.

-   develop instruction or a service provision plan based on the needs
    and strengths of individual adults with LD.

-   describe a process for selecting appropriate instructional materials
    based upon standards.

-   reflect on their own programs and continue designing systemic reform
    of literacy programs serving adults with LD.

D.  **Show transparency:**

> ***The Planning Process*** **\[T3-4, H3-5\]**
>
> This uses a graphic organizer to explain the session content.

####### Preparing to Develop the Instructional Plan

## [Time Estimate]{.underline}: 20 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 3*, pages 5-9

**[Key Points]{.underline}:**

(mini-lecture)

A.  Planning is the process by which you decide what to teach and how to
    teach it. The effective adult educator collaborates with the adult
    learner to write plans that identify everything from the overall
    goals that brought the adult to the literacy program to specific
    goals for individual lessons. Planning is an ongoing process.

B.  Incorporating Assessment Information

> It is essential to effectively integrate the information gathered on
> the learner into the instructional plan. This information can be
> gathered from the following sources:

1.  Placement Tests---provide broad information about skill levels

2.  Diagnostic Tests---target specific skill areas and abilities

3.  Trial Teaching and Progress Tests---targeted, systematic
    instruction, evaluated frequently

4.  Informal Observations

5.  Adult Self-reporting

###  **Determining a Curriculum**

**[Time Estimate:]{.underline}** 60 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 3*, pages
11-22.

**[Key Points]{.underline}:**

(mini-lecture)

> A. Definitions of curriculum vary widely because of alternative
> perceptions held by theorists about the nature and organization of
> education. A general definition of curriculum: the vehicle for
> bringing about behavioral changes in learners in an educational
> environment as a result of planned activities/materials.

B.  **Show transparency:**

> ***Curricular Options* \[T3-5, H3-6\]**
>
> As expressed in *Bridges*, these options are not to be chosen in
> isolation, but rather as an integrated curriculum network.

1.  Basic Skills---these are fundamental academic skills, i.e., word
    decoding, syllabication, or math calculation functions.

    a.  Reading---phonological awareness, word-recognition, fluency, and
        comprehension

    b.  Mathematics---language, symbols, concepts, and strategies

    c.  Writing---mechanics, structure, and meaning

2.  Learning Strategies---a learner's approach to a task, specifically
    how a learner plans, executes, and evaluates performance.

    a.  Learning strategies relate to acquiring, storing, understanding,
        and expressing information.

    b.  A solid learning strategy will provide an efficient and
        effective step-taking approach to completing a task.

    c.  Brainstorm learning strategies with the large group, posting
        responses on a flipchart. Copy ideas from the flipchart to
        distribute to session participants at the next session.

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3.  Critical Content---instruction in critical content requires sorting
    through the conceptual information of a particular life skill,
    selecting the most important concepts and supporting information,
    and then helping the learner acquire the information.

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a.  Divide participants into pairs and give them a paper with three
    possible "critical content" areas, such as get a Commercial Driver's
    License (CDL), pass the GED, register to vote, order from a
    restaurant menu, get a job, find transportation, and find child
    care.

b.  Have participants create a list of concepts and information
    important to learning that specific critical content area. Share in
    large group.

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4.  Social Skills---involves teaching adults how to interact with others
    appropriately, i.e., teamwork, problem solving, interpersonal
    skills, oral communication, and listening. \[Reference *Bridges*
    *Guidebook 3*, pages 18-19.\]

> Brainstorm social skills areas with the large group, posting responses
> on a flipchart. Copy ideas from the flipchart to distribute to session
> participants at the next session.

5.  Self-Advocacy---involves teaching information that will help
    learners make decisions, set and attain goals, communicate rights,
    take responsibility, apply skills and knowledge in daily life, and
    link with support services. Self-advocacy may include the following:

-   understanding LD

-   understanding their legal rights and responsibilities

-   learning how to request accommodations

> (activity)

C.  Curricular Options: Which Would You Choose?

> [Materials Needed:]{.underline}
>
> **Curricular Options: Which Would You Choose? \[H3-7\]** and the four
> learner **Profiles** **\[H3-8 to H3-11\]**
>
> [Directions:]{.underline}
>
> Divide participants into four or more groups. Ask each group to
> designate a secretary to record group comments and a spokesperson to
> speak for the group. Assign one learner profile to each group. Ask
> participants to read their learner's profile and to discuss which
> curricula they think would best suit their learner and why. There is
> no one specific correct answer. In the "real world," there would
> probably be much more information to guide their decision-making, and
> the learner would definitely be involved in the decision-making.
>
> **(TRAINER NOTE:** Allow approximately 10 minutes for group
> discussion. Then give approximately 5-10 minutes (depending on your
> time allotment) for each group to read its synopsis and present its
> decisions.)

D.  **Choose from the following activities:**

    1.  Have participants work in small groups with case studies to
        determine curricular options for Alex and Delia using
        ***Planning for Instruction: Creating a Summary Profile and an
        Instructional Plan* \[H3-12\].** Have half of the groups work
        with Alex and the other half work with Delia. They may choose
        different decisions for instructional planning than were made in
        the original case study, which is okay (It is encouraged, in
        fact). Have participants discuss in large group their decisions
        for Alex and Delia in instructional planning, answering
        questions one through four.

    2.  Have participants complete a case study on their own. It can be
        for someone they know in their program. They can use the
        ***Planning for Instruction*** tool **\[H3-12\]** as a format or
        a similar one such as the ***Personal Learning Plan*
        \[H3-13\].** Participants can discuss their case studies in
        small groups. They should consider curricular options for their
        case studies based on the information they gathered.

    3.  Separate participants into small groups. Distribute modeling
        dough to each group and a curricular option. Then ask
        participants to create a physical model of their option. Ask
        groups to share their creativity with the large group.

> **(TRAINER NOTE:** Trainers should provide participants opportunity to
> read and reflect the information in *Bridges Guidebook 3* pages 11-22
> regarding determining a curriculum.)

#### **BREAK**

### **Developing the Instructional Plan**

**[Time Estimate]{.underline}:** 30 minutes

**[Supporting Materials]{.underline}:** *Bridges* *Guidebook 3*, pages
23-42.

**[Key Points]{.underline}:**

(mini-lecture)

A.  Learning is a journey. Planning that journey starts with a vision of
    the broader routes and destinations and the means for reaching them.
    Planning with the learner is essential, both the learner and the
    instructor/tutor need to understand the complete instructional plan
    and to have input in the development of it. This idea is fundamental
    to effective adult education practice.

B.  Three Steps of Instructional Planning:

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1.  Set Realistic and Attainable Goals.

2.  Break Down Goals into Short-term Objectives---break down relatively
    large, long-term goals into short-term objectives.

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a.  Sequential Analysis---it may be appropriate to think about the
    sequence of steps to reach a goal, i.e., fixing a car, getting a
    driver's license, or following a recipe.

b.  Concurrent Analysis---it may be appropriate to think of components
    without reference to a particular order. In other words, objectives
    a learner can work on simultaneously. For example, for a goal of
    getting a job a learner may work on developing interviewing skills,
    exploring career options, and preparing a resume or job applications
    simultaneously.

c.  Objectives should be clear and specific, measurable, and attainable.

d.  Each time a learner visits a literacy program, some record of
    progress toward meeting goals should be recorded.

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```
3.  Transform Short-term Objectives into Unit and Lesson Plans

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a.  For learners to understand the learning sequence, organize
    instructional content in meaningful chunks. This will help learners
    see how information, skills, and concepts fit together.

b.  Trainers should review the graphic organizer concept, the idea that
    some people get a better scope of their work by seeing it displayed
    in a visual "mapping" format.

(activity[)]{.underline}

C.  Have participants work in small groups to break goals into smaller
    objectives using Alex and Delia. Have them complete question five on
    ***Planning for Instruction: Creating a Summary Profile and an
    Instructional Plan*** **\[H3-12\].** Share in large group.

> **(TRAINER NOTE:** Provide participants time to read and reflect on
> the information in *Bridges Guidebook 3*, pages 23-42 regarding
> developing instructional plans.)

### **Making the Instructional Plan LD-SMART**

**[Time Estimate]{.underline}:** 60 minutes

**[Supporting Materials]{.underline}:** Reference *Bridges* *Guidebook
3*, pages 31-39.

**[Key Points]{.underline}:**

(mini-lecture)

**Show transparency:**

> ***Making Your Instruction LD-SMART: SMART Planning and Teaching*
> \[T3-6, H3-14\]**

##### Explain the steps of SMART.

1.  [S]{.underline}hape Critical Content---it is helpful to turn goals
    and objectives into questions, i.e., if the program goal is to
    improve reading comprehension, the question might be: How do I make
    sure that I'm comprehending what I read? Provide other examples from
    participant response on a flipchart.

2.  [M]{.underline}ap Critical Content---this is a map of the critical
    content of what is to be learned. A concept map is a graphic
    representation of the organization of information, i.e., content,
    skills, and strategies to be learned.

> **(TRAINER NOTE:** Refer to page 32, *Bridges Guidebook 3* (Figure
> 3.2). Again, refer to the graphic organizers participants have seen
> related to the organization of the *Bridges* content.)
>
> Discussion:

a.  Paraphrase major points or big ideas by restating concepts in
    another form so the map is meaningful to the learner.

b.  The heart of the concept map represents the components to be learned
    and shows learners how to think about information, skills, and
    strategies so they can recall the information for later use in
    lessons.

c.  Make it simple! The map should be limited to a few parts so it
    doesn't become overwhelming for the learner. Map out the content
    completely, then focus on a few strands of it at a time.

d.  All sections of the map should be connected with lines to establish
    relationships.

e.  Although not all thinking and organizational patterns are linear,
    the map should represent a linear representation of the order in
    which the content will be learner.

f.  Each section of the map should allow for the development of
    subtopics and associated details.

    3.  [A]{.underline}nalyze for Learning Difficulties---once the
        critical content is developed, potential learning difficulties
        might be discussed with the learner in terms of organization of
        information, relevance or connectedness to concrete examples,
        and retention strategies.

    4.  [R]{.underline}each Instructional Decisions---make decisions
        about how information will be taught. Determine what type of
        activities, accommodations, and materials are needed.

    5.  [T]{.underline}each Effectively---employ the best practice
        methods of LD-appropriate instruction. This will be discussed
        further in Session 4.

> (**TRAINER NOTE:** Some trainers have modified the SMART format in
> various ways. For example, AMA---Ask, Map, Analyze or MAP---Map,
> Analyze, Plan have been used. Whichever format is selected, it is
> critical to have learner involvement in the instructional planning and
> to organize the instructional content in a meaningful way as it
> relates to learner goals.)

A.  **Choose from the following activities:**

    1.  Once the trainer explains the LD-SMART process, divide
        participants into small groups. Using the Alex and Delia case
        studies (or their own), have participants work through the SMART
        process (using goals indicated in the appropriate case study).
        Use the handout ***Making Your Instruction LD-SMART***
        **\[H3-14\]** as a template.

    2.  Trainer may have participants pair off and simulate a role-play
        of the SMART process, taking the roles of tutor and learner.

    3.  Show a video of a tutor and learner using SMART. Trainers can
        develop their own if they have the videotaping resources and a
        willing tutor/learner pair. Debrief as a large group after the
        video.

B.  Share experiences in a large group. Brainstorm possible strengths
    and challenges of this process. The trainer should write participant
    responses on a flipchart in two columns marked **Strengths** and
    **Weaknesses** respectively.

> **(TRAINER Note:** Provide participants an opportunity to read and
> reflect information in *Bridges Guidebook 3,* pages 31-39, regarding
> the SMART process.)

###### BREAK

### **Involving the Learner in Instructional Plan Development**

**[Time Estimate]{.underline}:** 15 minutes

**[Supporting Materials]{.underline}:** *Bridges* *Guidebook 3*, pages
39-42.

**[Key Points]{.underline}:**

(mini-lecture)

**Show transparency:**

> ***Cycle for Assessment Planning and Instruction for Adults with
> Learning Disabilities* \[T3-7, H3-15\]**

#####  

##### The Process

1.  Gather appropriate information regarding the learner.

2.  Organize the information in a way to which the learner can relate.

3.  Draft a learner profile that approaches learning from a
    strengths/challenges perspective.

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B.  How to Involve the Learner

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1.  Share gathered information, including test results, with the
    learner.

2.  Develop the learner profile of learning strengths and weaknesses
    with the learner.

3.  Evaluate the learner profile with the learner---prioritizing
    objectives, setting timeline, deciding on accommodation/
    intervention strategies.

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C.  Have participants share their experiences with learner involvement
    in instructional planning as time permits.

> **(TRAINER NOTE:** Describe this process as a questioning format
> between the learner and instructor/tutor. The idea being conveyed in
> the *Bridges* material---and supported in effective adult learning
> practice---is one of a constant dialogue with the learner regarding
> goal-setting, instructional planning, learning, and evaluation. In
> this process, the learner is truly involved in their learning.)

### **Selecting Instructional Materials** 

**[Time Estimate]{.underline}:** 90 minutes

**[Supporting Materials]{.underline}:** Reference *Bridges* *Guidebook
3*, pages 43-50.

**[Key Points]{.underline}:**

(mini-lecture)

A.  An important part of planning is the selection of appropriate
    instructional materials. The best materials to use with learners are
    those that help them acquire desired skills, strategies, or
    knowledge effectively and efficiently. Selecting best materials for
    adults with learning disabilities requires consideration of adult's
    learning needs, the appropriateness of the materials, and the need
    to offer instruction in alternative formats.

B.  **Show transparency:**

> ***Standards for Selecting Instructional Materials* \[T3-8, H3-16\]**

1.  The instructional material is effective for teaching adults with
    learning disabilities.

2.  The instructional material is appropriate for an adult, regardless
    of the person's age, gender, race, ethnicity, and primary language.

3.  The instructional principles used to promote learning are clearly
    stated and consistent with what is known about learning
    disabilities.

4.  The learning outcomes that can be expected are clearly described.

5.  The results achieved by using the instructional material can be used
    to make decisions regarding further instruction.

6.  The procedures for checking the learner's progress are clear and
    easy to use.

7.  The requirements for literacy practitioners to learn to use the
    instructional material are reasonable.

8.  The instructional material can be used in a variety of instructional
    situations in the literacy program.

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C.  Have participants evaluate instructional materials in small groups.

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1.  The trainer may have participants complete a copy of the blank
    ***National ALLD Center Report Card on Instructional Materials***
    **\[H3-18\].** The trainer should provide a selection of
    instructional materials for participants to review or have
    participants bring their own materials for review.

2.  Ask each participant to complete a report card (or adapted) form on
    a selected material for homework and to give a brief report at the
    next session. See ***Review of Instructional Materials* \[H3-17\]**
    for an adapted form.

3.  Whatever format is selected for the review of instructional
    materials, provide participants with an opportunity to share their
    evaluation of instructional materials.

> \[Reference *Bridges* Guidebook 3, pages 81-192 for completed report
> cards on the materials indicated on *Bridges* Guidebook 3, Appendix B,
> page 79.\]

(activity)

D.  Have participants work in small groups to answer question six on
    ***Planning for Instruction: Creating a Summary Profile and an
    Instructional Plan*** **\[H3-12\]**. Share in large group.

> **(TRAINER NOTE:** Provide participants with an opportunity to read
> and reflect information in *Bridges Guidebook 3*, pages 43-50
> regarding selecting instructional materials.)

###### BREAK 

### **Systemic Change---Program Assessment**

**[Time Estimate]{.underline}:** 45 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 3*, pages
51-61

**[Key Points]{.underline}:**

(mini-lecture)

A.  In order for programs to create a successful learning experience for
    adults with LD, programs must think about systems change.

B.  Divide participants into site teams to continue discussing how LD
    issues are being addressed in their programs and what improvements
    could be made (You could use the same or different groupings as in
    previous sessions). Participants may complete the ***Indicators of
    High-quality Services for Adults with Learning Disabilities*
    \[H3-19**\]. This worksheet is specific to volunteer literacy
    programs. For training in other literacy networks, use the Systemic
    Change Worksheet 3 from *Bridges Guidebook 5,* pages 148-150.

> **(TRAINER NOTE:** Give participants an opportunity to read and
> reflect the information regarding systems change in *Bridges Guidebook
> 3*, pages 51-61.)

