Well, thank you all this is Kelly, and thank you so much for joining our session
It is titled speech recognition as eighty-four writing a guide for k-12 education
And we are just so thrilled to spend the next hour sharing with you our tips and tools for considering teaching
assessing and implementing speech recognition with students
These are our learning objectives that we step forward here, so you can
Breathe through those really quick just so we can move forward
And before we get to introducing ourselves, which we are going to do in just a second
I want to clear up why we're calling it speech recognition
So some people call it speech to text. I hear that a lot some people call it voice recognition
The teacher I used to work with and system and always in calling it dragon speak even though that was actually
Really the old old name of the program
And then so speech recognition is the the word we stick with and the one I prefer
Because I feel like speech to text gets easily mixed up with text-to-speech people are inversing them all the time
And more than just recognizing a voice like a sound it's recognizing our speech
Awesome okay. Now. Who are we as I mentioned?
My name is Kelly key, and I my primary role is the assistive technology coordinator
And I work for Barrington School District in Barrington, Illinois. This is my 14th year in this current role
This is actually my first year full-time assistive technology in the past
I've been the one at the sub tech coordinator, and I've also been an administrator the past 13 years
so I was an assistant principal as well as a special services facilitator and the assistive technology coordinator and
Prior to that my background is a special education teacher, and I'm just so passionate about sharing what works in our districts with others
And I'm Dan Cochran I'm also an assistive technology specialist and coordinator for
My district which is only about
How far is it from yours Kelly about an hour drive south or 45 minutes something like that?
We had to go to a CAA to meet each other. That's our joke about getting together and doing this
We're putting together this guide in presentation
I've been the full-time IT specialist for ten years
And I'm part time before that one day way for five years while I was a special educator as a an elementary building
I'm also currently an adjunct faculty member at
University of Illinois in Chicago for our online aichi certificate program
And I'm also quite involved with resna
I was immediate past chair of the resident Professional Standards Board that governs the ATP and ATP
sms credentials
So onto the presentation the first thing we want to address is the question of why we think a guide is needed at all
speech recognition is
universally available
And students can use it whenever they want
they don't need to have an IEP or a 504 plan or even ask their teacher permission, so
Between the voice taping feature in Google Docs and the speech recognition, that's built into mobile devices microphones tablets
It's freely available to many students
If they have those devices so it's the ultimate in universal access we could just say well
Why not let just students discover it and use their use this tool on their own
Well and yes the reason for that is because you really don't want this to happen
When putting together one of our presentations I saw this and I couldn't pass up putting it in its
the gentleman using speech recognition
And he says hey come here check out my new speech recognition program and up on the screen type pay
severe chicken manure peach recognition grow him
so even though our technology really has come a long way and between that and
after you the key is really learning to teach students to use speech recognition so between the improved technology and
After seeing how to really teach students to use speech recognition and assess whether or not, it's working for them
Hopefully this will not happen to you or your students
Well in another reason we wrote the guide is that speech recognition is still assistive technology for some students
So just because any technology whether it's text-to-speech or word prediction or speech recognition is universal doesn't mean it's not also
Assistive technology legally it needs to be documented as a T
If it improves the functional capability of a person with a disability as you know from the definition
And speech recognition if it's effective would be a type of accommodation that you would AK document on an IEP
potentially an accommodation that can be used on high-stakes testing -
Currently we're part of the PARCC Coalition in Illinois
first state the high-stakes testing although
That's apparently changing next year so stay tuned but speech recognition is allowed at this point
it may also be allowed on your
State tests I'm not sure you'd have to check with your state to determine, but either way for high-stakes testing
Or as an everyday accommodation in the classroom
We think the team needs data to determine whether speech recognition really is effective for a student, and we're going to talk about that today
So I'm assuming you're familiar with the federal ID ei mandates for guiding 80 just want to point out here that legally 80 is not
Just a device but also a service, and that's also what we're focusing on today in this webinar
We're going to talk about how to fit speech recognition to the student in a sense how to train the student and the adults who
Support them whether we're talking about the professionals in the school
Where there are family members?
