Comm - PA Adult Education Resources
  • Home
  • Administrators
    • Program Administration Support
  • Teachers/Tutors
    • Distance Learning
    • Family Literacy
    • GED® in PA
    • Student Success Stories
    • Tutors
  • Professional Development System
    • Consultation and Facilitation>
      • Agency Program Improvement>
        • Job-Embedded PD
        • Agency PD Team
        • In-House PD Specialist
        • Consultation Plan
        • Individual Professional Development Plan
      • Lead Consultants
      • Consultation for Family Literacy Programs
      • External Evaluation
      • Feedback from Teachers
    • Course Management>
      • Essential Core Courses
      • My Learning Plan
      • Content Experts
      • Wiggio Groups
      • Institutes and Academies
    • Tutors of Literacy in the Commonwealth
    • Communications
  • Career Pathways
  • Data Support (e-Data)
  • Resources
    • Find an Adult Ed Program
    • Recommended Resources
    • News Blog
    • PAACE
    • Archived Newsletters
    • Contact Us

Learning Differences



One way to take a look at an agency's ability to appropriately serve students with learning difficulties is to complete a self-assessment. Click here for the LD Self-Assessment of PD Needs has been updated for PY 2012-2013.

Here is the logic behind the self-assessment. 

1. Adult basic education programs serve many students who have a history of academic difficulty. If the goals of the program include the delivery of quality services, or the need to retain a greater percentage of students, they will need to adjust instruction to be appropriate to the needs of the students. 

2. Students may, but are probably unlikely to, accurately describe their underlying difficulties. That will be the job of the instructor and the support staff. There are many elements in the self-assessment that address issues surrounding the understanding of the types of problems and the need for effective informal assessment. 

3. Instructors will need to adjust materials and techniques to meet the learning strengths and styles of the student , while at the same time maintaining a sufficient level of motivation and perseverance that will sustain the students as they sequentially move to the next step. 

The self-assessment is designed in a way that individual teachers, agency PI  teams, IHPD specialists or Lead Consultants can use it as a guide for reviewing the current status, identifying gaps, or setting goals for program improvement. It is a tool for guiding the questions that should be asked and recording notes about needs and objectives.  It is a tool that could help agencies document their PI efforts and clarify areas for professional development and agency consultation. 

The Lead Consultants can use the self-assessment in their work with agencies, especially those that may be having difficulty focusing in on a specific need. The self-assessment could be projected on a screen for group discussion, printed out and given to individual staff and then summarized for the group, or used in discussions with the PIT as to goals to target for the year. 

As the PDS content expert for LD, I would be available to consult with Lead Consultants and assist them in their work with agencies.
Picture of Richard Gacka
Dr. Richard Gacka

Website

NEW Dr. Gacka Learning Differences Website

Teacher Institute

Picture of Wiggio logo
_To join this Wiggio discussion group, please contact your lead consultant with your name and email address so you can be invited.

Resources

The Role of Memory in Learning
Information Processing Model
The Get It Do It Model
Three A's:  Ability, Achievement & Attitude

Teachers' Institute Resources

  • _50 tips to improve attention
  • Attention checklist for use with information process
  • Blooms web graphic
  • Checklist for rating student focus
  • Checklist rating for levels of distraction
  • Classroom observation checklist
  • Executive process symptoms checklist
  • FF S1N1 labels skills and processes
  • Information process model alternative
_
  • Information process model expanded 12/7/11_
  • Input considerations IMP
  • LD toolkit
  • Math LD symptoms
  • Plain English cognitive processes checklist
_
  • Problems with organization and what you can do_
  • Snippets
  • Students expectations and classroom rules
  • Teachers Institute Intro
  • Teacher Institute IPM slides
_
  • Teaching students to be effective and critical thinkers_
  • The brains CEO and other associative processes_
  • Tips for persons conducting assessments
  • Visual acuity check with increasing fonts
This publication is a result of a project developed by Tuscarora Intermediate Unit 11 through a contract with the Pennsylvania Department of Education; however, the opinions expressed herein do not necessarily reflect the position or the policy of TIU 11 or the Pennsylvania Department of Education. No official endorsement of these agencies should be inferred.