### **Summary and Evaluation**

**[Time Estimate]{.underline}:** 15 minutes

> **[Key Points]{.underline}:**

A.  To summarize Session 3, use a round-robin format to have
    participants indicate one thing they've learned from this session.

B.  **Show transparency:**

> ***The Planning Process* \[T3-10, H3-21\]**
>
> Have participants complete their own copy of the ***Graphic Organizer
> for Bridges Guidebook 3*** **\[H3-20\].**

C.  **Show transparency:**

> ***Session 3 Objectives* \[T3-3, H3-5\]**
>
> Ask, "Have the objectives been met?" This is a good place in the
> agenda to deal with participant questions. If time permits, collect
> questions that participants may have written on index cards during the
> session and try to answer them. Trainers should respond to the
> questions during the evaluation period or at the beginning of the next
> training session.

D.  Have participants complete an evaluation. The evaluation should ask
    for their thoughts on effectiveness of presentations, suggestions
    for improvement, whether the training met their needs, and any
    clarifications that may need to be addressed at the next session.
    See Evaluation **\[H3-22\].**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 3---Transparencies

#### Session 3---Transparencies T3-1

Contents T3-2

Session 3 Objectives T3-3

#### The Planning Process T3-4

Curricular Options T3-5

Making Your Instruction LD-Smart: SMART Planning and Teaching T3-6

> Cycle for Assessment. Planning and Instruction for Adults with
> Learning Disabilities T3-7

Standards for Selecting Instructional Materials T3-8

Graphic Organizer for Guidebook 3 T3-9

The Planning Process (complete) T3-10

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

####### Session 3 Objectives

**By the end of this professional development session, participants will
be able to:**

-   **use assessment information to construct a profile for
    client/learners with LD.**

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-   **develop instruction or a service provision plan based on the needs
    and strengths of individual adults with LD.**

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-   **describe a process for selecting appropriate instructional
    materials based upon standards.**

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```
-   **reflect on their own programs and continue designing systemic
    reform of literacy programs serving adults with LD**.

### 

### 

**Curricular Options**

1.  **Basic Skills**

2.  **Learning Strategies**

3.  **Critical Content**

4.  **Social Skills**

5.  **Self-Advocacy**

**Making Your Instruction LD-SMART:**

**SMART Planning and Teaching**

> **[S]{.underline}hape Critical Questions**
>
> **[M]{.underline}ap Critical Content**
>
> **[A]{.underline}nalyze for Learning Difficulties**
>
> **[R]{.underline}each Instructional Decisions**
>
> **[T]{.underline}each Effectively**

Standards for Selecting Instructional Materials

1.  **The instructional material is effective for teaching adults with
    LD.**

2.  **The instructional material is appropriate for an adult regardless
    of age, gender, race, ethnicity, and language.**

3.  **The instructional principles used to promote learning are clearly
    stated and consistent with what is known about learning
    disabilities.**

4.  **The learning outcomes that can be expected are clearly
    described.**

5.  **The instructional material results can be used to make decisions
    about further instruction.**

6.  **The procedures for checking the learner's progress are clear and
    easy to use.**

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```
7.  **The requirements for literacy practitioners to learn to use the
    instructional material are reasonable.**

8.  **The instructional material can be used in a variety of
    instructional situations within the literacy program.**

### **Graphic Organizer for Guidebook 3**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 3---Handout Packet

# 

Cover Sheet H3-1

Familiar Sayings H3-2

Contents H3-3

Session 3 Objectives H3-4

The Planning Process H3-5

Curricular Options H3-6

Curricular Options: Which Would You Choose? H3-7

Learner Profile: Tom H3-8

Learner Profile: Carl H13-9

Learner Profile: Mary H13-10

Learner Profile: Juan H13-11

Planning for Instruction: Creating a Summary Profile and an
Instructional Plan H13-12

Personal Learning Plan H13-13

Making Your Instruction LD-SMART: SMART Planning and Teaching H13-14

Cycle for Assessment, Planning, and Instruction For Adults with Learning
Disabilities H3-15 H18

Standards for Selecting Instructional Materials H3-16

Review of Instructional Materials H3-17

National ALLD Center Report Card on Instructional Materials H3-18

Indicators of High-quality Services for Adults with Learning
Disabilities H3-19

Graphic Organizer for Guidebook 3 H3-20

The Planning Process (complete) H3-21

Evaluation H3-22

**Family Air Sanga (Familiar sayings)**

**Directions:**

**Listen to your trainer read these words aloud. Write under each one
what you think the regular phrase is.**

1.  **Rocker buy bay bee inner tree hops**

2.  **Turnip out fir play**

3.  **Roland's tone gadders nome hoss**

4.  **Sinkers honkers sick spentz**

5.  **Law tent britches full in town**

6.  **Diamond died wright furn Nome Ann**

7.  **But tune toot a gather**

8.  **My tea hoax farm ladle egg horns grow**

9.  **High pled jolly gents tow thief lag**

10. **A fit firs chewed own such seed dry egg hen**

11. **Want a drain sit bores**

12. **Win rum dues a romance stew**

13. **Thoroughly Burt gnashes swarm**

14. **Butter laid don ever**

15. **All swell attend swell**

16. **Up any shave sup any urn**

17. **Asher wait a bulb ounces**

18. **Ink odd weed rust**

19. **A nap a lad hey key pa dock tray weigh**

20. **Kay pass tiff up hurl hip**

21. **Air snow full lie can knoll full**

22. **Hulking coal Vasser Murry Holtz hold**

23. **Ah waits beep a light**

# Burden hen swart tuna push

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

###### Session 3 Objectives

**By the end of this professional development session, participants will
be able to:**

-   **use assessment information to construct a profile for
    client/learners with LD.**

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-   **develop instruction or a service provision plan based on the needs
    and strengths of individual adults with LD.**

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```
-   **describe a process for selecting appropriate instructional
    materials based upon standards.**

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-   **reflect on their own programs and continue designing systemic
    reform of literacy programs serving adults with LD.**

### 

### 

**Curricular Options**

1.  **Basic Skills**

2.  **Learning Strategies**

3.  **Critical Content**

4.  **Social Skills**

5.  **Self-Advocacy**

**Curricular Options: Which Would You Choose?**

**[Materials Needed:]{.underline}**

**Four learner profiles \[H3-8 to H3-11\]**

**[Directions]{.underline}:**

**Divide into four or more groups. Each group must designate a secretary
to record group comments and a spokesperson to speak for the group.**

**Read the learner profile assigned to your group. Discuss with others
in your group which curricula you think would best suit this learner and
why.**

**Remember, there is no one specific correct answer. In the "real
world," you would probably have much more information to help guide your
decision-making, and the learner would definitely be involved in the
decision-making process.**

**Take approximately 10 minutes for group discussion. Each group will
have approximately 5-10 minutes to read its synopsis and present its
decisions.**

**Learner Profile: Tom**

Tom is 45 years old and single. He has been incarcerated for
drug-related issues, and has been unable to find employment since his
release. He has difficulty making eye contact, but is polite and
communicative.

Tom attended school through the ninth grade. He is reading at
approximately the third grade-equivalency level, and his writing skills
are also reflective of this.

Tom is currently living with his sister, but wants to get a job and "get
on his feet." He is open to whatever employment help he can get. He was
referred to the local Department of Vocational Rehabilitation (DVR).

Screening results have indicated a possible learning disability, and
with Tom's permission, this information is forwarded to DVR. Tom is
tested and the results indicate that he has learning disabilities. The
report states that Tom would benefit from instruction in phonological
awareness, and that lessons should emphasize repetition, the use of
visuals, and color-coding.

Tom is employment through DVR as a janitor.

What curricular options would you recommend and why?

**Learner Profile: Carl**

Carl is 24 years old, divorced, and a high school graduate. He said he
was in some special classes in school, but he doesn't recall what they
were. He works doing car repairs, and has had numerous jobs. He left his
last position because "his boss was a jerk." For the most part, Carl
likes his current job. He's been there eight months, but isn't sure how
long it will last.

Carl is reading and writing at approximately a fourth grade-equivalency
level. His employer referred him to the program, as Carl is having
difficulty reading work orders and writing work follow-ups. As Carl
said, his employer is a fairly okay guy and "didn't blab his problems to
the world," so Carl agreed to come in.

Screening indicates a possible learning disability, but Carl doesn't
want his former school contacted to possibly access records, nor is he
interested in pursuing any additional testing. In his free time, Carl
enjoys music. He plays guitar in a local rock group.

What curricular options would you recommend and why?

**Learner Profile: Mary**

Mary is 38 years old. She is a single mother of nine and 12-year-old
children. Mary is outgoing and personable. She attended school through
the 10^th^ grade, and for the last five years has worked full time in a
local factory doing assembly work.

When not working, Mary enjoys doing craft projects with her daughter and
playing on her company's softball team.

Her goal is to get her GED so she can move up in the company and better
provide for her children.

Mary is reading at approximately the seventh grade-equivalency level,
but her writing and math skills are at a much lower level. She said
rushing to complete tasks makes her "fall apart." Screening indicates a
possible learning disability.

Mary has insurance through her employer that covers testing for LD. She
is tested, and results indicate that Mary has learning disabilities. The
report says Mary would benefit from the use of multisensory approaches
to her instruction, learning word-processing, and the employment of
manipulatives in math.

Mary receives a time extension accommodation at work.

What curricular options would you recommend and why?

**Learner Profile: Juan**

Juan is 41 years old, married, and the father of four children. He
speaks with a fairly thick Spanish accent, but can be understood easily.
He's pleasant and displays a wry sense of humor. He stated that he
attended school in Mexico until he was 10 years old, then in the U.S.
until he was 15. He said reading was always difficult for him, even in
Mexico, and that he was in special classes in the U.S. "with all the
other slow learners." He said he always did well, however, in math,
sports, and "dating pretty girls." His youngest son is also experiencing
problems in school, but no testing has been done.

Juan's father was a carpenter by trade and passed his skills along to
Juan. Currently, Juan is working part-time for a contractor friend, but
would have more work opportunities if he had his driver's license.
That's Juan's goal. Juan said he doesn't have any interests outside of
his work, except following sports on TV. He stated that his wife always
has some special woodworking project for him to do "to keep him out of
trouble."

Juan is reading at approximately the fifth grade-equivalency level. His
writing skills are also challenged. Screening indicates a possible
learning disability, but Juan doesn't want, and can't afford, testing.
He just wants his driver's license and "maybe" some extra help so he can
read his sports magazine.

What curricular options would you recommend and why?

**Planning for Instruction:**

**Creating a Summary Profile and an Instructional Plan**

**Name of Learner:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Summary Profile**

1.  Summarize the key information that staff has learned about this
    person. In the third column list the general source of that
    information. Examples are:

> Placements test(s) Surveys or questionnaires
>
> Diagnostic test(s) Interviews

##### Progress tests The screening process

> Informal observations

  ----------------------- ----------------------- -----------------------
  ***Strengths***         ***Challenges***        ***Sources of
                                                  Information***

                                                  

                                                  

                                                  

                                                  

                                                  
  ----------------------- ----------------------- -----------------------

2.  List the person's long-term goal(s) or reason(s) for coming to the
    program:

3.  Describe what you think this person's instructional needs are based
    on the above information:

**Instructional Plan**

4.  In the chart below, check one or more curricular options that you
    think would be appropriate for this person. You can select the same
    one identified by staff or make a different decision. Briefly
    indicate your reasons.

+-----------------------------------+-----------------------------------+
| ***Curricular Options***          | ***Reasons for Recommending***    |
+-----------------------------------+-----------------------------------+
| #### **□ Basic Skills**           |                                   |
+-----------------------------------+-----------------------------------+
| #### **□ Learning Strategies**    |                                   |
+-----------------------------------+-----------------------------------+
| #### **□ Critical Content**       |                                   |
+-----------------------------------+-----------------------------------+
| #### **□ Social Skills**          |                                   |
+-----------------------------------+-----------------------------------+
| #### **□ Self-Advocacy**          |                                   |
+-----------------------------------+-----------------------------------+

5.  List two short-term learning goals that you could suggest to this
    person. Consider the person\'s long-term goal for coming to the
    program as well as the other information you have learned about him
    or her. Beneath each goal list some measurable and attainable
    objectives that would help you plan your instruction to meet the
    goal and that would give the learner a sense of progress.

  -----------------------------------------------------------------------
  **Goal #1:**

  **Objectives:**
  -----------------------------------------------------------------------

  -----------------------------------------------------------------------
  **Goal #2:**

  **Objectives:**
  -----------------------------------------------------------------------

6.  You have completed a report card on an assigned instructional
    material. Describe how you would adapt it if you chose to use it
    with this learner.

> Name of Material:
>
> Adaptations that would be needed:

# Personal Learning Plan

**Name:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Date completed:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Long-term goal:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Short-term goal:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Timeline:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Personal learning strengths:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Possible learning challenges:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+-------------+-------------+-------------+-------------+-------------+
| #           | **S         | **          | *           | **E         |
| ####### Ski | trategies** | Materials** | *Timeline** | valuation** |
| lls/content |             |             |             |             |
|             | (how best   |             | (completed  | (how I did  |
| (what to    | to learn    |             | by)         | and what I  |
|             | it)         |             |             | learned)    |
| work on)    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

**Making Your Instruction LD-SMART:**

**SMART Planning and Teaching**

> **[S]{.underline}hape Critical Questions**
>
> **[M]{.underline}ap Critical Content**
>
> **[A]{.underline}nalyze for Learning Difficulties**
>
> **[R]{.underline}each Instructional Decisions**
>
> **[T]{.underline}each Effectively**

Standards for Selecting Instructional Materials

1.  **The instructional material is effective for teaching adults with
    LD.**

2.  **The instructional material is appropriate for an adult regardless
    of age, gender, race, ethnicity, and language.**

3.  **The instructional principles used to promote learning are clearly
    stated and consistent with what is known about learning
    disabilities.**

4.  **The learning outcomes that can be expected are clearly
    described.**

5.  **The instructional material results can be used to make decisions
    about further instruction.**

6.  **The procedures for checking the learner\'s progress are clear and
    easy to use.**

7.  **The requirements for literacy practitioners to learn to use the
    instructional material are reasonable.**

8.  **The instructional material can be used in a variety of
    instructional situations within the literacy program.**

**Review of Instructional Materials**

**Title of material:**

**Preview---skills and/or content targeted in material:**

**How you think materials would be most effectively used for an adult
with learning disabilities:**

**Map the critical content of the material:**

**National ALLD Center Report Card on Instructional Materials**

+-----------+--------------------+--------------+--------------------+
| ####      | \_\_\_\_\_\_\_     | > **Product  |  Teacher Handbook |
| #### Inst | \_\_\_\_\_\_\_\_\_ | > Contents** |                    |
| ructional | \_\_\_\_\_\_\_\_\_ |              |                    |
|  Material | \_\_\_\_\_\_\_\_\_ |              |                    |
+-----------+--------------------+--------------+--------------------+
|           | \_\_\_\_\_\_\_     | ######## *   |  Videotape       |
|           | \_\_\_\_\_\_\_\_\_ | (Check all t | Computer           |
|           | \_\_\_\_\_\_\_\_\_ | hat apply.)* |                    |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
+-----------+--------------------+--------------+--------------------+
| Pu        | \_\_\_\_\_\_\_     |              |  Learner Workbook |
| blication | \_\_\_\_\_\_\_\_\_ |              |                    |
| Date      | \_\_\_\_\_\_\_\_\_ |              |                    |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
+-----------+--------------------+--------------+--------------------+
| Edition   | \_\_\_\_\_\_\_     |              |  Audiotape       |
|           | \_\_\_\_\_\_\_\_\_ |              | CD-ROM             |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
+-----------+--------------------+--------------+--------------------+
| Author    | \_\_\_\_\_\_\_     |              |  Instruction      |
|           | \_\_\_\_\_\_\_\_\_ |              | Guide              |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
|           | \_\_\_\_\_\_\_\_\_ |              |                    |
+-----------+--------------------+--------------+--------------------+
| ########  | \_\_\_\_\_\_\_     |              |  Other (specify)  |
| Publisher | \_\_\_\_\_\_\_\_\_ |              | \_\_               |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| Address   | \_\_\_\_\_\_\_     |              | \_\_\_\_\_\_\_     |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
|           | \_\_\_\_\_\_\_     |              | \_\_\_\_\_\_\_     |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| Telephone | \_\_\_\_\_\_\_     | > *          |  No  Yes         |
|           | \_\_\_\_\_\_\_\_\_ | *Non-English | (specify)          |
|           | \_\_\_\_\_\_\_\_\_ | > Version**  | \_\_\_\_\_\_       |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| Fax       | \_\_\_\_\_\_\_     | > **Other    | \_\_\_\_\_\_\_     |
|           | \_\_\_\_\_\_\_\_\_ | > Product    | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ | > I          | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ | nformation** | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| ########  |                    |              | \_\_\_\_\_\_\_     |
|           |                    |              | \_\_\_\_\_\_\_\_\_ |
|           |                    |              | \_\_\_\_\_\_\_\_\_ |
|           |                    |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| ###       | \_\_\_\_\_\_\_     | > **C        | \_\_\_\_\_\_\_     |
| ##### Ini | \_\_\_\_\_\_\_\_\_ | onclusions** | \_\_\_\_\_\_\_\_\_ |
| tial Cost | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+
| **Usage   | \_\_\_\_\_\_\_     |              | \_\_\_\_\_\_\_     |
| Cost**    | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
|           | \_\_\_\_\_\_\_\_\_ |              | \_\_\_\_\_\_\_\_\_ |
+-----------+--------------------+--------------+--------------------+