Okay, so
Now we have mentioned our guide
So this is something that you can have access to for free if you have not already
Accessed it you can type in this Bentley link in the top it is case sensitive
and
You can print out a copy of it as well
There's a little button on there that you can click on it and print the PDF. It is a live
Version so any changes we make are automatically updated, so it's definitely something to check every once in a while
But it's a great thing to have in front of you if you happen to have a copy
Keep it open while we go through this
But if you haven't had a chance to download it we highly recommend to do it after the session
All right, so we have screenshots all the way through here that come from that guide so you can kind of stay with us
So as you open the guide one of the first things we put in is this page called tool belt theory
And this is just a reminder that speech recognition would never be the only writing tool well almost never
I've always liked the metaphor of a tool belt and the blogger I
think he does other things too nowadays iris Sokol calls this his tool belt theory I
Have the link on the slide and on in the in the guy to to his blog
It's simply the idea that what we need to do is prepare students to have a range of tools the tool belts of tools
that they can pick and choose from
So this chart in the guide is meant to just illustrate
The tool belts have 80 features and other accommodations that might be needed for writing
And so just because we're focusing on speech recognition in today's webinar. It doesn't mean that it's the end-all be-all of 80 tools for writing
Kelly can you give any quick example of a combination of tools?
sure, so let's say a student has to do a quiz that is available on a Google Form and
You know the first question is multiple choice well
They may use a text-to-speech program to listen to the choices out loud the question and the choices out loud
So that's one tool in their tools out there using for that one assignment. Maybe the next question
Then is a fill in the blank, but a short answer, and the student has a difficult time spelling
But they don't necessarily need to speak
You know their short answer or the single answer so they can pull a co-writer or word any word prediction program
And they can use that as a tool to help support them
Then maybe the next question is more of something that's looking for a paragraph or more
That may be a point where you're going to then use your speech recognition
Another thing I teach students is I always want backup tools because a speech recognition isn't available
We've been creative with finding a good place for them to use it or even in the classroom with a really good microphone
But if it is in a situation, maybe they're taking a test and there's no alternative place to go
And they can't use it at the time. They always want a backup tool, so I have students you know
They're very well versed in word prediction as well as speech recognition
So just depending on the student obviously it would depend on what tools are in their tool belt
Okay, so our guide is divided up into four sections consider it try
It assess it and implement it and today. We're primarily going to focus on that blue section the Tri eight section
Also assess it what we've done is we've built in into our session
so you'll get a good taste for how to assess each one of the areas as we go through as well and
We will share information from the other sections, but primarily targeting to try and assess it
And a little bit of considerate
So I think you're probably all familiar with the fact that the AAT process and the k-12 setting begins with
consideration because of the legal the legal mandates who consider a chi in the development of all IEP s
But here we're talking about considering speech recognition now. You know the rule is not to consider a tool first, but in real life
It's pretty common with speech recognition
Everyone knows about it. They may have seen commercials on TV. Well. This is a few years ago selling dragon software around Christmas time
And you know I think it's becoming more known that it's in the Google Docs, so it's not uncommon for someone to say hey
What about speech recognition when a student's struggling with writing?
So the task is already driving the a to consideration process as I think it should the problem here is writing
What you may need to do at this point is steer the consideration toward an analysis of the task demands of writing
What writing tasks are expected of a student? What outcome level? What are the specific task demands of these assignments, or assessments?
So we want to know if speech recognition is a really good match
And we don't have time in today's webinar to break this down further
But if you look on page 17 of the guide in the assessment section
We've provided a list of speech
Specific task demands that are related to writing they include things like the fine motor demands of visual motor demands encoding proofreading
organizational demands etc
So those need to be considered first, and it's interesting when you start digging into that to figure out
What is really going on with a student sometimes that information is not available so it's kind of part of the assessment
The next step is to consider the students performance
on each of those task demands so you can identify the gap so again you want to know if
Speech recognition is the right feature to close the gap because sometimes it's not
And then finally you want to consider the context or the environment in which the task is done, so you'll recognize
These are elements of the set framework of course
so with speech recognition match the the environment
it's not a great fit for taking notes during a lecture and it may be hard to implement in a noisy or a
Very quiet classroom either extreme actually although both Kelley, and I have done some whole class implementation
But it's probably a better match if the student can work in a separate space or at the back of the classroom and a study
Carol or a resource room or just use it at home
So one question that pops up
Often when considering speech recognition as a match is what sort of performance profile is ideal
So in a nutshell the ideal profile is a student who has difficulty with the output demands of writing in other words the transcription demands
And some of the mechanical demands, but has good expressive language skills who can verbally express their thoughts and ideas
And it does help us. They have lots of ideas, right?
And dan and I and the guide we have outlined some helpful pre-existing skills that we've listed here
So certainly you know if the students has clear enunciation
Is has the ability to problem-solve and self monitor?
You know these are some of the things that certainly are helpful for them to have but
We always say that students can be taught many of these skills so don't
Don't not try it with a student. Just because they don't have these prerequisite skills
So Kelly how would you know if speech recognition would work for a student?
Well, Dan you know I always say you just don't know until you try it so on to our try a portion of the guide
as I mentioned you know when I first started with
teaching student speech recognition
I would have them fill out all these different
surveys and I'd interview the staff and
even as the parents spell out something and you know we just don't have time for that so I
Feel like any student is a candidate especially because it's universally available
So on to this section like I mentioned many of these options many are free
universally available for free
But the key was to our guide is regardless of what tool you're these are just examples of many that are out there
But regardless of the tool you're using it's really all about
Teaching the students to use that tool so this guide will cover
Regardless of what tool you're using it will work
You do want to mention. I want to mention one new extension
I learned about recently right cuz we all like actual or dissention things awesome that recently it leverages the Google's
Voice typing feature so you can use it in other apps it's called voice in voice typing. It's an extension
I think it's in beta form, but it seems to work fine
and it was recently a really nice fine for a student who wanted to use speech recognition to make flashcards and a special website and
Not inside the dock
And he I try to actually co-writer Universal with him, and it didn't he didn't like it
It was difficult for him to use so now he's using this other extension
But like Kelley said we're not going to focus on the tools so much
Yeah, the process the key is really again
We're probably meseta syrup, but the key is to teach the students that speech recognition process you can't assess whether or not
it's working for a student and put it on their IEP or 504 or the
accommodation if you truly don't teach them the process first so that's what we're gonna walk through no
And so just a couple things before you begin
The first thing I have on here is planned to work with a student individually versus whole group although dan
And I both have said we have done in a few situations where we've taught a whole class I've had a student that was
Completely resistant to trying it
But when I walked in and I said we're I'm just teaching it to the whole class
Then he was open to using it
And it was like a miracle like lightbulb went off for him was fantastic
So you know the guy is really designed to work one-to-one with a student
But absolutely you can do this with a small group or a whole class as well
The next one is to invite someone to attend the sessions
Anytime that I am teaching a student
I always try to make sure that there are somebody that can help follow through or works with a student regularly
that will join us and
Part of this is really
Not only just for the follow through, but also the comfort level for students because sometimes using speech recognition
Isn't that comfortable at first around a stranger?
So I always have somebody join us why there is an occupational therapist that students teacher case manager
And if they're not available a lot of times they'll even have the parent comes
Again a lot of the times the students are using this at home
And then decide what tool to try first. I you know we're very fortunate. We have a one-to-one
IPad in our district it's lower levels and one-to-one neckla cares about upper level, so I use the tools that I have readily available
that all the students have and then the next one is if you need to set up the
Technology go ahead and do that you know the student has a speech impairment and needs to use something like Dragon NaturallySpeaking
we have a lot of tips and the appendix of the guide on how to set up Dragon NaturallySpeaking and
use that as well and then understand the speech recognition process, so that's using this guide and
You will see through our eight sessions that the students we will teach them how to do that
All right the choice of which technology to try first is usually easy as Kelly was alluding you try the tool
That's most readily available so in my district
That's the Google Voice typing in a Chromebook since we have more Chromebooks in Kelly's district
It might be the built-in speech recognition on a MacBook or iPad since they're more of an apple district
But there are a few variables to consider when it comes to the hardware that delivers the speech recognition feature so we put this chart
As sort of a thing to think about I guess in the guide
There's pros and cons to using a smartphone or a tablet versus a laptop or a desktop
I'll let you read the details on this chart, so I'm page seven and the guide
Sometimes it comes down to personal preference though
I had a student who would only use speech recognition on his iPhone even though. It was available to him on desktops and laptops
and actually he's a junior in high school, and he's still just using it on his iPhone although, I'm
Trying to get him to move toward a Chromebook now
But because editing is harder on a small screen, so I usually start with a Chromebook in my district
So
Before you begin I do think it's important to understand the speech recognition writing process yourself
When we do live workshops on this topic which we've done several times the closing the gap in Atia
I usually as participants here to raise their hand if they have used speech recognition
so
most of the hands go up because almost everyone has sent a text message on their phone while driving I
Mean when they're in a rush of course you wouldn't text and drive
But then I asked how many people have used speech recognition to write a paper or even an email of some length
And most of the hands go down so if you don't have to use it chances
Are you don't I know that I would prefer to type a paper or a long email rather than use speech recognition
Because I'm able to type fairly quickly
But I'm also used to being able to think about my sentences as like as I composed them when you use speech recognition
the cognitive load
Shifts to the front end you have to think about what you want to write and mentally compose your sentence before you say it which?