+-----------------------+-----------------------+-----------------------+
| **STANDARDS**         | **EVALUATION          | **EVIDENCE**          |
|                       | PROCESS**             |                       |
+=======================+=======================+=======================+
| 1.  **The             | **Look for:**         |                       |
|     instructional     |                       |                       |
|     material is       | a description of      |                       |
|     effective for     | research that         |                       |
|     teaching adults   | indicates the         |                       |
|     with LD.**        | instructional         |                       |
|                       | material is effective |                       |
| > Adults with LD      | for adults with LD.   |                       |
| > generally learn     |                       |                       |
| > differently and     | **You should find:**  |                       |
| > have different      |                       |                       |
| > learning needs than | -   studies that      |                       |
| > other adults, even  |     included adults   |                       |
| > though they may     |     with LD;          |                       |
| > have similar skill  |                       |                       |
| > levels.             | -   comparisons to    |                       |
| > Instructional       |     other approaches; |                       |
| > materials designed  |                       |                       |
| > for adults in       | -   statistical or    |                       |
| > general, or for     |     descriptive       |                       |
| > school-age learners |     results that      |                       |
| > with LD, may not    |     describe how the  |                       |
| > always be           |     instructional     |                       |
| > appropriate.        |     material worked   |                       |
|                       |     with adults with  |                       |
|                       |     LD.               |                       |
+-----------------------+-----------------------+-----------------------+
| 2.  **The             | **Look for:**         |                       |
|     instructional     |                       |                       |
|     material is       | a description of      |                       |
|     appropriate for   | research that         |                       |
|     an adult,         | indicates the         |                       |
|     regardless of the | instructional         |                       |
|     person's age,     | material is effective |                       |
|     gender, race,     | for adults similar to |                       |
|     ethnicity, and    | those with whom you   |                       |
|     primary           | wish to use the       |                       |
|     language.**       | instructional         |                       |
|                       | material.             |                       |
| > Depending upon any  |                       |                       |
| > combination of      | **You should find:**  |                       |
| > these factors, a    |                       |                       |
| > material or         | -   studies that      |                       |
| > practice may be     |     included adults   |                       |
| > r                   |     with the same     |                       |
| espectful/derogatory, |     characteristics   |                       |
| > ir/relevant,        |     as persons with   |                       |
| > un/motivating,      |     whom you will use |                       |
| > un/meaningful, and  |     the instructional |                       |
| > affirming or        |     material.         |                       |
| > stereotypic and     |                       |                       |
| > biased for a given  |                       |                       |
| > individual.         |                       |                       |
+-----------------------+-----------------------+-----------------------+
| 3.  **The             | **Look for:**         |                       |
|     instructional     |                       |                       |
|     principles used   | a description of the  |                       |
|     to promote        | principles this       |                       |
|     learning are      | material is based     |                       |
|     clearly stated    | upon. Compare the     |                       |
|     and consistent    | stated principles to  |                       |
|     with what is      | what research has     |                       |
|     known about LD.** | told us about the     |                       |
|                       | strengths and         |                       |
| > Instructional       | weaknesses of adults  |                       |
| > materials are       | with LD.              |                       |
| > effective when they |                       |                       |
| > incorporate         | **You should find:**  |                       |
| > specific teaching   |                       |                       |
| > and learning        | -   statements of     |                       |
| > principles          |     specific teaching |                       |
| > consistent with the |     practices to be   |                       |
| > unique needs of an  |     followed (for     |                       |
| > adult with LD.      |     example,          |                       |
| > Instructional       |     providing         |                       |
| > principles, or      |     advanced          |                       |
| > essential teaching  |     organizer or      |                       |
| > and learning        |     having learners   |                       |
| > practices for       |     question each     |                       |
| > adults with LD,     |     other);           |                       |
| > take into account   |                       |                       |
| > both adult learning | -   statements of     |                       |
| > and learning        |     specific learning |                       |
| > disabilities.       |     practices that    |                       |
|                       |     should be         |                       |
|                       |     followed (for     |                       |
|                       |     example,          |                       |
|                       |     correcting own    |                       |
|                       |     work or           |                       |
|                       |     generating three  |                       |
|                       |     work samples).    |                       |
+-----------------------+-----------------------+-----------------------+
| 4.  **The learning    | **Look for:**         |                       |
|     outcomes that can |                       |                       |
|     be expected are   | a statement of        |                       |
|     clearly           | objectives or         |                       |
|     described.**      | competencies that the |                       |
|                       | learner should        |                       |
| > Simply completing a | achieve by using the  |                       |
| > task does not       | instructional         |                       |
| > indicate an adult   | material.             |                       |
| > learner's           |                       |                       |
| > proficiency with a  | **You should find:**  |                       |
| > certain skill. A    |                       |                       |
| > statement of what   | -   a list or         |                       |
| > an adult learner    |     description of    |                       |
| > should be able to   |     measurable skills |                       |
| > do/know upon        |     or knowledge that |                       |
| > completing a task   |     an adult learner  |                       |
| > will help you set   |     will have         |                       |
| > learner             |     mastered upon     |                       |
| > expectations and    |     successful        |                       |
| > plan assessments.   |     completion of the |                       |
|                       |     material.         |                       |
+-----------------------+-----------------------+-----------------------+
| 5.  **The             | **Look for:**         |                       |
|     instructional     |                       |                       |
|     material results  | materials or          |                       |
|     can be used to    | guidelines for        |                       |
|     make decisions    | documenting the       |                       |
|     regarding further | learner's skill       |                       |
|     instruction.**    | proficiency, in a     |                       |
|                       | format useful for     |                       |
| > Successful          | deciding what         |                       |
| > completion of any   | instructional         |                       |
| > instructional       | material to use next. |                       |
| > material rarely     |                       |                       |
| > signifies that a    | **You should find:**  |                       |
| > learner has         |                       |                       |
| > mastered an entire  | -   guidelines to     |                       |
| > area or competency. |     document learning |                       |
| > In order to provide |     progress that are |                       |
| > a comprehensive     |     useful for        |                       |
| > education, the      |     assessing         |                       |
| > practitioner should |     outcomes once the |                       |
| > be given guidance   |     instruction is    |                       |
| > regarding           |     completed;        |                       |
| > subsequent areas    |                       |                       |
| > the learner may     | -   recommendations   |                       |
| > need to address.    |     for actual        |                       |
| > (Information should |     materials to use  |                       |
| > be available for    |     next;             |                       |
| > learners who        |                       |                       |
| > have/have not       | ```{=html}            |                       |
| > achieved specified  | <!-- -->              |                       |
| > competencies.)      | ```                   |                       |
|                       | -   recommendations   |                       |
|                       |     for specific      |                       |
|                       |                       |                       |
|                       |   skills/competencies |                       |
|                       |     the adult learner |                       |
|                       |     should address    |                       |
|                       |     next.             |                       |
+-----------------------+-----------------------+-----------------------+
| 6.  **Procedures for  | **Look for:**         |                       |
|     checking the      |                       |                       |
|     learner's         | an easy-to-follow     |                       |
|     progress are      | description of how    |                       |
|     clear and easy to | learner progress is   |                       |
|     use.**            | documented.           |                       |
|                       |                       |                       |
| > To determine if an  | **You should find:**  |                       |
| > adult learner is    |                       |                       |
| > benefiting from an  | -   a description of  |                       |
| > instructional       |     procedures;       |                       |
| > material, you       |                       |                       |
| > should be able to   | -   prompts for       |                       |
| > identify how well   |     questions to ask; |                       |
| > the adult is        |                       |                       |
| > meeting certain     | -   a graph useful    |                       |
| > benchmarks for      |     for documenting   |                       |
| > progress while      |     an adult          |                       |
| > using it.           |     learner's         |                       |
|                       |     progress.         |                       |
+-----------------------+-----------------------+-----------------------+
| 7.  **The             | **Look for:**         |                       |
|     requirements for  |                       |                       |
|     literacy          | a description of      |                       |
|     practitioners to  | training requirements |                       |
|     learn to use the  | for learning how to   |                       |
|     instructional     | use the instructional |                       |
|     material are      | material.             |                       |
|     reasonable.**     |                       |                       |
|                       | **You should find:**  |                       |
| > To properly use an  |                       |                       |
| > instructional       | -   a list of in what |                       |
| > material, a teacher |     aspects of        |                       |
| > should have some    |     application the   |                       |
| > training in         |     practitioner      |                       |
| > advance. "Training" |     should be         |                       |
| > may be as simple as |     trained;          |                       |
| > a written           |                       |                       |
| > description of      | -   recommendations   |                       |
| > procedures to       |     for how the       |                       |
| > follow, or as       |     practitioner      |                       |
| > involved as         |     should go about   |                       |
| > participation in an |     being trained;    |                       |
| > intensive training. |                       |                       |
|                       | ```{=html}            |                       |
|                       | <!-- -->              |                       |
|                       | ```                   |                       |
|                       | -   guidelines for    |                       |
|                       |     determining       |                       |
|                       |     whether the       |                       |
|                       |     practitioner has  |                       |
|                       |     satisfied the     |                       |
|                       |     training          |                       |
|                       |     requirements.     |                       |
|                       |     Participation in  |                       |
|                       |     training without  |                       |
|                       |     any outcome       |                       |
|                       |     measures is not   |                       |
|                       |     sufficient.       |                       |
+-----------------------+-----------------------+-----------------------+
| 8.  **The             | **Look for:**         |                       |
|     instructional     |                       |                       |
|     material may be   | information that      |                       |
|     used in a variety | describes various     |                       |
|     of instructional  | ways the              |                       |
|     situations in the | instructional         |                       |
|     literacy          | material or practice  |                       |
|     program.**        | can be used in        |                       |
|                       | teaching/learning     |                       |
| > Staff in literacy   | si                    |                       |
| > programs serve      | tuations/environment. |                       |
| > adult learners with |                       |                       |
| > diverse needs and   | **You should find:**  |                       |
| > may have limited    |                       |                       |
| > resources.          | -   descriptions of   |                       |
| > Instructional       |     multiple ways to  |                       |
| > materials can be    |     teach/study using |                       |
| > used with a variety |     the material or   |                       |
| > of learners, as     |     practice;         |                       |
| > well as in a        |                       |                       |
| > variety of          | -   descriptions of   |                       |
| > instructional       |     different leaning |                       |
| > contexts (such as   |     tasks and/or      |                       |
| > grouping format or  |     contexts in which |                       |
| > presentation        |     the material or   |                       |
| > style).             |     practice can be   |                       |
|                       |     effective.        |                       |
+-----------------------+-----------------------+-----------------------+

(From *Bridges to Practice Guidebook 3,* National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999, pages 74-78)

##### Indicators of High-quality Services for Adults

##### with Learning Disabilities

1.  **Instructional planning incorporates assessment information,
    involves the learner, is based on curricular options selected to
    meet learners' goals, and is adjusted/adapted as instruction
    continues.**

**(Check all that apply.)**

The volunteer literacy program:

-   has written policies, procedures, and practices requiring that
    assessment information (including LD screening and/or diagnosis
    information) be used to develop learner profiles for instructional
    planning

-   assists tutors as necessary in developing educational/learning plans
    with learners. Plans need to include signatures of both tutors and
    learners.

-   has written policies, procedures, and practices requiring periodic
    review and revision of educational/learning plans

-   provides periodic in-service training and/or written materials
    related to the appropriate curricular options for learners with LD.
    These options include the following: enhancing basic skills,
    learning strategies, social skills, content mastery, and
    self-advocacy.

-   has instructional materials available for tutors/learners for the
    appropriate curricular options. These options include the following:
    enhancing basic skills, learning strategies, social skills, content
    mastery, and self-advocacy.

Describe other local program practices and policies related to this
indicator.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  **Instructional plans lead to instructional activities that are
    sensitive to the information-processing characteristics and needs of
    adults with learning disabilities.**

**(Check all that apply.)**

The volunteer literacy program:

-   has written policies, procedures, and practices requiring that legal
    accommodations and adaptations be appropriately included in
    instructional plans

-   gives tutors (of learners with LD) training and/or technical
    assistance in developing LD-SMART lesson plans including the
    following:

```{=html}
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```
-   shaping questions

> \_\_ training \_\_ technical assistance

-   mapping a lesson

> \_\_ training \_\_ technical assistance

-   analyzing a lesson for learning difficulties

> \_\_ training \_\_ technical assistance

-   selecting instructional materials using research-based standards

> \_\_ training \_\_ technical assistance

-   selecting appropriate accommodations

> \_\_ training \_\_ technical assistance

-   encourages tutors to develop instructional plans prior to
    instructional sessions and to modify them as needed during
    interaction with learners

-   provides sample lesson plans or assistance with planning for new
    tutors

-   monitors tutor reports and checks in with tutors and learners
    regularly (monthly or bi-monthly) to ensure that instructional plans
    respond to how individual learners acquire, store, retrieve, and
    express information and demonstrate competence

```{=html}
<!-- -->
```
-   learners are involved in developing their instructional activities

```{=html}
<!-- -->
```
-   tutors share instructional plans verbally and graphically with
    learners through the use of critical questions, graphic organizers,
    and cumulative reviews