is a different process and
You have to hold on to your sentence in memory while you turn on the mic
And then it works best if you can speak with clear enunciation in the natural speaking manner
Which means you have to remember your sentence the whole way through speaking it
So this is not hard for some people, but it can be a real challenge for others
I'm currently working with a sophomore in high school
Who's on the spectrum and it's very high-functioning, but it affects his expressive language
And I've basically been doing one-week sessions all year with him - it's work on just that part of it
So finally the way we teach that you turn off the mic
And then check the recognition of each sentence for accuracy and fix any errors before you move on
Someone more fluent could dictate several sentences in a row
But it does become sort of an editing nightmare if you let speech recognition
Transcribe too much text before you check the outcome because it's not a hundred percent perfect as we know
So taking all these steps into consideration. We've boiled them down to an easy four-step version
And I am all about visuals you know being a special education teacher
And so I what we did was we created this visual and this is both for the staff and for students. We made
poster-size that will put like in that classroom and then over on the right you'll see these little mini cards and what I've done with
these as we've cut them out, and we've put them on the students MacBook or
on their desk
And it's just a nice reminder about you know the four step process that we've taken that narrowed it down to four steps sink it
Say it check it fix it and it's a great reminder too as we go through and teach them the process and use it
I've also even on the back of the little mini cards
I've been made like a little editors checklist for speech recognition for the students to flip over so
The steps of the process are one thing underlying them is really the integration of a lot of different skills
And these are the tool demands of using speech recognition they include the expressive language
I was talking about with my sophomore in high school the generation of ideas the short term memory oral education
Some might some fine motor skills operate the mic
Decoding skills to review the accuracy editing and revising skills to fix the fix the errors and a general
computer operation skills of course to kind of deal with the device and whatever platform you're using
But we think a lot of these skills can be developed as we talked about before so what we're going to
Do next is really the heart of things we want to talk about
The teaching process we use to develop these skills
Because we believe you have to teach the skills to some degree before you can assess whether or not speech recognition
Is effective for a student?
So the approach that
We take to the teaching process is the common metaphor of a scaffold so to scaffold the teaming a teaching approach
And educators will know right away that this means slowly
Increasing the cognitive load by starting off with a lot of scaffolding or support and then slowly removing the scaffolding as you build
Independence which of course is the end goal?
Just so you know where we're going over the course of the next 25 slides or so
This is the outline of the scaffold the teaching approach, so we have in the guide. This is on page 9
we start with modeling as all good teaching does and
Kelly who does a lot of work in AC had to remind me of this and the importance of this step because I wasn't always
Doing it, but I do do it all the time now Kelly
Next we have the student get their feet wet with a single sentence that we provide so that's a lot of scaffolding
And then this moves quickly to having them compose several sentences on their own done simple paragraphs
then and number five we practice using
Academic vocabulary in a sentence they generate and from here you want to move as soon as you can to whatever grade level
Expectation it is for writing depending what the grade is usually something formal and more academic
The end goal is independent use on grade level writing assignments
In a minute we're going to go through each one of those steps with you, but first
I just wanted to mention this nice handy guide
This is in the appendix of our guide or handy sheet it's in the appendix of our guide
it's just a one sheet two-sided reference guide that shows each of the eight steps and a little bit of detail for each so I
Originally designed this just as a visual guide for myself just to remind myself that eight steps that we put together
But now that's all my staff has been trained
It's a nice
Hand out for them to just have with them in handy to remind them each of the steps when they're teaching the students of speech
recognition process
And we say even though you have this nice two-sided sheet with some of the details
We definitely highly recommend to go ahead and read through the full guide
Because we have so many more tips and specific information in the guide itself
I also want to mention before we move forward to step one
That the guide was it really is designed for anyone to pick up and use to teach with students
We are we really follow the building capacity models not the expert model, but a lot of these examples
You will see Dan and I in there, but again. It really is for you to show and teach
Anyone to teach the students to use speech recognition process
Okay so on to step one as Dan mentioned
It's modeling the speech recognition process and just like you would you know model an?
academic writing or model using an AAC device
We like to model what we're expecting from the student and so what I like to do is
Right from the start. I model the process
I model it think it say it check it fix it
And I also up model some of those operational skills like turning on the mic
speaking the punctuation and the command it's so amazing that if
After doing this stuff you realize a lot less teaching the students because they pick it up right from watching your model
I might start out with a student. I always model. I'm giving them tips as I'm modeling as well
Just kind of like when you when you're using dragon
And they're you're going through the tutorial and you're treating your voice and it teaches you about it
So that's basically what I do
I like how you embed embed those tips as you house your modeling that so now on to step two
After we model the whole process for the students
You know quickly we turn it over to them by starting with a single sentence that we provide this eliminates the test amount of
composition so that they can focus on the tool operation
So I came up with this fill in the blank sentence years ago, and it just seems to have stuck it works
Well because it allows the student to personalize the sentence and it's a medium length sentence that tests how well the student can hold
Memory as a whole sentence in memory
Remember, that's an important tool demand of speech recognition
I usually just ask the student for
Information like what color house will they live in and whether it's annoying or quiet street?
And then I tell them your sentence is you know I live in a blue house on a noisy street whichever variables they gave me
I usually ask the younger sentence to repeat the sentence to me before they turn on the mic to check their memory skills so that
were
You know just rehearsing the sentence a little bit, then I have them turn on the mic
Which I modeled for them before or in some cases. I've done this
I actually control the mic for noun so that the student can stay focused on holding a sentence in memory
It just depends on the students skills worked with a sixth grader
That was pretty strongly on the spectrum, and we just needed to keep him focused so I controlled the mic at first
You just have to decide in the moment how much scaffolding they need or don't and then after they dictate the sentence I asked them
To check the accuracy as you saw Kelly demonstrate in the videos either by reading. It carefully or by using text-to-speech to listen to it
So then why don't you just go ahead and you know while you're teaching
I'm why don't you just have them read out of a book?
Well, you know you could have them just read from a book as a practice sentence because that takes away the composition
But I have found that reading from a book totally changes the equation it makes the task demands that are
That are part of using speech recognition
Into the test demands of reading, and they aren't composing the sentence mentally anymore
But you're going to be running into possibly difficulties with them
Not speaking fluently or reading fluently especially if they have reading decoding difficulties
So what you want to see right away is their ability to hold a sentence in memory not?
Visually see it in the page. You know and be able to hold it there while they
Before they turn on the mic and then say the whole thing so that's why I don't have them read from a book
Okay the next one next part is what's still with number two is so let's say
They say that first sentence, and it comes up
You know it's supposed to be I live in a blue house on a quiet street and comes up
I live in a new mouth on a riot street, and I always teach students that never going to spell anything wrong
But it may have an incorrect
You know it may put the word wrong word so we look at that
And I tell the students not to change it right now
We're just going to UM you know hit enter and we're gonna try again. This is where I
Go ahead, and I coach the student if there was something during that first sentence that I saw
maybe they did incorrect like they set it too fast or
They didn't have enough breath support, so I would kind of talk to them as we go through
Maybe we weren't using a mic we might pop a mic in so I have them then try it again
I live in a blue house on a riot street. It's getting closer
again
It's kind of nice to when you have someone with you sometimes when I have the occasional therapist next to me
They'll be like oooh. Let's try and put you know a wedge, and they're back have them sit up a little bit more
to help them with their breath support
So just problem solving in between each sentence and then going ahead and trying it again
I live in a blue house, and I'm quiet Street third time's the charm
Now I actually have a video example of
Me doing this so I as I mentioned
I've trained quite a bit of our staff on this especially our occupational therapists are all very well-versed in
Teaching speech recognition, and this is an example during an Institute a few years ago where I was teaching so T's
how to use speech recognition so that's why I'm here with an adult and
This is demonstrating step 2
Okay, so the next thing we're going to do is I'm gonna actually have you now try it out and
Before we do I just want to find out what color is your house
gray gray
Live in a great house and these are Street really noisy, or is it kind of quiet
really quiet really quiet, so
Um let's put together the sentence
I live in a great house on a quiet street period can you say that out loud to me I?
live in a gray house on a very quiet street
period
Beautiful okay, I'm gonna turn the mic on do you feel comfortable saying that out loud to the computer, okay great?
Tell me when you're ready
Ready I?
Live in a gray house, okay? Let's just read it out loud
First option escape
Living a great house something very white
hmm, okay
I know let's think about a couple things that maybe we could do to change
Okay, let's read this one this time. I want you to put your finger under each one in say each word I
live in a grey house on a very quiet
Period let's see if we get a hundred percent this time you can do it or do it amazing look
How well it picked it up already? I?