```{=html}
<!-- -->
```
-   can document LD-appropriate lesson planning (keeps reports, lesson
    plans, etc.)

-   can document interactions with tutors and learners

Describe other local program practices and policies related to this
indicator.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Describe next steps in program improvement related to *Bridges to
Practice* *Guidebook 3* quality indicators:**

+-------------------+---------------------------------------+----------+
| #### **Ta         | ######## Steps to take                | ###      |
| rget indicators** |                                       | #### Tar |
|                   |                                       | get date |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+

###  **Graphic Organizer for Guidebook 3**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Evaluation**

Session:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scale: 5 = Excellent, 4 = Good, 3 = Adequate, 2 = Less than Adequate, 1
= Poor

1.  The learning objectives of this training were:

Clear 5 4 3 2 1 Vague

2.  The ideas and activities presented were:

Very Interesting 5 4 3 2 1 Dull

3.  Overall, I consider this training:

Excellent 5 4 3 2 1 Poor

4.  What aspect of the training was most useful to you?

5.  After completing this training, do you feel that you are better
    equipped to meet the needs of the learner with LD? If yes, in what
    ways? If no, please explain why.

6.  What suggestions do you have to improve the training?

7.  What might you do next to address learning disabilities in your
    local program?

8.  Other comments...

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

# 

**Table of Contents**

**Session 4---*Guidebook 4***

I. Introduction to Session 4 4-2

II\. The Challenges of Teaching Adults with Learning Disabilities 4-4

III\. Creating an Appropriate Learning Environment 4-5

IV\. Making Instructional Adaptations and Accommodations 4-9

V. Two Frameworks of LD-appropriate Instruction: Direct Instruction and
Information Processing 4-11

VI\. Collaborative Teaching/Tutoring 4-14

VII\. Characteristics of LD-appropriate Instruction 4-16

VIII\. Systemic Change---Program Assessment 4-19

IX\. Summary and Evaluation 4-20

I.  Introduction to Session 4

**[Time Estimate]{.underline}:** 20 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 4*

**[Key Points]{.underline}:**

(icebreaker)

A.  Awareness Activity

> **Choose one of the following activities:**

######## Phonemic Awareness Activity

> [Directions:]{.underline}

# Listening 

> Ask participants to think about how many phonemes they hear in the
> following words. Ask for a show of hands.
>
> **Last** (four phonemes) Ask for a show of hands for three phonemes
> and four phonemes. Then ask someone to say the phonemes.
>
> **Choke** (three phonemes) Ask for a show of hands for three phonemes,
> four phonemes, and five phonemes. Then ask someone to say them.
>
> **Stream** (five phonemes) Ask for a show of hands for three, four,
> five, and six phonemes. Then ask someone to say them.

####### Writing

> Ask participants to listen to the word **fixed.** Then have them write
> the fourth sound they hear (/s/). Then ask participants to listen to
> the word **driver.** Ask them to write the word they would get without
> the first (/r/) sound (diver). Last, ask participants to write the
> word they would get if they said **tinedim** backwards (midnight).
>
> **(TRAINER NOTE:** This shows a significant level of phonemic
> awareness. Even good readers may not be able to do all of them,
> especially the last one. The above items are not for low-level
> readers.)

######## Involvement of Phonological Awareness in Spelling and Reading

> [Directions:]{.underline}

####### Spelling

> Ask participants to spell **flust---**some will spell **flust,**
> others **flussed.** Then, ask participants to spell
> **spligrity**---most will spell it just like it is written. Discuss
> what mental processes participants went through to spell the two
> words.

a.  Writing

> Put up the word **glesht** for participants to see. Tell them that
> this is a word, but that when they read it, they should say **glest.**
> Ask them what you're reading incorrectly. Then, put up the word
> **kilpern** for participants to see. Again, tell them that this is a
> word, but that when they read it, to say **klipern.** Ask them what
> you're reading incorrectly. Discuss with participants how they knew
> what was wrong.

(mini-lecture)

B.  **Show transparencies:**

> ***Contents of Bridges to Practice* \[T4-2, H4-2\]**

## *Session 4 Objectives* \[T4-3, H4-3\]

> By the end of this session, participants will be able to:

-   identify the characteristics of LD-appropriate instruction.

-   apply the characteristics of LD-appropriate instruction to case
    studies of adults with learning disabilities.

-   develop lesson plans illustrating appropriate instructional
    strategies.

-   identify LD-appropriate accommodations and instructional adaptations
    and their appropriate use.

-   complete strategies for systemic reform for their local programs.

C.  **Show transparency:**

> ***The Teaching and Learning Process*** **\[T4-4, H4-4\]**
>
> This uses a graphic organizer to explain the session content.
>
> **(TRAINER NOTE:** Trainer may want to show a simplified version of
> the graphic organizer with only the seven larger bubbles extending
> from The Teaching and Learning Process. Show the complete graphic
> organizer at the end of the session. It may be overwhelming to session
> participants to show the complete graphic organizer at this point.)

#### **The Challenge of Teaching Adults with Learning Disabilities**

**[Time Estimate]{.underline}:** 30 minutes

> **[Supporting Materials:]{.underline}** *Bridges* *Guidebook 4*, pages
> 5-7 and Appendix B, pages 99-102.

**[Key Points:]{.underline}**

(mini-lecture)

A.  The best practices for teaching adults with learning disabilities
    are also best practices for teaching all adults.

B.  Many adults with learning disabilities have not been diagnosed.
    Therefore, using LD-appropriate instruction will help improve the
    learning of all adults with literacy needs.

C.  Literacy programs need to develop and embrace systemic teaching that
    focuses on how adults learn and approach tasks.

D.  LD instruction that is direct, intensive, systematic, and sensitive
    to the ways learners process information is most effective.

E.  Keys to success for adults with LD include the following:

```{=html}
<!-- -->
```
1.  Thorough understanding of the *Bridges* curricular options. These
    are as follows: basic skills, critical content, social skills,
    learning strategies, and self-advocacy.

2.  A learning environment that requires learner involvement and
    promotes learner independence.

3.  Providing accommodations and adaptations that relate to how adults
    learn.

4.  Providing adequate professional development of program staff, i.e.,
    tutors, instructors, administrators, etc.

5.  Use of LD-appropriate instruction.

(activity)

F.  Direct participants to read ***The Role of Phonological Awareness in
    Learning to Read* \[H4-5\]**. Follow up with a large group
    discussion of key points from the reading.

> **(TRAINER NOTE:** Trainers should provide an opportunity for
> participants to read and reflect on information regarding the
> challenges of teaching adults with LD in *Bridges Guidebook 4*, pages
> 5-7. Participants may also find supporting information about
> Multisensory Structured Language Programs helpful.)

####### 

####### 

####### BREAK 

##### Creating an Appropriate Learning Environment

**[Time Estimate]{.underline}:** 30 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 4*, pages
9-10.

**[Key Points]{.underline}:**

###### (mini-lecture)

A.  Create an environment that is a partnership between learner and
    instructor (participatory and learner-directed).

B.  Provide instructional opportunities that are relevant to the
    learner.

C.  Review progress frequently with the learner.

D.  Provide opportunities for learners to apply new skills in their
    everyday lives.

> **(TRAINER NOTE:** This is a review of the adult learning principles
> discussed at the beginning of the training in Session 1.)

(activity)

####### The Strategic Learning Environment

1.  Divide participants into three or four groups. Ask each group to
    designate a spokesperson.

2.  Give each participant a noisemaker.

3.  Ask participants to observe a tutoring session. Then ask each to
    sound his or her noisemaker whenever the instructor strays from a
    strategic environment.

4.  The first group to respond will be given 30 seconds to explain
    what's wrong (the group may confer, but only the spokesperson can
    answer).

5.  If correct, they get a point. If not, a point is deducted and other
    teams have an opportunity to respond.

6.  The tutor must stop speaking immediately if noisemakers are sounded.
    Encourage teams not to "ring in" until after the entire mistake
    occurs.

7.  If *no* team sounds noisemakers after the tutor's *first* incorrect
    response or comment, the tutor will *continue* to make incorrect
    responses or comments (two additional bulleted responses or comments
    are listed for each) until a team responds. Once an incorrect
    response or comment has been recognized and the reason it's wrong
    has been properly explained by a team, the tutor will then give a
    correct response or comment for the entire stray before proceeding.

8.  The team with the most points wins. Use the following script for
    this activity.

**Is This a Strategic Learning Environment?**

[Directions:]{.underline}

This skit is used to review key elements of a strategic learning
environment. Two actors are needed.)

[Materials Needed:]{.underline}

-   two copies of the script for actors

-   books, pamphlet, paper, etc. for props

-   noisemakers (New Year's Eve type) for all participants

-   prizes

[Script:]{.underline}

**Tutor** Good morning, Marie. You're a few minutes late. I hope
everything is okay at home. *(has a look of concern)* Are you ready to
begin today's lesson?

**Marie** I think so. Sorry I'm late. They changed the bus schedule, and
I got so confused reading it. Do you think we could work on this?
*(shows the tutor the schedule)*

**Tutor** I have a lot planned, but we'll try to fit it in. **(sound
noisemakers)**

-   Maybe we can look at it in the last few minutes.

-   Let's see how we do with our planned lesson first.

> **\[Reason: Learner needs not foremost.\]**

**[New Response]{.underline}:** Definitely. Let's just review your
homework first. Were you able to get it completed?

**Marie:** *(takes out homework)* Yes. I really enjoyed this homework
assignment. I had a problem, though, with the directions for this part
*(points to a paper),* but my sister was home and she went over it with
me*.*

**Tutor:** Is that the sister who told you about our program?

**Marie:** Uh-huh. Her name is Lorie.

**Tutor:** Gee, that was very nice of your sister, but you truly need to
complete your work without any help. **(sound noisemakers)**

-   Next time, call me rather than ask a family member.

-   I want to see if you get it on your own, okay?

> **\[Reason: Not encouraging the support of significant others.\]**

# 

**[New Response]{.underline}:** That's terrific. Were you able to
complete it all then?

**Marie:** Yes. It really helped when Lorie read the directions aloud to
me, rather than my reading them on my own. I always seem to remember
things better when I hear them.

**Tutor:** (n*ods head in agreement)* That's right. You know from
experience that hearing something along with seeing it helps you. Well,
shall we see how you did with the assignment? *(looks over the paper)*
This is great work, Marie! You're making good progress.

**Marie:** Thanks. Like I told you, I had fun working on this.

**Tutor:** I'm so glad. We just need to work next on your not having to
hear those directions always read aloud. **(sound noisemakers)**

-   We need to develop your weaker abilities and that's one of them.

-   If you really work at it, Marie, you can strengthen your ability to
    understand information just by reading it.

> **\[Reason: Not drawing on the learner's strengths, not
> partnering.\]**

**[New Response]{.underline}:** I'm so glad. And it's important for me
to remember your learning strengths. From now on, I'll be sure to read
homework directions aloud to you and be certain you're clear on what you
need to do.

**Marie:** That'll be great. You know, you mentioned that I'm making
good progress. But, well, some days I feel that way and some days I
don't.

**Tutor:** That's okay. Overall, you're doing quite well. I've been
charting how you do to show the program director. **(sound
noisemakers)**

-   Don't you worry about any of that.

-   Believe me, I'll let you know if there are major problems.

> **\[Reason: Learner not involved in charting progress, not developing
> self-reliance.\]**

**[New Response]{.underline}:** Well, let's review the chart you've been
keeping. Do you have it with you?

**Marie:** Um.... *(looks through materials)* Here it is. *(shares
information with the tutor)*

**Tutor:** Look how many work-related words you know now, and you've
successfully completed most of the material in your book, *Studying for
a Driver's License.*

**Marie:** *(proudly)* That's true. I just need to finish learning those
road signs and I'll be ready, I think, to try the driver's test.

**Tutor:** Definitely! Then we'll need to set a new goal. I've been
thinking about that, and I believe we'll focus next on reading to your
children. **(sound noisemakers)**

-   I think that's so important.

-   I already have some thoughts on books that I myself found so
    enjoyable to read to my children.

> **\[Reason: No learner input, not partnering\]**

**[New Response]{.underline}:** Definitely! And you may want to start
thinking about another goal that's important to you. Once you've passed
the test, we'll be able to start working on something new. We'll talk
about it soon, okay?

**Marie:** Okay.

**Tutor:** Now let's take a look at that bus schedule. I've seen it, so
I know exactly how it works. Let me show you how to read it. **(sound
noisemakers)**

-   We'll save time if I just show you. Let's begin on the first page.

-   I'll point out just what you need to know.

> **\[Reason: Not guiding the learner to be independent; learner not
> voicing what she needs to learn.\]**

**[New Response]{.underline}:** Now let's take a look at that bus
schedule and you can tell me your concerns.

**Marie:** Well, I understand the routes and the bus numbers, but the
times are confusing.

**Tutor:** Ah. Do you see the headings up top for the different days of
the week? *(learner nods)* There are different times according to the
days of the week. So, how would you find the information you need for
Thursday's buses?

**Marie:** *(shows understanding)* I'd look across the top until I found
the word Thursday. Then I'd look down the line to see what buses are
running that day, and right next to the bus number is the bus time! So,
my next bus home...let's see...leaves here in 10 minutes.

**Tutor:** Right! So let's call it a day. I'll see you on Monday, okay?

**Marie:** You bet!

**(TRAINER NOTE:** Trainer should provide an opportunity for
participants to read and reflect information in *Bridges Guidebook 4*,
pages 9-10 regarding creating an effective learning environment.)

II. **Making Instructional Adaptations and Accommodations**

**[Time Estimate]{.underline}:** 45 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 4*, pages
12-19.

**[Key Points]{.underline}:**

(mini-lecture)

A.  Accommodations---techniques and/or materials which legally must be
    allowed or provided to individuals with disabilities to complete
    school or work assignments with greater ease of effectiveness:

-   modifications

-   removal of Barriers

B.  Examples:

-   Make tasks more manageable, i.e., use a calculator.

-   Work in a room free of distractions.

-   Take frequent breaks.

-   Organize the material differently for understanding.

-   Break information into smaller parts or chunks.

-   Take more time to complete tasks.

(activity)

C.  Ask participants to share accommodation strategies they have used
    (or have heard about). The trainer should record participant
    responses on a flipchart. Refer participants to ***Sample
    Accommodations Toolkit* \[H4-6\]** and compare their list with
    handout.

D.  **Show transparency:**

> ***Making Your Instruction LD-SMART(ER)* \[T4-5, H4-7\]**
>
> SMART is a process that is sensitive to LD. Participants learned about
> this in the previous session. Have them review the steps. They are as
> follows:

1.  [S]{.underline}hape the Question---turn goals into questions.

2.  [M]{.underline}ap the Content---show instructional content in a
    graphic organizer.

3.  [A]{.underline}nalyze for Learning Difficulties---look at
    instructional content for possible areas that could cause learning
    difficulties.

4.  [R]{.underline}each Instructional Materials---choose instructional
    activities and materials.

5.  [T]{.underline}each Effectively---make instruction LD-appropriate
    (will be discussed next specifically).

> Add "ER" to "SMART" and you get "SMARTER"
>
> *Bridges Guidebook 4* now presents this as SMARTER---with two
> additional steps in the process.

6.  [E]{.underline}valuate Mastery---continuously check the learner's
    progress.

7.  [R]{.underline}evisit Outcomes and Plans---can the learner answer
    the critical questions in their instructional plan? If not, alter
    the plan..

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E.  When working with adults with LD, it is important to help them find
    new or different ways to think about information. To do this,
    instructors also need to be open to new ways of thinking and
    teaching.

> **(TRAINER NOTE:** If time permits, try to provide an assistive
> technology demonstration. Products to have for hands-on display might
> include the following: WYNN software, Inspiration software, The
> Reading Pen, Franklin Speller, magnifiers, sound amplifiers, large
> print text, tape recorders, etc. Provide participants an opportunity
> to read and reflect information regarding instructional adaptations
> and accommodations in *Bridges Guidebook 4,* pages 12-19.)

######### **BREAK**

####### Two Frameworks of LD-appropriate Instruction: Direct Instruction and Information Processing

**[Time Estimate]{.underline}:** 75 minutes

> **[Supporting Materials]{.underline}:** *Bridges Guidebook 4*, pages
> 21-26 and Appendix A, pages 79-98.

**[Key Points]{.underline}:**

(mini-lecture)

A.  Skills and Knowledge

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1.  Refer participants to ***The Connection Between Skill and Knowledge*
    \[H4-8\].** Review handout and draw out relevant examples from the
    group.

(activity)

2.  Refer participants to ***Skills/Strategies or Knowledge/Content*
    \[H4-9\].** Trainer reads aloud each item and asks the large group
    to identify whether the item is knowledge or a skill.

(mini-lecture)

####### Direct Instruction

1.  Provide Objectives, Establish Expectations, and Introduce the
    Skill---build a rationale for the focus of each instructional
    session.

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2.  Introduce and Model the Skill---present skills both visually and
    verbally (multisensory).

3.  Guided Practice with Feedback---provide several opportunities to
    allow the learner to try out skills; provide frequent and immediate
    feedback. Learners benefit from praise that is clearly targeted at
    what was done well and from corrective feedback followed by another
    chance to do the skill correctly.

4.  Independent Practice and Generalization---apply skills outside the
    instructional setting (toward independence).

(demonstration)

5.  Trainer will demonstrate a direct instruction lesson, such as a
    breathing activity or teaching a dance step.

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C.  Information Processing

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1.  Input---use multiple modalities (multisensory).

2.  Attention---focus on information targeted.

3.  Perception---can be confused through auditory/visual channels due to
    LD.

4.  Working Memory (short-term memory)---information is stored here
    after perception. Recall is improved here when information is
    immediately applied.

5.  Long-Term Memory---information moves from short-term to long-term
    memory. Long-term memory stores the following: verbal knowledge,
    intellectual skills, visual images, and episodes.

> Long-term memory is enhanced when information is connected to prior
> learning and experiences. Long-term memory is conceived as an
> intricate network of connected information and memories that help
> individuals make sense of their world.

D.  **Choose from the following activities:**

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1.  Explain that you will focus on a framework (Information Processing)
    for planning lessons based on learning information or content.
    Introduce a small group planning activity based on a hypothetical
    learner's short-term goal: learn the meanings of five vocabulary
    words in preparation for a test on medical terminology. Ask the
    groups to discuss how they might teach to this goal, using the
    ***Information Processing Worksheet*** **\[H4-10\]**as a guide.
    Share in large group.

2.  Have participants work in small groups and develop a lesson plan
    using the SMARTER process and LD-appropriate instruction. Have
    participants use ***Smarter Planning and Teaching: Incorporating
    Levels of Skill and Strategy Acquisition* \[H4-11\]** for this
    activity. The trainer can suggest a possible topic for a lesson or
    let groups choose their own topics, provided they do not spend an
    undue amount of time just deciding on the topic. An advantage of
    having them use the same topic is the ability to compare results.

> Following the completion of their lesson plans, ask a couple of teams
> to volunteer to present their work. Ask additional teams to report any
> significant differences from the first ones presented.
>
> The facilitator should summarize the results of the exercise in
> general, pointing out strengths and areas that may be deserving of
> further attention.

(activity)

E.  Peer Practice Tutoring---Direct Instruction

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1.  Have four direct-instruction activities prepared with teaching
    instructions and props. Activity examples including a breathing
    activity, tying a necktie, playing a kazoo (or other instrument),
    origami, and learning a dance step.

2.  The trainer gives each participant an index card. On the card is a
    number in a certain color.

> **(TRAINER NOTE:** Write the number 1 on four index cards using four
> different colors. Do the same for 2's, 3's, and 4's. Adjust
> appropriately for number of training participants.)

3.  Have participants assemble in groups based on the number they have
    on their card, i.e., 1's together, 2's, and so on.

4.  In their "number" groups, ask participants to decide how they will
    teach the assigned, direct-instruction activity. Give participants
    the directions and props.

5.  Give the groups about 10 minutes for discussion. Then assemble by
    color, i.e., greens together, blues together, and so on.

6.  Ask each participant to teach to the group the activity they have
    learned.

7.  The trainer should provide enough time for all participants to teach
    their direct instruction lesson.

8.  Debrief this activity in a large group.

> **(TRAINER NOTE:** Trainers should provide participants with an
> opportunity to read and reflect on information in *Bridges* Guidebook
> 4, pages 21-26 regarding direct instruction and information
> processing.)

######## BREAK

##### Collaborative Teaching/Tutoring

**[Time Estimate]{.underline}:** 60 minutes

**[Supporting Materials]{.underline}:** *Bridges* *Guidebook 4*, pages
27- 40.

**[Key Points]{.underline}:**

(mini-lecture)

**Show transparency:**

***Components of Collaborative Teaching/Tutoring* \[T4-6, H4-12\]**

A.  Principles for Teaching/Tutoring Adults with LD

> Review the principles that have been discussed throughout the
> *Bridges* training. Emphasize the following concepts: participatory,
> structured and targeted instruction, consistency, relevance and
> connections to prior knowledge and experience, content mastery,
> learning partnership, and being flexible and accommodating.

B.  Constructing a Collaborative Teaching/Tutoring Routine for Skill and
    Strategy Acquisition or Content Mastery includes:

    -   the selection of skills and strategies or critical content will
        help the learner meet important demands.

    -   continuous use of graphic organizers.

    -   very explicit or teacher-directed instruction during the initial
        stages of learning a skill or strategy that gradually shifts to
        learner control and application, or use of instructional devices
        that can enhance the organization, understanding, remembering,
        and application of information.

    -   collaborative decision-making about what to learn, how learning
        is occurring, and how to accommodate or adapt to learning
        differences or LD.

(demonstration)

C.  Role-Play

Trainers should role-play a collaborative tutoring session. In this
role-play the trainer should be sure to teach the learner a process for
learning, rather than emphasizing skills content. For example, if a
learner would benefit by learning to break words into chunks to read
them more effectively, teach the learner a step-by-step process for
breaking the words into chunks. In another example, if a learner would
benefit by flashcard drills, teach him or her a step-by-step process for
reviewing flashcards (not just simply reading through them). The key is
to help learners develop a process for implementing learning strategies.

(activity)

D.  Have participants work in pairs. (Half will use ***Constructing a
    Collaborative Teaching/Tutoring Routine for Skill and Strategy
    Acquisition* \[H4-13\]** and the other half ***Constructing a
    Collaborative Teaching/Tutoring Routine for Content Mastery*
    \[H4-14\].**) Provide about 25 minutes to allow participants to read
    through their assigned pages before regrouping to simulate a
    tutoring session. After reading the information, the participants
    will write down some questions using Dialogue with Learner as a
    guideline for their tutoring simulations. Then, pairs will simulate
    a tutoring session using the dialogue prompts they've generated.
    Debrief in a large group on participant experiences.

> **(TRAINER NOTE:** This should be a large part of Session 4. Give
> participants enough time to read through the material, develop their
> tutoring dialogue, and practice participating in a collaborative
> tutoring situation.)

#### **Characteristics of LD-appropriate Instruction**

######## [Time Estimate]{.underline}: 45 minutes

**[Supporting Materials:]{.underline}** *Bridges Guidebook 4*, pages
41-49.

A.  **Show transparency:**

> ***Characteristics of LD Appropriate Instruction* \[T4-7, H4-15\]**

1.  Structured---systematic teaching of information that has been
    chunked into manageable parts.

2.  Connected---shows the learner how information in and among nits and
    lessons is linked to the learning process and to learner goals.

3.  Informative---informs the learner as to how the learning process
    works, what is expected during the instructional situation, and how
    the learner can improve learning and performance.

4.  Explicit---offers detailed explanations and models to the learner
    about how to approach, think about, perform, and evaluate learning
    and performance.

5.  Direct---offers tutor/instructor leadership and control in initial
    stages of information acquisition followed by monitoring of the
    learner's performance as they (the learner) assumes control.

6.  Scaffolded---frequently uses connected questions and collaboratively
    constructed explanations to create a context for learning based on
    the learner's prior knowledge.

7.  Intensive---helps learners maintain a high degree of attention and
    response during frequently scheduled instructional sessions.

8.  Process-Sensitive---reshapes activities within the instructional
    sequence to take into consideration various cognitive barriers that
    might inhibit learning.

9.  Accommodating---provides specific and general adaptations that are
    legally required to reduce or eliminate the impact of LD on
    successful learning and performance.

10. Evaluated---adapts instruction based on an assessment of the
    learner's progress and the learner's response to previous attempts
    at instruction.

11. Can be Generalized---uses activities before, during, and after a
    learner has mastered information has been mastered both to ensure
    continued application of the information and to increase the
    learner's success outside of the literacy setting.

12. Enduring---program providers acknowledge and commit the time
    necessary to ensure that learners master the information and use it
    to help increase their successes in life.

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```
B.  **Choose from the following activities:**

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```
1.  Have participants read through the material on ***Characteristics of
    LD-Appropriate Instruction*** **\[H4-15\]**. Then, in a large group,
    have participants explain briefly what each characteristic
    represents. You may prefer to do this in the beginning of Session 4
    so that participants understand more clearly the other topic areas
    presented during the session. Or, you may prefer to present the
    content in the same sequence as the *Bridges Guidebooks*.

2.  Have participants read through the material on ***Characteristics of
    LD-Appropriate Instruction*** **\[H4-15\]**. List the 12
    characteristics on a flipchart in the front of the room. Then have
    participants place colored dots (stickers) next to the two
    characteristics they are most familiar with and two different
    colored dots (stickers) next to the two characteristics that they
    are least familiar with. Point out the five characteristics
    participants are most familiar with (those five receiving most
    votes). Discuss in detail the five characteristics participants are
    least familiar with (soliciting participant participation). You may
    instead choose to have participants work in pairs or small groups
    once they have had an opportunity to read through the material to
    discuss most and least familiar characteristics.

3.  You may choose to print the ***12 Characteristics of LD-Appropriate
    Instruction* \[H4-16\]** with their definitions on posters to
    display for participants to see during all four training sessions.
    You may also choose to hang posters on the wall in different colors
    with the 12 characteristics of LD and definitions. Then give
    participants sticky notes in the colors matching the colors of the
    posters. Ask participants to provide examples of a particular
    characteristic determined by the colored sticky note they were
    given, and to display it on the appropriate poster. Participants
    would then review the notes as a large group.

4.  Ask participants to work in groups to develop words and pictures to
    represent the 12 characteristics of LD-appropriate instruction. Each
    group is assigned specific characteristics. Make copies of the words
    and pictures and mail them to participants to use in their own
    training. This helps participants to develop a visual association
    for the characteristics of LD-appropriate instruction. The technique
    is a great learning strategy for any adult learner.

5.  Have participants work in small groups on the Alex and Delia case
    studies (have half of the groups work on Alex, the other half work
    on Delia). Ask participants to complete ***Analysis of the Alex and
    Delia Case Studies*** **\[H4-17\].** Report to large group.

> **(TRAINER NOTE:** Trainers should provide an opportunity for
> participants to read and reflect on information in **\[H4-15\]**
> regarding LD-appropriate instruction.)

######### **BREAK**

##### Systemic Change---Program Assessment

**[Time Estimate]{.underline}:** 60 minutes

**[Supporting Materials]{.underline}:** *Bridges Guidebook 4*, pages
51-61.

**[Key Points]{.underline}:**

(mini-lecture)

A.  In order for programs to create a successful learning experience for
    adults with LD, programs must think about systemic change.

(activity)

B.  Divide participants into site teams to continue discussing how LD
    issues are being addressed in their programs and what changes could
    be made to improve them. Participants may complete the ***Indicators
    of High Quality Service for Adults with Learning Disabilities*
    \[H4-18\].** This worksheet is specific to volunteer literacy
    programs. For training in other literacy networks, use the Systemic
    Change Worksheet 4 from *Bridges to Practice Guidebook 5,* pages 204
    --207.

C.  Now that all the *Bridges* content has been covered relating to
    serving adults with LD, have participants work in small groups to
    develop an implementation plan relating to LD services for their
    individual programs.

> **(TRAINER NOTE:** Give participants an opportunity to read and
> reflect on the information regarding systems change in *Bridges
> Guidebook 4*, pages 51-61.)

IX. **Summary and Evaluation**

**[Time Estimate:]{.underline}** 20 minutes

A.  To summarize Session 4, use a round-robin format to have
    participants indicate one thing they've learned from this session.
    Ask participants to comment on what they liked most from the
    *Bridges* training overall.

B.  **Show transparency:**

> ***The Teaching and Learning Process*** (complete) \[**T4-8, H4-19\]**
>
> Ask participants to complete their own copy of the ***Graphic
> Organizer for Bridges Guidebook 4* \[H4-20\].**

C.  **Show transparency:**

> ***Session 4 Objectives* \[T4-3, H4-3\]**
>
> Ask, "Have the objectives been met?" This is a good place in the
> agenda to deal with participant questions. Collect the questions that
> participants may have written on index cards during the session and
> try to answer them.

D.  Ask participants to complete an evaluation of the training. The
    evaluation should include questions about the effectiveness of
    presentations, whether this training met their needs, and should ask
    for suggestions for improvement and for any clarifications that may
    need addressing in future trainings. See Evaluation **\[H4-21\].**

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 4---Transparencies

Session 4\--Transparencies T4-1

Contents T4-2

Session 4 Objectives T4-3

The Teaching and Learning Process T4-4

Making Your Instruction LD-SMART(ER) T4-5

Components of Collaborative Teaching and Tutoring T4-6

Characteristics of LD Appropriate Instruction T4-7

Teaching and Learning Process (complete) T4-8

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction**

-   **Systems and Program Change**

####### Session 4 Objectives

-   **By the end of this professional development session, participants
    will be able to:**

-   **identify the characteristics of LD-appropriate instruction.**

-   **apply the characteristics of LD-appropriate instruction to case
    studies of adults with learning disabilities.**

-   **develop lesson plans illustrating appropriate instructional
    strategies.**

-   **identify LD-appropriate accommodations and instructional
    adaptations and their appropriate use.**

-   **complete strategies for systemic reform for their own programs.**

#### 

> **Making Your Instruction LD-SMART(ER):**

**SMART(ER) Planning and Teaching**

> **[S]{.underline}hape Critical Questions**
>
> **[M]{.underline}ap Critical Content**
>
> **[A]{.underline}nalyze for Learning Difficulties**
>
> **[R]{.underline}each Instructional Decisions**
>
> **[T]{.underline}each Effectively**
>
> **[E]{.underline}valuate Mastery**
>
> **[R]{.underline}evise Plans and Goals**

Components of Collaborative Teaching/Tutoring

Characteristics of LD-Appropriate Instruction

1.  **Structured**

2.  **Connected**

3.  **Informative**

4.  **Explicit**

5.  **Direct**

6.  **Scaffolded**

7.  **Intensive**

8.  **Process-sensitive**

9.  **Accommodating**

10. **Evaluated**

11. **Can be Generalized**

12. **Enduring**

#### 

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

######## Session 4---Handout Packet

#### 

Session 4---Handout Packet H4-1

Contents H4-2

Session 4 Objectives H4-3

The Teaching and Learning Process H4-4

The Role of Phonological Awareness in Learning to Read H4-5

Sample Accommodations Toolkit H4-6

Making Your Instruction LD-SMART(ER): SMART(ER) Planning and Teaching
H4-7

The Connection Between Skill and Knowledge H4-8

Skills/Strategies or Knowledge/Content H4-9

Information Processing Worksheet H4-10

Smarter Planning and Teaching: Incorporating Levels of Skill and
Strategy Acquisition H4-11

Components of Collaborative Teaching and Tutoring H4-12

> Constructing a Collaborative Teaching/Tutoring Routine for Skills and
> Strategy Acquisition H4-13
>
> Constructing a Collaborative Teaching/Tutoring Routine for Content
> Mastery H4-14

Characteristics of LD-appropriate Instruction H4-15

Characteristics of LD-appropriate Instruction Defined H4-16

Analysis of Alex and Delia Case Studies H4-17

Indicators of High-quality Service for Adults with Learning Disabilities
H4-18

Teaching and Learning Process (complete) H4-19

Graphic Organizer for *Bridges Guidebook 4* H4-20

Evaluation H4-21

**Contents**

### 

### 

### **Guidebook 1: Preparing to Serve Adults with Learning Disabilities**

# Understanding Learning Disabilities

-   **Legal Issues Related to Adults with Learning Disabilities**

-   **Systems and Program Change**

-   **Resources for Learning**

### **Guidebook 2: The Assessment Process**

-   **Introduction to Assessment**

-   **Screening for Learning Disabilities**

-   **Selecting Screening Instruments**

-   **Systems and Program Change**

### **Guidebook 3: The Planning Process**

-   **Preparing to Develop the Instructional Plan**

-   **Determining a Curriculum**

-   **Developing the Instructional Plan**

-   **Selecting Instructional Materials**

-   **Systems and Program Change**

### **Guidebook 4: The Teaching/Learning Process**

-   **The Challenge of Teaching Adults with Learning Disabilities**

-   **Creating an Appropriate Learning Environment**

-   **Making Instructional Adaptations and Accommodations**