Live in a grey house
let's read back that last sentence with the computer this time home all on your own I
Live in a great house on a very wide street
Okay
So let's talk about some data collection for this step
These are embedded in the assessment section in the guide
But we don't have time to cover that section in detail so I'm going to weave in the data collection tips after we talk about
each of the steps so
Obviously you can't collect data on the modeling step, so we're starting with the second step
Which is when the student starts using the tool what I'm doing observational. Ii during this step is assessing
The student's ability to remember the whole sentence if they need to chunk it into two parts. That's fine. I
Provide the scaffolding on the fly you know breaking it into two parts
But I'll take note of that holding that holding a sentence in memory is a skill that they need to work on
Second I'm observing their ability to change their enunciation based on the feedback that we provide as the sentence is repeated two or three times
you can see immediately that some students adjust to the tool demands and speak more clearly I
Was working with the student on the spectrum my son he was in sixth grade
And we had to tell him it's to talk in his
Sixth grade voice instead of a silly squeaky little kid voice if you like to do
He could do it and was
Reinforced when it made a difference in the recognition accuracy which was much better when he when he didn't use his squeaky voice
I was just working with a kid today on this high school kid and it wasn't that the his enunciation was really bad
but he saw the difference that it made when he repeated the sentence and did the you know without changing each one as we just
Showed you so finally. I'm watching to see if they remember to put the period in at the end of the sentence
This is a new skill, so I'm not expecting mastery yet
But it's interesting to see whether a student learns the skill quickly or needs constant reminders in terms of quantitative data
You could count the recognition accuracy of the sentences the goal is at least eighty percent accuracy
I would say lower than that and the students going to become too frustrated
Okay, so I'm just at number three
this is where we're gonna have the student write a three to four sentences on a personal topic and
Whenever I sit down and first work with a student especially if I'm meeting them for the first time I always do a little interview
With them I get to know them I asked them about their pet what they like to do at home
some of their
You know about their family personal interest so I gathered that information one to help build just a comfort level and then also
I've now I put content to write about this personal to them
so then I go ahead and I review the speech recognition process that think it's say it check it fix it and
Then we apply it to the speech recognition process and we write
sentence by sentence on a personal topic
So I'm going to show you an example of what that looks like just real quick
So this is an occupational therapist that I work with
Oftentimes as I mentioned. I have somebody with me that knows the students and that can follow through
but often if I especially if they've been taught how to use the speech recognition process I
Have them lead and I step back and I kind of coach them teach the editing process after each sentence
On the video she did say just to keep going
He was doing a great job
So I guess at that point she didn't necessarily have to stop him and check for accuracy in between
But we do recommend at this early on stage that we do teach the editing process after each sentence
So like I did in that one video where I was teaching the occupational therapist and step to
Having them visually check the sentence for record recognition accuracy one of the times
I had her girl with her finger under each one another time. I had her use of Texas each speech built into the map
Whatever the student prefers, but then you would go ahead sentence my sentence and make the changes as needed
And then we put in here using the keyboard it's so funny
How many times a student will try and turn on the speech recognition just for like that one word?
Correction or to say a comma when they could if they physically can do it with their hands
We tell them that could be faster to put a comma or period in with their hands
And then teaching that punctuation again that step one of modeling
It's amazing how the students pick up the punctuation so quickly when they see me modeling it
Often we don't even have to teach them, but if you noticed too in that video what they ot that
I just kind of like pushed my finger forward
That's my visual cue or visual reminder for putting a period I'll do the same thing with a comma sometimes
I'll even have a visual of the command that the students having a hard time, and I'll point to them as a reminder
and
Teach a limited number of voice commands at this time
Usually some of the ones that I'm teaching the student at this time and again that I modeled at the beginning
things like new line new paragraph some of those very basics
But they do kind of want to learn those and get off track. I just the high school
I was working with today got very interested when I when I when you asked whether there's commands and like yes
You couldn't google and see where you know, but I'm like we're not gonna focus on that right now
so
let's move on to the data collection for this third step what we're primarily doing is observing the students ability to generate ideas and
Form them into grammatically correct sentences we want to see if they can use a variety of vocab words
maybe not limiting themselves to the small words that they know how to spell as they might do when they're hand writing or typing if
That's the issue, but really using grade-level vocabulary
So you'll see in video in a little while a sixth grader who demonstrates us
We want to see - if the student can create longer
Sentences in response to coaching and you'll see the sixth grader that I work with in a video in a few minutes
Doing that doing responding very nicely actually when I asked her to extend the sentence
Finally we're watching to see if the student can develop the skill of dictating the punctuation or if they still need reminders and of course
We're still building that skill so it's not a deal breaker if they don't have those steps here
But we're heading towards the independent use as quickly as possible so we can
Mentally sort of take notes of that or write it down
For chronic quantitative data you could count recognition accuracy again
But now you also want to start measuring productivity using words per minute as seen in the de Coast writing protocol
You could also try applying a readability score to get a sense of how word and sentence lengths factors into the overall product
It's easy to get this score from online websites
And they're embedded in older word processors like ms. Microsoft where it was not older, but now that we're using Google Docs
I don't have that in it so you can go online to a website for that
Okay, and to step four which is write and edit one to two paragraphs from motivating pictures or personal topics so
again the idea here is to
Provide some extra practice while keeping that cognitive load low
Being in something that they're interested in
For our youngest students they may need a little more time at step four for older students this might not even be a step that
You need to provide
And so this is where also that interview comes in handy
So I'm going to show you an example a minute of a student
he just recently told me he went on a beach vacation and so we looked up images of the beach and
So I'll show you that in one moment, but really here. Just remember
This is where you're going to continue to coach
The think it say it check it fix it process you're gonna gradually figure coaching
Is where you're gonna start stepping back a little bit and again Dan is going to talk about the collecting data on
Independence and writing quality, so here's a video clip of one of my students
And he's writing about a picture that we googled that he chose
about the beach
Alright, so for data collection on this stuff, which is really sort of an extension of the last step
It's so so basically the same the same kind of data collection
The point of course is here to give them more practice
so we're continuing to observe the students ability to verbally create grammatically correct sentences and use speech recognition to transcribe them I
Would probably focus more on actually measuring the countable variables at this stage
at this point you could probably collect enough data to compare the writing quality and
quantity by using speech recognition with the students baseline writing output from before when they were either hand writing or
Typing if there's a significant difference you would probably already have enough data to recommend
implementation with progress monitoring a positive difference and recommend continued training so the student can become
Independent on grade level writing assignments in other words if you're in kind of a rush
This is a step where you can already have enough data to recommend implementation, but more training will need to go with that
In addition to just measuring the students writing product though an important factor to collect data on in any 80 assessment is this
Personal preferences so you ask the student what they think about using speech recognition whether they like it or not
And why they think it's useful or not the Likert scale from the de Coast protocols
It's in both the writing protocol and the protocol for accommodations in reading is a great tool for this if your student needs a visual
We have a little image of that on the slide other
Older students could simply be verbally asked to rate their preference on a scale of one to five
And a lot of times what I do for step four is I will actually
The topic that we'll choose to write about is
What do you think about speech recognition so far often if I'm you know a lot of times?
We're restrained by time so I have one class period to go over this with a student
Sometimes my first session will end it step four and I'll ask I'll end by asking them could you write a paragraph about
What you think about speech recognition, so here's an example of that just a real quick side note about the student
This is one of those students that the staff all along said the student has such a difficult time writing
He has so many great ideas
But he's definitely not a candidate for speech recognition because he has a diagnosis of cluttering
So he stutters his full sentences, so if you have a conversation with him
It is sometimes very difficult to understand him, and he does stutter his full sentences
But it's amazing when I use a speech recognition how clear it comes out, so you just don't know until you try
So let's move on to step five
This is one of my favorite ones to use especially when the student needs some extra practice
And you don't have much time
Or when you want to move the student beyond writing about simple topics to something a little more complex a little more grade level
So this step just uses the age-old activity of writing vocabulary sentences first find a list of academic vocabulary words
And it would be ideal if you could get a list from the classroom teacher of the words of the students been working on in
class
but I often just look up a grade-level list of vocab words from an online site on my iPad at
Moment I pick a word that the student knows make sure they know it and then say make a sentence with the word
you know
fabulous or
Fantastic or whatever the word is continue doing this with five or ten different words
Observing the syntax and the structure of the sentence is that the student creates and then coaching the students to create
lengthier in more complex sentences
The ability to create grade-level sentences is a good indicator that speech recognition will work as a tea that
brings the student up to grade level so
That's that's kind of what we're looking for in this step here
So I have a video of this as well of the sixth grader. I mentioned earlier
You'll see her create some easier sentences at first
But then really respond beautifully when I coach her to create longer sentences and when I give her more demanding words
You'll see and you can see in the picture here that I have the little thing could say a check it fix it
Reminder at the top of the screen
how to do the data collection for this obviously we're watching the students ability to create those sentences
and hopefully grammatically correct complex sentences and
stretching the sentences out what you could measure quantitative quantitative ly at this point would be the recognition accuracy and the readability I
Might take data on crack Ward sequences, which is a measurement technique used for curriculum based measurements of writing?