-   **Two Frameworks of LD-Appropriate Instruction**

-   **Collaborative Teaching/Tutoring**

-   **Summary: Characteristics of LD-Appropriate Instruction Systems and
    Program Change**

####### Session 4 Objectives

-   **By the end of this professional development session, participants
    will be able to:**

-   **identify the characteristics of LD-appropriate instruction.**

-   **apply the characteristics of LD-appropriate instruction to case
    studies of adults with learning disabilities.**

-   **develop lesson plans illustrating appropriate instructional
    strategies.**

-   **identify LD-appropriate accommodations and instructional
    adaptations and their appropriate use.**

-   **complete strategies for systemic reform their own programs.**

#### 

# The Role of Phonological Awareness in Learning to Read

Research has documented that phonological awareness is one of the most
important factors in learning to read (Lyon and Alexander, 1996). But
what is phonological awareness? Phonological awareness is most commonly
defined as one's sensitivity to, or explicit awareness of, the
phonological structure of words in one's language (the sound system of a
language).

Deficits in phonological awareness are characterized by weaknesses in
the ability to "hear" the individual sounds in words. An adult with wear
phonological awareness might not be able to identify the final sound in
a word like "clap," or to generate other words that start with the same
first sound. In short, phonological awareness involves the ability to
notice, think about, or manipulate, the individual sounds within words
(Torgesen, et al., in press).

The smallest unit of meaningful or functional sound in a language is
called a phoneme. For example, the word bat has three phonemes, /b/,
/a/, /t/. By changing the first phoneme, we can produce the word hat,
/h/, /a/, /t/. Changing the second phoneme creates the word but, and
changing the last phoneme create the word ban. In essence, phonemes are
the building blocks of all spoken and written language; words in a
language are composed of strings of phonemes. We can create all the
words in the English language through various combinations of just 44
phonemes.

Phonemic awareness is important because it supports learning how the
words in our language are represented in print, and thus proves a more
potent predictor or success in learning to reading than intelligence,
listening comprehension, or reading readiness tests. Conversely, lack of
phonemic awareness proves the most powerful determinant of failure in
learning to read. Individuals with a reading disability have
difficulties with the most basic step in the road to reading, breaking
the written word into its component phonological units. In other words,
these individuals do not easily learn how to relate the sounds of
language to the alphabet letters that represent them (Lyon, 1995).

If a person can perform these tasks orally, he or she is ready for
instruction in learning how to use letter-sounds to identify words.
Actually, instruction in letter-sound correspondences (*i.e.,* the
sounds that letters represent in words) should be provided
simultaneously with instruction in phonemic awareness. As soon as your
learner knows the sounds of some consonants and vowels, you can begin to
use letters in many of your phonemic awareness activities. For example,
you might ask the learner to show you the letter for the first sound in
"cat." Or, you might ask him or her to blend the sounds represented by
the letters m-a-n. Or, you could say, "If that says 'man', what letter
could you use to make it say 'tan'?" These activities show the learner
how to use the skill learned in the phonemic awareness activities in
reading and spelling. After learners can do these activities with
letters, they have taken one of the most important first steps in
learning to read.

Phonemic awareness develops naturally in some people. However, for many
people, phonemic awareness must be directly taught (Moats, 1997). Any
approach to teaching reading must incorporate what we now know about the
key role of phonemic awareness. Indeed, throughout the early stages of
literacy acquisition, teachers and tutors must begin each lesson with
the direct teaching of phonemic awareness. Because a lack of phonemic
awareness appears to be a major obstacle to learning to read,
individuals with a reading disability must be provided highly structured
programs that directly teach application of phonologic rules to print
(Foorman, et al., in press). The most powerful interventions that have
been identified for reading disabilities to date consist of a
combination of explicit instruction in phonemic awareness, explicit
instruction in sound-symbol relationships (phonics), and direct and
integrated instruction in text reading and comprehension.

# The Stages of Teaching Phonemic Awareness

There are several stages of teaching phonemic awareness. Many of the
curricular materials based on the Orton-Gillingham approach to teaching
reading employ these stages:

1.  Recognizing and Supplying Rhymes

> Does *cut* rhyme with *gut*?
>
> Does *dog* rhyme with *mad*?
>
> Say a word that rhymes with *strong*. (long, gong, song, wrong)

### Phoneme Identity

> What word begins with the same first sound as *cat*? *Dog* or *kite*?
>
> As *flat*? *Fig* or *bat*? What word ends with the same sound as
> *man*? *Tin* or *mat*?

3.  Phoneme Isolation

> What's the first sound in *fan*? /f/
>
> The last sound in *which*? /ch/
>
> The middle sound in *his*? /i/

4.  Phoneme Segmentation and Counting

> Say the speech sounds (phonemes) you hear in *fan*. /f/ /a/ /n/
>
> How many speech sounds (phonemes) are there in *fan*? (three)

5.  Phoneme Blending

> Blend these sounds together to make a word: /sh/ /u/ /t/ (shut)

6.  Phoneme Deletion

> Say: *fan* without the /f/ (an)
>
> *slit* without the /l/ (sit)
>
> *string* without the /st/ (ring)
>
> *pitch* without the /p/ (itch)

7.  Phoneme Substitution

> Say fan. Now change the first sound in fan to /m/. (man)
>
> Other initial phoneme substitution tasks can begin with
>
> mop /t/; cake /m/; pet /g/; deal /s/; hope /r/
>
> (top) (make) (get) (seal) (rope)
>
> Advancement: initial phoneme(s) to final phoneme(s) to medial
> phoneme(s)
>
> Say fan. Now change the last sound to /t/. (fat)

Say fan. Now change the middle sound to /i/. (fin)

**References**

Foorman, B. R., Francis, D. J., Beeler, T., Winikates, D., and Fletcher,
J. M. (in press). Early interventions for children with reading
problems: Study designs and preliminary findings. *Learning
Disabilities: A Multidisciplinary Journal.*

Lyon, G. R. (1995). Toward a definition of dyslexia. *Annals of
Dyslexia,* 45, 3-27.

Lyon, G. R. and Alexander, D. (1996). NICHD research program in learning
disabilities. *Their World*, 13-15.

Moats, L. C. (1997). Directions and research findings: Guide to the
California reading initiative. *Perspectives*, 23.

Torgeson, J. K. (in press). The prevention and remediation of reading
disabilities: Evaluating what we know from research. *Academic Language
Therapy.*

(*From* Bridges to Practice Guidebook 4*, National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999)*

**Sample Accommodations Tool Kit**

Seiko Instruments USA, Inc.

> P.O. Box 100329
>
> Pasadena, CA 91189-0329
>
> \(310\) 517-7700
>
> Quicktionary Pens \$200.00 each
>
> Note: Special price for ordering quantities

School Specialty

> Beckley Cardy Group
>
> 100 Paragon Parkway
>
> Mansfield, OH 44903
>
> \(888\) 222-1332
>
> Tactile Letters---uppercase \$12.95 each
>
> Tactile Letters---lowercase \$ 8.95 each

Optima Learning

> Barzac Educational Institute
>
> 885 Olive Avenue, Suite A
>
> Novato, CA 94945
>
> Audiotapes---music for learning \$ 8.00 each

Lakeshore Learning Materials

> 2695 E. Dominguez Street
>
> P.O. Box 6261
>
> Carson, CA 90749
>
> \(310\) 537-8600
>
> Tub o' Letters \$16.95 each
>
> Magnetic Letters \$ 6.95
>
> Magnetic Board \$ 5.95
>
> Upper/Lower case practice wipe-off boards \$ 4.95 each
>
> Dry erase markers \$ 4.95 each

Franklin

> One Franklin Plaza
>
> Burlington, NJ 08016-4907
>
> [*www.franklin.com*](http://www.franklin.com/)
>
> Speaking Homwork Wiz \$49.95

Hawthorne Educational Services, Inc.

> 800 Gray Oak Drive
>
> Columbiana, MO 65201
>
> \(800\) 542-1673
>
> Learning Disability Intervention Manual \$22.00

**Making Your Instruction LD-SMART(ER):**

**SMART(ER) Planning and Teaching**

> **[S]{.underline}hape Critical Questions**
>
> **[M]{.underline}ap Critical Content**
>
> **[A]{.underline}nalyze for Learning Difficulties**
>
> **[R]{.underline}each Instructional Decisions**
>
> **[T]{.underline}each Effectively**
>
> **[E]{.underline}valuate Mastery**
>
> **[R]{.underline}evise Plans and Goals**

**The Connection Between Skill and Knowledge**

**Knowledge:** fact or condition of knowing something, being aware of or
understanding something, having information

**Skill:** ability to use one's knowledge effectively and readily, a
learned power of doing something competently

**Knowledge** (and **content**) refers to facts and information.

**Skills** (and **strategies**) are ways or abilities to do things.

Knowledge and skill are different concepts, but in learning they are
mutually reinforcing. If you have certain skills, you may be able to
acquire knowledge more easily. When you are a skillful reader, you may
be able to better access information or knowledge. If you have certain
knowledge, you may be able to use skills more effectively. For instance,
if you know the meaning of a lot of words and have knowledge of the
subject matter, it could be said that you are a more fluent reader and
understand what you read at a deeper level.

Many learners' goals involve skills/strategies and knowledge/content.
Understanding the kind of teaching objective you have will help you
choose an appropriate design for teaching:

-   Use the direct instruction model for skills and strategies.

-   Pay attention to the components of information processing when
    concerned with acquiring and storing knowledge.

-   Use elements of both when appropriate.

**Skills/Strategies or Knowledge/Content?**

Decide if each of the following is an example of skills/strategies or
knowledge/content.

1.  Learn how to tie shoes

2.  Learn how to use word patterns to decode words

3.  Learn a strategy or process for writing an essay

4.  Learn how to do long division

5.  Learn a strategy for tackling long words

6.  Learn the capitals of the states

7.  Learn medical terminology

8.  Learn what constitutes a low-fat diet

9.  Learn the stages of young children's development

10. Learn the names and functions of the parts of an engine

**Information Processing Worksheet**

1.  **Input:** By using more than one sensory channel, how will you
    present the information?

2.  **Attention:** How will you be sure the learner's attention is
    focused on the key elements of the task? How will you be sure the
    learner maintains attention?

3.  **Perception:** How will you be sure the learner is understanding
    (reading, or hearing) correct and complete information?

4.  **Working Memory:** What will the learner do to keep the information
    in short-term, working memory?

5.  **Long-Term Memory:** What strategies could you use to help ensure
    that the learner remembers the essential information over the
    long-term?

**SMART(ER) Planning and Teaching:**

**Incorporating Levels of Skill and Strategy Acquisition**

> **[S]{.underline}hape Critical Questions**
>
> **[M]{.underline}ap Critical Content**
>
> **[A]{.underline}nalyze for Learning Difficulties**
>
> **[R]{.underline}each Instructional Decisions**
>
> **[T]{.underline}each Effectively**

####### Levels of Skill and Strategy Acquisition 

1.  **Commitment**

2.  **Shape or Describe**

3.  **Model**

4.  **Verbal Practice**

5.  **Supported Practice and Feedback**

6.  **Independent Practice and Feedback**

7.  **Generalization**

> **[E]{.underline}valuate Mastery**
>
> **[R]{.underline}evise Plans and Goals**

Components of Collaborative Teaching/Tutoring

**Constructing a Collaborative Teaching/Tutoring Routine**

**for Skill and Strategy Acquisition**

**The Opening Organizer**

+---------------------------------------+------------------------------+
| **Collaborative Teaching/Tutoring     | **Dialogue with Learner**    |
| Step**                                |                              |
+---------------------------------------+------------------------------+
| Make personal connection.             | *Hi, Andy. So what is going  |
|                                       | on in your life this week?   |
| Exchange greetings. Check to see how  | Let's use our organizer form |
| the learner is doing and if there are | to checkout where we are.    |
| things happening in his or her life   | Our schedule says we are     |
| that should be taken into             | going to work about 45       |
| consideration for this session or in  | minutes on reading, right?*  |
| the completion of the overall         |                              |
| program. Present the opening          |                              |
| organizer form that can be used to    |                              |
| introduce session and record          |                              |
| information, and confirm closing time |                              |
| for session with learner.             |                              |
+---------------------------------------+------------------------------+
| Discuss goals, plans, and progress.   | *Let's review our goals. Any |
|                                       | changes? Let's look at our   |
| 1.  Review goals and confirm that     | plans for working toward     |
|     program goals remain important.   | those goals. Now, let's look |
|     (If goals need to be changed,     | at our progress towards      |
|     then return to introductory       | these goals.*                |
|     session planning activities.)     |                              |
|                                       |                              |
| 2.  Review overall plan related to    |                              |
|     how goals will be achieved using  |                              |
|     a program graphic organizer.      |                              |
|     Discuss changes.                  |                              |
|                                       |                              |
| 3.  Review progress toward current    |                              |
|     goals. Point out successes,       |                              |
|     concerns, and work to be done for |                              |
|     past accomplishments, for current |                              |
|     lesson, and for the overall       |                              |
|     program.                          |                              |
+---------------------------------------+------------------------------+
| Discuss implementation/assignment.    | *The last time we met, we    |
|                                       | set goals related to         |
| If appropriate, discuss if the skills | improving reading            |
| or strategies discussed in the last   | comprehension. Let's see     |
| session were used. If an assignment   | what we wrote down as        |
| was given to apply a skill, check to  | assignments. Did you write   |
| see if the assignment was completed.  | down the different tasks     |
| Reinforce attempts to use a skill or  | that you did this past week  |
| strategy; delay discussing the        | that were related to         |
| results of the assignment at this     | reading? Do you have some    |
| time. Discussion of the results       | reading materials? Good. We  |
| should be woven into the lesson.      | can use these today.*        |
+---------------------------------------+------------------------------+

+---------------------------------------+------------------------------+
| Present lesson organizer.             | *Tonight we start learning a |
|                                       | strategy for paraphrasing    |
| 1.  Present an overview of the        | information as you read.     |
|     lesson, and discuss how it        | Here is what we are going to |
|     relates to the overall program    | do tonight. We are going to  |
|     plan.                             | get this far. Is this still  |
|                                       | okay?*                       |
| 2.  Use a graphic lesson organizer to |                              |
|     show the learner how the          | *Looking at the information  |
|     information in the lesson will be | in the content organizer,    |
|     structured.                       | let's decide on what we want |
|                                       | to accomplish tonight. Let's |
| 3.  Discuss why the lesson goal is    | write our goals on the       |
|     important and how the information | lesson organizer.*           |
|     can be used. Discuss how the      |                              |
|     information might have an impact  | *To get there, here is what  |
|     on real-life situations or        | I think we need to do. Let's |
|     overall program progress.         | write these tasks on the     |
|                                       | lesson organizer.*           |
| 4.  Discuss, agree on, and write the  |                              |
|     goal, outcome, or the central     |                              |
|     questions to be addressed in the  |                              |
|     lesson. Collaboratively           |                              |
|     paraphrase the goal for the       |                              |
|     lesson in words different from    |                              |
|     those written on the graphic      |                              |
|     organizer and check to make sure  |                              |
|     the learner understands and       |                              |
|     agrees with the goal.             |                              |
|                                       |                              |
| 5.  Discuss activities and            |                              |
|     assignments. Write on the lesson  |                              |
|     organizer the types of activities |                              |
|     that will be required in the      |                              |
|     lesson. Discuss how achievement   |                              |
|     of the goal targeted for this     |                              |
|     lesson will be evaluated.         |                              |
+---------------------------------------+------------------------------+
| Discuss accommodations.               | *Your test results indicated |
|                                       | that you are most successful |
| Discuss the types of accommodations   | in reading when you have the |
| that you have planned and describe    | accommodation of a tape      |
| why you have included them in the     | recorder. The evaluator said |
| lesson. Check with the learner to     | that it's helpful for you to |
| determine if this seems like a good   | have materials that you are  |
| way to approach the lesson. Encourage | reading on a tape so that    |
| the learner to let you know if it     | you can hear the words as    |
| seems that a different approach to    | you read along. Do you       |
| instruction or assessment might be    | agree? \... Okay. I've made  |
| helpful.                              | a tape of the passage that   |
|                                       | you are going to read and    |
|                                       | try to paraphrase. You can   |
|                                       | play the tape as many times  |
|                                       | as you like, starting and    |
|                                       | stopping to go over parts    |
|                                       | that you want to hear again. |
|                                       | You've used tape-recorded    |
|                                       | texts before, remember? \... |
|                                       | Yes, when we were reading    |
|                                       | the text on good nutrition.  |
|                                       | And you found this helpful,  |
|                                       | right? \... Good. Be sure to |
|                                       | let me know if you have      |
|                                       | questions or if there's a    |
|                                       | problem using the tape       |
|                                       | recorder or if you think     |
|                                       | some other approach might be |
|                                       | more helpful to you.*        |
+---------------------------------------+------------------------------+

**Skill and Strategy Acquisition Routine**

+----------------------------------------+-----------------------------+
| **Collaborative Teaching/Tutoring      | **Dialogue with Learner**   |
| Step**                                 |                             |
+----------------------------------------+-----------------------------+
| Review and revise plans.               | *Let's quickly look at the  |
|                                        | list of places you needed   |
| 1.  If appropriate, ask the learner to | to read this past week and  |
|     share how he or she has used the   | the kinds of reading        |
|     skills taught during the last      | materials you needed to     |
|     lesson. Provide informative        | use.*                       |
|     feedback on assignments. When      |                             |
|     appropriate, review information    |                             |
|     from previous sessions.            |                             |
|                                        |                             |
| 2.  Based on the learner's performance |                             |
|     on assignments, adjust the         |                             |
|     activities for the lesson. (This   |                             |
|     might require abandoning the       |                             |
|     current lesson and revisiting the  |                             |
|     previous lesson. If the previous   |                             |
|     lesson is revisited, determine     |                             |
|     with the learner how the lesson    |                             |
|     should be revised so that learning |                             |
|     is ensured.)                       |                             |
+----------------------------------------+-----------------------------+
| Discuss, shape, or describe the skill  | *Let's start learning how   |
| or strategy. Focus the learner's       | to paraphrase. Let's start  |
| attention on the information structure | with how you already read.  |
| in the graphic lesson organizer.       | Read this for me. Let's     |
| Explain each part of the skill or      | talk about that. There are  |
| strategy and write notes with the      | three good things that you  |
| learner on the graphic lesson          | do. Let's write them down.  |
| organizer as you describe each part of | Let's add a couple of       |
| what is to be learned. Make sure that  | steps. Now try again. What  |
| the explanation follows the            | do you think of this        |
| information on the graphic lesson      | strategy we have created?   |
| organizer. Begin by discussing the     | \... Okay, let's modify it  |
| skill, then ask the learner to share   | a little\...*               |
| how he or she is thinking about        |                             |
| performing the skill or strategy.      |                             |
| Shape what the learner knows until it  |                             |
| is clear that the learner understands  |                             |
| the skill or strategy. If the learner  |                             |
| does not have knowledge of the skill   |                             |
| or cannot describe a strategy,         |                             |
| describe how he/she might perform the  |                             |
| skill or strategy.                     |                             |
+----------------------------------------+-----------------------------+
| Summarize the new skill or strategy.   | *Okay, here are the steps.  |
|                                        | Explain them to me. How are |
| After the skill or strategy has been   | you going to remember them? |
| identified, summarize the steps for    | Let's figure out a way to   |
| performing the skill or strategy. List | remember them together.*    |
| the steps on the lesson organizer.     |                             |
| Discuss or identify a way for the      |                             |
| learner to remember the steps. If      |                             |
| possible, write how the skill or       |                             |
| strategy will be remembered.           |                             |
+----------------------------------------+-----------------------------+

+----------------------------------------+-----------------------------+
| Model, co-model, and co-practice the   | *I want to show you how to  |
| new skill or strategy.                 | apply this strategy as you  |
|                                        | read. I am going to follow  |
| Once the steps have been listed, tell  | the steps that we have      |
| the learner that you want to model how | created. As I follow the    |
| the skill or strategy should be        | steps, I am going to think  |
| applied. Perform the skill or          | aloud. In a minute, I am    |
| strategy. Talk aloud as you            | going to ask you to do the  |
| demonstrate. Tell the learner how you  | same thing. Here I go.      |
| are following each step, explain what  | Follow your notes as I use  |
| you are thinking, and describe how you | the steps of the strategy.* |
| are checking your performance to make  |                             |
| sure it is correct. After you have     |                             |
| provided a good model, ask the learner |                             |
| to help you. Ask for a little help at  |                             |
| first and gradually ask for more       |                             |
| assistance form the learner until he   |                             |
| or she is co-modeling. Gradually drop  |                             |
| out some of the thinking aloud         |                             |
| elements until the learner is simply   |                             |
| co-practicing the skill or strategy    |                             |
| with you.                              |                             |
+----------------------------------------+-----------------------------+
| Elaborate on and rehearse the new      | *Now, we need to memorize   |
| skill/strategy.                        | the strategy steps. First,  |
|                                        | explain the steps to me.    |
| Once the skill has been presented, ask | Great! Now, let's memorize  |
| the learner to use the steps that you  | the steps. We created a way |
| have given him or her to explain how   | of remembering the          |
| the skill is to be used. After you are | strategy---a mnemonic---now |
| sure that the learner thoroughly       | we are going to use that to |
| understands the skill, help the        | make sure that you can      |
| learner commit the skill or strategy   | remember it. First let me   |
| to memory. Use a remembering system    | show you how I would use    |
| when appropriate. Make sure that the   | it\... Ready? \... Let's    |
| learner can explain the use of the     | rehearse the steps. We need |
| skill or strategy from memory before   | to have this memorized      |
| he or she begins practice.             | before we start practicing  |
|                                        | this\...Great, you know all |
|                                        | of the steps by heart\...*  |
+----------------------------------------+-----------------------------+
| Provide supported practice and         | *Here is a reading passage  |
| feedback.                              | from one of our books here  |
|                                        | at the literacy center. It  |
| 1.  Begin supported practice with easy | is very easy to read. I     |
|     tasks and as much support as       | want you to try the         |
|     possible to ensure successful      | strategy out on something   |
|     performance of the skill or        | easy first. Try it; I will  |
|     strategy. Practice should continue | help you\... Good. Let's    |
|     until the learner is confident and | talk about what you did     |
|     fluent. Supported practice should  | right. What do you think?   |
|     be gradually faded until the       | Okay, what do we have to    |
|     learner is performing the skill or | work on? \... I agree. So   |
|     strategy without assistance.       | let's go back to what we    |
|                                        | talked about. Where are     |
| 2.  Feedback should start with the     | your notes? What is the     |
|     learner. Ask the learner to        | rule? So, what do we need   |
|     evaluate his or her progress. Ask  | to do? Here, let me do      |
|     the learner to identify what is    | it\... Now, let's do it     |
|     going well and what needs more     | together\... Okay, now you  |
|     work. Pinpoint exactly what is     | do it. The next time we     |
|     going well and what needs work so  | practice, we need to        |
|     that goals can be established for  | remember to work on these   |
|     practice. Provide additional       | three things. Let's write   |
|     explanations, models, and practice | that down in our notes.*    |
|     as necessary. Use the "I do it, we |                             |
|     do it, you do it" teaching tactic. |                             |
+----------------------------------------+-----------------------------+
| Provide advanced practice and          | *This level of instruction  |
| feedback.                              | may take several sessions   |
|                                        | to attain. We have come a   |
| 1.  Advanced practice begins after the | long way\... Now, let's try |
|     learner has demonstrated mastery   | paraphrasing those          |
|     of the skill or strategy under     | insurance directions\...    |
|     easy conditions. During advanced   | Now let's do that job       |
|     practice, increasingly difficult   | manual\... Are your ready   |
|     tasks are provided until the       | for the training            |
|     learner has mastered the skill or  | guides?\... Now what do we  |
|     strategy at the level desired.     | want to work on?*           |
|                                        |                             |
| 2.  Feedback discussions should be led |                             |
|     by the learner and supported by    |                             |
|     the tutor.                         |                             |
+----------------------------------------+-----------------------------+
| Assess and acknowledge progress.       | *You are doing a great job  |
|                                        | paraphrasing. As you        |
| 1.  Assess progress on some type of    | paraphrase, I am listening  |
|     evaluation measure or by reviewing | for \_\_\_\_\_\_\_. Let me  |
|     work complete in the lesson.       | ask you questions to see if |
|                                        | you are comprehending\...   |
| 2.  Acknowledge progress by asking the | You are paraphrasing well,  |
|     learner to describe what has been  | but you are giving me a lot |
|     accomplished. Together, identify   | of details\... Let's focus  |
|     at least three accomplishments     | on the big or main idea\... |
|     made during the lesson.            | Here, try this\...*         |
|                                        |                             |
|                                        | *So, let's list what we     |
|                                        | have accomplished tonight.* |
+----------------------------------------+-----------------------------+

(Collaborative Tutoring Routines are teaching techniques developed and
currently being field-tested by the staff of the University of Kansas
Center for Research on Learning (KU-CRL). The concepts incorporated in
this approach to tutoring are based on the Strategic Instruction Model
developed by the staff at KU-CRL. Specific materials and training
activities have been developed for training. Research and development
activities continue to refine and validate this approach for use in a
variety of educational and employment training settings, including adult
literacy programs. The procedures presented here represent some of the
teaching procedures currently being field-tested and are based on
previously validated models. The teaching structures and examples have
been adapted for use by the National Adult Literacy and Learning
Disabilities center with the permission of KU-CRL.)

(*From* Bridges to Practice Guidebook 4*, National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999, pages 31-34)*

**Constructing a Collaborative Teaching/Tutoring Routine**

**for Content Mastery**

**The Opening Organizer**

+--------------------------------------+-------------------------------+
| **Collaborative Teaching/Tutoring    | **Dialogue with Learner**     |
| Step**                               |                               |
+--------------------------------------+-------------------------------+
| Make personal connection.            | *Hi, Bob, did you get into    |
|                                      | that training program? \...   |
| Exchange greetings. Check to see how | Great! \... Do we need to be  |
| the learner is doing and if there    | doing anything to help you    |
| are things happening in his or her   | out there?"*                  |
| live that should be taken into       |                               |
| consideration for this session or in | *"Here is our opening         |
| the completion of the overall        | organizer that we will use to |
| program. Present the opening         | help us get started. Let's    |
| organizer form that can be used to   | see, we have about an hour,   |
| introduce session and record         | right? \... So, we can work   |
| information, and confirm closing     | until about 9:00 p.m., right? |
| time for session with learner.       | Is that when your ride comes? |
|                                      | \... Okay, we will be done by |
|                                      | then.*                        |
+--------------------------------------+-------------------------------+
| Discuss goals, plans, and progress.  | *Bob, what are the three      |
|                                      | goals that we are trying to   |
| 1.  Review goals and confirm that    | achieve? \... Okay, we have   |
|     program goals remain important.  | already worked on your        |
|     (If goals need to be changed,    | writing goal quite a bit. So, |
|     then return to introductory      | what did we decide last time? |
|     session planning activities.)    | \... Okay, we decided to let  |
|                                      | you keep practicing the       |
| 2.  Review overall plan related to   | writing strategy, but start   |
|     how goals will be achieved using | work on the next goal. Thanks |
|     a program graphic organizer.     | for bringing the letters that |
|     Discuss changes.                 | you were going to write \...  |
|                                      | So, where do we start today?  |
| 3.  Review progress toward current   | Okay, in the last session we  |
|     goals. Point out successes,      | decided to take a break from  |
|     concerns, and work to be done    | writing and begin working on  |
|     for past accomplishments,        | the second goal of            |
|     current lesson, and for the      | understanding insurance. Is   |
|     overall program.                 | that still important to you?  |
|                                      | \... Okay, so we are going to |
|                                      | continue with that goal in    |
|                                      | this session. What is the     |
|                                      | goal that we will work on     |
|                                      | after the one on insurance?   |
|                                      | \..."*                        |
|                                      |                               |
|                                      | *"Bob, why don't you look at  |
|                                      | the progress chart and tell   |
|                                      | me how you are doing? So,     |
|                                      | what do we need to work on?*  |
+--------------------------------------+-------------------------------+
| Discuss implementation/assignment.   | *Let's quickly look at those  |
|                                      | letter. I can see that your   |
| If appropriate, discuss if the       | sentences are getting better. |
| skills or strategies discussed in    | Let me take some time to look |
| the last session were used. If an    | at these later, and then we   |
| assignment was given to apply a      | can talk about what to work   |
| skill, check to see if the           | on. Did you bring your car    |
| assignment was completed. Reinforce  | insurance papers that you     |
| attempts to use a skill or strategy; | wanted to go over? \...       |
| delay discussing the results of the  | Great, we will use them in    |
| assignment at this time Discussion   | the session.*                 |
| of the results should be woven into  |                               |
| the lesson.                          |                               |
+--------------------------------------+-------------------------------+

+--------------------------------------+-------------------------------+
| Present lesson organizer.            | *The last couple of sessions  |
|                                      | we have focused on            |
| 1.  Present an overview of the       | understanding insurance\...   |
|     lesson, and discuss how it       | Let's look at the lesson      |
|     relates to the overall program   | organizer\... How many types  |
|     plan.                            | of insurance are we learning  |
|                                      | about? Right, We have already |
| 2.  Use a graphic lesson organizer   | talked about life and         |
|     to show the learner how the      | renter's insurance. Tonight,  |
|     information in the lesson will   | Bob, we are going to discuss  |
|     be structured.                   | car insurance. In our next    |
|                                      | session, we will discuss      |
| 3.  Discuss why the lesson goal is   | health insurance. Now, why    |
|     important and how the            | are we trying to understand   |
|     information can be used. Discuss | car insurance? What do you    |
|     how the information might have   | want to know? Let's create    |
|     an impact on real-life           | some questions that can serve |
|     situations or overall program    | as our goals for tonight\...  |
|     progress.                        | Great. Let's write these      |
|                                      | three questions on the lesson |
| 4.  Discuss, agree on, and write the | organizer. Tonight, I am      |
|     goal, outcome, or the central    | going to \_\_\_\_\_\_\_\...   |
|     questions to be addressed in the | And I want you to             |
|     lesson. Collaboratively          | \_\_\_\_\_\_\... Okay? So,    |
|     paraphrase the goal for the      | how are we going to check to  |
|     lesson in words different from   | be sure that everything is    |
|     those written on the graphic     | clear? \...*                  |
|     organizer and check to make sure |                               |
|     the learner understands and      |                               |
|     agrees with the goal.            |                               |
|                                      |                               |
| 5.  Discuss activities and           |                               |
|     assignments. Write on the lesson |                               |
|     organizer the types of           |                               |
|     activities that will be required |                               |
|     in the lesson. Discuss how       |                               |
|     achievement of the goal targeted |                               |
|     for this lesson will be          |                               |
|     evaluated.                       |                               |
+--------------------------------------+-------------------------------+
| Discuss accommodations.              | *Okay, so let's review what   |
|                                      | an accommodation is \...      |
| Discuss the types of accommodations  | That's right, it's an         |
| that you have planned and describe   | alternative way of doing      |
| why you have included them in the    | something that is             |
| lesson. Check with the learner to    | legitimately provided by      |
| determine if this seems like a good  | someone else when you can't   |
| way to approach the lesson.          | do something for yourself.    |
| Encourage the learner to let you     | Since writing information as  |
| know if it seems that a different    | we talk takes you a long      |
| approach to instruction or           | time, notice that it          |
| assessment might be helpful.         | distracts you from the        |
|                                      | information. So, I have       |
|                                      | prepared a note guide that    |
|                                      | will reduce the writing       |
|                                      | requirements. You are still   |
|                                      | going to have to write a few  |
|                                      | things down as we talk, but   |
|                                      | not so much that it will      |
|                                      | distract you. Does that sound |
|                                      | okay? \... Is there anything  |
|                                      | else that we could do? \...   |
|                                      | Some of the ways that will    |
|                                      | teach you will also help you  |
|                                      | learn. As we go through the   |
|                                      | lesson, let me know if we     |
|                                      | need to find other ways to    |
|                                      | get through the information   |
|                                      | so that you understand it.*   |
+--------------------------------------+-------------------------------+

**Content Mastery Routine**

+------------------------------------------+---------------------------+
| **Collaborative Teaching/Tutoring Step** | **Dialogue with Learner** |
+------------------------------------------+---------------------------+
| Create a context.                        | *Okay, Bob, let's get     |
|                                          | started. Let's go over    |
| 1.  Initially, discuss how the content   | what we learned last      |
|     fits with other topics and           | time. Let's review our    |
|     information. (If the learner does    | key word list from the    |
|     not have essential background        | last session. What do you |
|     concepts, then you must revise the   | know about car insurance? |
|     lesson to include instruction or     | \... Good\... Okay, let's |
|     awareness of these concepts.)        | create a key word list    |
|     Determine what the learner already   | about car insurance\...   |
|     knows about the content and create   | So, let's look at the     |
|     or add to a background key word list | lesson organizer for      |
|     that you can refer to during the     | tonight. We are going to  |
|     lesson. Using the lesson graphic     | look at five factors that |
|     organizer, explain how the content   | need to be considered     |
|     parts of the lesson are organized    | when selecting car        |
|     and how the information connects to  | insurance. They are       |
|     the learner's needs and background.  | listed here on the lesson |
|     Make sure that the learner           | organizer. We are going   |
|     understands how the content is       | to talk about each of     |
|     organized.                           | these factors\...*        |
|                                          |                           |
| 2.  After each content part on the       |                           |
|     lesson graphic organizer is taught,  |                           |
|     make sure that the learner sees how  |                           |
|     each part is connected to the whole  |                           |
|     and to other parts. Make sure the    |                           |
|     leaner sees the big picture.         |                           |
+------------------------------------------+---------------------------+
| Draw attention to and enhance each       | *Let's start with car     |
| critical content part.                   | insurance coverage. What  |
|                                          | is the first part shown   |
| 1.  Using the lesson organizer graphic,  | on the lesson organizer.  |
|     direct the learner's attention to    | We already talked about   |
|     the part of the lesson graphic       | what coverage means in    |
|     organizer that will be learned.      | previous lessons. What    |
|                                          | does it mean? \... Good.* |
| 2.  Complete the Cue-Do-Review sequence  |                           |
|     on the critical parts of the content |                           |
|     depicted in the lesson graphic       |                           |
|     organizer using a teaching device.   |                           |
+------------------------------------------+---------------------------+
| Cue (teaching device).                   | *As we talk about car     |
|                                          | insurance coverage, we    |
| 1.  Present the content information with | are going to compare the  |
|     explicit use of a teaching device.   | two types of coverage. To |
|                                          | make this concrete, I am  |
| 2.  For every three statements made in   | going to use a diagram to |
|     teaching, prompt at least one        | help us compare the two.  |
|     response from the learner.           | This is how I am going to |
|                                          | use it. I will do this.   |
| 3.  Involve the learner in shaping and   | Then I want you to do     |
|     transforming the information into a  | this\... When we are      |
|     form that is understandable and      | done, you will be able to |
|     memorable with the help of the       | compare the two types of  |
|     teaching device.                     | coverage and can make     |
|                                          | better decisions.*        |
+------------------------------------------+---------------------------+

+------------------------------------------+---------------------------+
| Do (teaching device).                    | *I have written two types |
|                                          | of coverage on the        |
| 1.  Present the content information with | diagram. Let's talk about |
|     explicit use of a teaching device.   | and list the              |
|                                          | characteristics of each.  |
| 2.  For every three statements made in   | Okay? What do you think   |
|     teaching, prompt at least one        | are the characteristics   |
|     response from the learner.           | of liability coverage?    |
|                                          | Let's check the           |
| 3.  Involve the learner in shaping and   | manual\... What does it   |
|     transforming the information into a  | say? \... Let's write     |
|     form that is understandable and      | that here\... What next?  |
|     memorable with the help of the       | \... So, how are they     |
|     teaching device.                     | similar? \... And how are |
|                                          | they different? \... Do   |
|                                          | we have everything        |
|                                          | listed? \... Good. Let's  |
|                                          | review.*                  |
+------------------------------------------+---------------------------+
| Review (content and teaching device).    | *Bob, can you answer any  |
|                                          | of the questions that we  |
| 1.  Check understanding by asking the    | created at the beginning  |
|     learner to answer critical content   | of the lesson: \... So,   |
|     questions, paraphrase ideas, and     | paraphrase what you know  |
|     perform application tasks.           | about car insurance       |
|                                          | coverage\... How do they  |
| 2.  Check understanding by asking the    | compare? \... Do you feel |
|     learner to make comparisons, explain | like you know about car   |
|     causes and effects, and explain      | insurance coverage?"*     |
|     other relationships.                 |                           |
|                                          |                           |
| 3.  Confirm understanding of the         |                           |
|     content. If the learner does not     |                           |
|     understand the content, then reteach |                           |
|     the part using a different teaching  |                           |
|     devise, use increased or different   |                           |
|     accommodations, or reevaluate with   |                           |
|     the learner if it is critical to     |                           |
|     learn this piece of content.         |                           |
+------------------------------------------+---------------------------+
| Recycle.                                 | *Now that we have         |
|                                          | finished discussing car   |
| After a content part has been learned    | insurance coverage, let's |
| using a teaching device, return to the   | move on to car insurance  |
| section "Create a Context" and begin the | cost. Let's look at the   |
| process of teaching the next piece of    | lesson organizer\... So,  |
| content represented in the content       | what do you know about    |
| structure. When all the pieces of the    | car insurance costs?*     |
| content have been taught, continue to    |                           |
| review and integrate.                    |                           |
+------------------------------------------+---------------------------+
| Review and integrate.                    | *Now that we have covered |
|                                          | all three areas of car    |
| Using the content structure and the      | insurance, let's stand    |
| teaching devices, cooperatively          | back and review\...       |
| summarize what has been learned about    | Answer the lesson         |
| all the content parts.                   | questions that we         |
|                                          | created\... So, what      |
| 1.  Check understanding by asking the    | happens if you don't have |
|     learner to describe the information  | car insurance? \... What  |
|     in the content structure.            | happens if                |
|                                          | \_\_\_\_\_\_\... What do  |
| 2.  Discuss the answers to the critical  | you need to do now about  |
|     content questions with the learner.  | your car insurance?*      |
|     Ask the learner to paraphrase ideas  |                           |
|     and perform tasks that require use   |                           |
|     of the information.                  |                           |
|                                          |                           |
| 3.  Check understanding by asking the    |                           |
|     learner to make comparisons between  |                           |
|     content, explain causes and effects, |                           |
|     and explain other relationships.     |                           |
+------------------------------------------+---------------------------+
| Assess and acknowledge progress.         | *Let's check to see if    |
|                                          | you have this down\...    |
| 1.  Assess progress on some type of      | Let me ask you a couple   |
|     evaluation measure or by reviewing   | of quick questions\...    |
|     work complete in the lesson.         | So, what do you think are |
|                                          | the three biggest things  |
| 2.  Acknowledge progress by asking the   | we accomplished in this   |
|     learner to describe what has been    | lesson?*                  |
|     accomplished. Together, identify at  |                           |
|     least three accomplishments made     |                           |
|     during the lesson.                   |                           |
+------------------------------------------+---------------------------+
| Construct assignments and goals.         | *Next time I want you to  |
|                                          | bring me the cost quotes  |
| Discuss assignments that need to be      | and information from the  |
| completed by the learner independently.  | car insurance companies   |
| If appropriate, make a list of places in | we discussed. Also, bring |
| his or her life where he or she might    | in the information from   |
| use the information. If needed,          | your employer that        |
| brainstorm with the learner to develop a | describes your health     |
| plan to ensure that the assignment will  | insurance costs and       |
| be implemented and/or remembered.        | benefits. How are your    |
|                                          | going to remember to      |
|                                          | bring it? Let's write     |
|                                          | this down and put it in   |
|                                          | your wallet. That worked  |
|                                          | well the last time,       |
|                                          | didn't it?*               |
+------------------------------------------+---------------------------+

**The Closing Organizer**

+------------------------------------------+---------------------------+
| **Collaborative Teaching/Tutoring Step** | **Dialogue with Learner** |
+------------------------------------------+---------------------------+
| Discuss lesson and results.              | *So, tonight we talked    |
|                                          | about car insurance. What |
| Using the graphic lesson organizer,      | were the three factors we |
| quickly review the lesson and what has   | discussed? How does car   |
| been learned in relation to broader      | insurance fit in with our |
| program goals.                           | insurance topics from the |
|                                          | last session? \... With   |
|                                          | the next session?*        |
+------------------------------------------+---------------------------+
| Check accommodations.                    | *How was the modification |
|                                          | I provided for writing?   |
| Ask the learner how he or she feels      | \... What else should we  |
| about learning, and if your teaching     | do?"*                     |
| and/or the adaptations were okay. Ask    |                           |
| for suggestions.                         |                           |
+------------------------------------------+---------------------------+
| Check goals and concerns.                | *Should we continue the   |
|                                          | next session with health  |
| Ask the leaner if the goals are still on | insurance or do you want  |
| target and if any adjustments need to be | to go back to writing?    |
| made. Ask the learner if he or she has   | \... Okay, we will        |
| any concerns or if there is anything     | continue as planned\...   |
| else that needs to be worked through.    | Is there anything else we |
|                                          | need to be thinking       |
|                                          | about?*                   |
+------------------------------------------+---------------------------+
| Preview and confirm next session.        | *Great, Bob, then I will  |
|                                          | see you on Wednesday at   |
| Check to confirm the time for the next   | 8:00 p.m. We will discuss |
| lesson. Use the program graphic          | health insurance, and you |
| organizer to explain what the next       | are going to bring your   |
| lesson might be about. Discuss the       | health insurance papers.* |
| possible content for the next lesson,    |                           |
| agree on lesson content, and develop a   |                           |
| general goal.                            |                           |
+------------------------------------------+---------------------------+

(Collaborative Tutoring Routines are teaching techniques developed and
currently being field-tested by the staff of the University of Kansas
Center for Research on Learning (KU-CRL). The concepts incorporated in
this approach to tutoring are based on the Strategic Instruction Model
developed by the staff at KU-CRL. Specific materials and training
activities have been developed for training. Research and development
activities continue to refine and validate this approach for use in a
variety of educational and employment training settings, including adult
literacy programs. The procedures presented here represent some of the
teaching procedures currently being field-tested and are based on
previously validated models. The teaching structures and examples have
been adapted for use by the National Adult Literacy and Learning
Disabilities center with the permission of KU-CRL.)

(*From* Bridges to Practice Guidebook 4*, National Adult Literacy and
Learning Disabilities Center, Washington, DC, 1999, pages 36-40)*

Characteristics of LD-Appropriate Instruction

1.  **Structured**

2.  **Connected**

3.  **Informative**

4.  **Explicit**

5.  **Direct**

6.  **Scaffolded**

7.  **Intensive**

8.  **Process-sensitive**

9.  **Accommodating**

10. **Evaluated**

11. **Can be Generalized**

12. **Enduring**

**Characteristics of LD-Appropriate Instruction Defined**

1.  Structured---systematic teaching of information that has been
    chunked into manageable parts.

2.  Connected---shows the learner how information in and among nits and
    lessons linked to the learning process and to learner goals.

3.  Informative---informs the learner as to how the learning process
    works, what is expected during the instructional situation, and how
    the learner can improve learning and performance.

4.  Explicit---offers detailed explanations and models to the learner
    about how to approach, think about, perform, and evaluate learning
    and performance.

5.  Direct---offers tutor/instructor leadership and control in initial
    stages of information acquisition followed by monitoring of the
    learner's performance as they (the learner) assumes control.

6.  Scaffolded---frequently uses connected questions and collaboratively
    constructed explanations to create a context for learning based on
    the learner's prior knowledge.

7.  Intensive---helps learners maintain a high degree of attention and
    response during frequently scheduled instructional sessions.

8.  Process-sensitive---reshapes activities within the instructional
    sequence to take into consideration various cognitive barriers that
    might inhibit learning.

9.  Accommodating---provides specific and general adaptations that are
    legally required to reduce or eliminate the impact of LD on
    successful learning and performance.

10. Evaluated---adapts instruction based on an assessment of the
    learner's progress and the learner's response to previous attempts
    at instruction.

11. Can be Generalized---uses activities before, during, and after a
    learner has mastered information both to ensure continued
    application of the information and to increase the learner's success
    outside of the literacy setting.

12. Enduring---program providers acknowledge and commit the time
    necessary to ensure that learners master the information and use it
    to help increase their successes in life.

###### Analysis of Alex and Delia Case Studies

[Directions:]{.underline}

Depending on which case study you read, please respond for Alex or Delia
to the following three questions and indicate the reasons for your
response.

+------------------------------------------+---------------------------+
| **Questions**                            | # Answers                 |
+------------------------------------------+---------------------------+
| 1.  In what ways does the instruction    |                           |
|     match the characteristics of         |                           |
|     LD-appropriate instruction?          |                           |
+------------------------------------------+---------------------------+
| 2.  What changes in instruction would    |                           |
|     you suggest?                         |                           |
+------------------------------------------+---------------------------+
| 3.  What are the reasons for these       |                           |
|     changes?                             |                           |
+------------------------------------------+---------------------------+

##### Indicators of High-quality Services for 

##### Adults with Learning Disabilities

1.  **Tutors of learners with LD use appropriate adaptations and/or
    accommodations. (Check all that apply.)**

The volunteer literacy program:

-   provides periodic in-service training related to
    accommodations/adaptations for information-processing difficulties
    of adults with LD

-   gives tutors working with learners with LD information and
    assistance to select and implement appropriate adaptations and/or
    accommodations

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```
-   offers evaluation of instruction and feedback to tutors concerning
    the use of appropriate adaptations and/or accommodations

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```
-   obtains feedback from learners with LD indicating that adaptations
    and/or accommodations have been incorporated into instructional
    activities and that adjustments have been made if needed

-   can document the above-mentioned interactions with tutors and
    learners

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```
-   has devices, materials, and assistive technology to be used for
    adaptations and/or accommodations for learners with LD

-   tracks use of devices, materials, and assistive technology by tutors
    working with learners with LD

**Describe other local program practices and policies related to this
indicator.**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  **Tutors of learners with LD incorporate the principles of direct
    instruction, the elements of collaborative tutoring, and the
    characteristics of LD-appropriate instruction.**

The volunteer literacy program:

-   has written policies, procedures, and practices requiring that
    tutoring sessions are well-planned, implemented, and evaluated;

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```
-   provides tutor training that incorporates the following:

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```
-   four phases of direct instruction[^1];

-   elements of collaborative tutoring[^2];

-   characteristics of LD-appropriate instruction[^3]

-   provides periodic in-service training related to the following:

-   four phases of direct instruction[^4]

-   elements of collaborative tutoring[^5]

-   characteristics of LD-appropriate instruction[^6]

```{=html}
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```
-   monitors tutor reports and checks in with tutors and learners as
    frequently as possible, to ensure that tutors who work with learners
    with LD use the following:

-   direct instruction[^7]

-   collaborative tutoring[^8]

-   LD-appropriate instruction[^9]

-   can document tutor and learner interactions

**Describe other local program practices and policies related to this
indicator.**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Describe next steps in program improvement related to *Bridges to
Practice* *Guidebook 4* quality indicators:**

+-------------------+---------------------------------------+----------+
| #### **Ta         | ######## Steps to take                | ###      |
| rget indicators** |                                       | #### Tar |
|                   |                                       | get date |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+
|                   |                                       |          |
+-------------------+---------------------------------------+----------+

#### 

###  Graphic Organizer for Guidebook 4

**ProLiteracy America**

**Learning Disabilities Trainer's Guide**

**Evaluation**

Session:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scale: 5 = Excellent, 4 = Good, 3 = Adequate, 2 = Less than Adequate, 1
= Poor

1.  The learning objectives of this training were:

Clear 5 4 3 2 1 Vague

2.  The ideas and activities presented were:

Very Interesting 5 4 3 2 1 Dull

3.  Overall, I consider this training:

Excellent 5 4 3 2 1 Poor

4.  What aspect of the training was most useful to you?

5.  After completing this training, do you feel that you are better
    equipped to meet the needs of the learner with LD? If yes, in what
    ways? If no, please explain why.

6.  What suggestions do you have to improve the training?

7.  What might you do next to address learning disabilities in your
    local program?

8.  Other comments...

[^1]: \(1\) provide objectives, establish expectations, and introduce
    the skill; (2) introduce and model the skill; (3) provide guided
    practice with feedback; and (4) provide independent practice and
    generalization

[^2]: continuous use of graphic organizers; frequent links with the
    learner's background knowledge; adaptations and devices that make
    the content more concrete and accessible orally and visually;
    collaborative decision-making about what to learn, how learning
    occurs, and how to accommodate for learning differences

[^3]: structured, connected, informative, explicit, direct, scaffolded,
    intensive, process-sensitive, accommodating, evaluated,
    generalizable, and enduring

[^4]: \(1\) provide objectives, establish expectations, and introduce
    the skill; (2) introduce and model the skill; (3) provide guided
    practice with feedback; and (4) provide independent practice and
    generalization

[^5]: continuous use of graphic organizers; frequent links with the
    learner's background knowledge; adaptations and devices that make
    the content more concrete and accessible orally and visually; and
    collaborative decision-making about what to learn, how learning
    occurs, and how to accommodate for learning differences

[^6]: structured, connected, informative, explicit, direct, scaffolded,
    intensive, process-sensitive, accommodating, evaluated, able to be
    generalized, and enduring

[^7]: ^4^

[^8]: ^5^

[^9]: ^6^