I probably would not count productivity though about words per minute because the writing activity is not
continuous
Alright, and on to number six, which is write multiple paragraphs after completing graphic organizer using keywords and phrases
So the purpose of this step is really now to integrate speech recognition into the whole writing process
and
At times I will really model this and step one as well so again
It's something they see right from the start other times it really depends on the student
And if they're using graphic to organize there's quite a bit in the class then of course I do
So in a student who really demonstrates good operational and functional skills in step three
May move right to this step
So what we do is we help the student identify the topic of interest and then we help them fill this out
They're prewriting organizer the key is to teach them to coach them through
Using key words versus full sentences here
And and then what we teach them to do was after they fill it out
We coached them to take those key words and turn them into full sentences, so just like Dan did in the last
And the last number five it's a really nice way to practice doing that
Okay, we don't have a video for this step because we're moving on to longer types of writing that would I'm not really video very
well
But I just want to talk about the data collection you would do at this point
You're obviously looking at their ability to generate ideas and organize those ideas into the graphic organizer
You know that's prewriting skills that really are sort of separate from using speech recognition
But you really want to emphasize can they do one to two keywords on the graphic organizer
Which which is a summary kind of skill and it can be difficult for students?
What you could count here would be their level of Independence?
How many of these steps are they doing on their own without you coaching so step back keep your mouth shut and let them do
It for a while and see what happens the recognition accuracy as it comes out
You could do a readability score on the overall product and now we might want to start introducing a writing rubric score because we're actually
Writing a more complex. You know multiple or a pretty
good single paragraph
great and on to number seven and this is where
We save the student semi independently completes of writing assignment using speech recognition
And we say semi independently because you know we want to see what the student can do independently
But we want someone there stand by to help troubleshoot with them and again
This is another great reason to have somebody with you while you're doing
The training because it's another great person that can help follow through and give the students support
so this is where we would use an academic assignment if the student is ready or
We can still give them a topic of choice if they're not
They would then complete the assignment at school or at home with just that standby support is needed
And I often do this as their homework in between sessions
So I'll say ok your homework is to complete this assignment and then
And then we get back
And then data collection on this did they complete the assignment or not especially if you were giving it sort of as homework
and then again recognition accuracy and again a writing rubric score on the product and
Then student preferences especially important if they were completing it not with you or with on their own or at home or something
How did it go did they like using it did it help them?
I usually ask them quite a few questions to dig into that part
All right
And I'm for the last one which is number eight where the student independently completes an academic writing assignment using speech recognition
And the purpose of this step is then to collect data i'm effective effectiveness of speech recognition
So some students may jump directly to the step from step number
Three i'm finding a lot of my older students like my high school students. They're ready just to jump right from three to eight
if you want observational data
You can watch the student without any coaching at all the teacher then would grade this assignment
just like they would any other classroom assignment using their writing rubric and
They collect data on effectiveness of it and implement and monitor effective use over time
So the data collection for this is the typical final outcome of the product which is a writing rubric so just a
sample writing rubric on the screen here
sometimes what I love to do if I can do it is ask the classroom teacher to score the
assignment
So that they are using the same rubric for the pre
Speech recognition product that they have been doing in class
and the post speech recognition writing sample that they just
Created and that helps the teacher to see the difference that it makes as well and give you a little more objective
View on what's happening
Alright, so those were all eight steps again. They're all summarized on a two-sided handout in the appendix
We've mentioned a couple times. You can skip to this step
You really will know the student best and you'll know whether or not you need to go through each of these eight steps and maybe
You need to spend more time on a certain step it all depends on the student
Whether you can you know what you're going to do as far as the time you will take for each step
And what we have done, are you know?
I'm really big into having again a visual for myself for staff and for the students
So it created the students guide to speech recognition and what it does on one side it summarizes
You know the four steps that we go over
It in here. I have a list of all different tips for
Speech using speech recognition that I go over before we even try it with the students
Which I'll show you on the next slide after that on the back of it
Though is the student speech recognition plan so what I do is I walk through what the students
Who did you work with today? If it was myself. You know we write down mrs.. Key, and how to get ahold of me
How did you access speech recognition they would then you know if it is in Google Docs? I want them to write down
Tools voice typing you know Google Docs tools voice typing how they accessed it, so they remember how to get go back there
Then we talked about what is the type of assignment you're going to use this for and?
If they don't have anything right now that they're going to use it for I give them tips on other things
They can use it for to practice then we talked about that tool about theory if if this isn't available
What are other tools in your tool about for different writing assignments? We talked about we're quiet places both at school at home and
I'm who to contact if they have questions
So it's just a nice little follow-up will either fill this out online and share it via Google Docs or write out a hard copy
And then these are some of those tools
Additional tips that we mentioned that that I go over
Some of the things that I go over with a student you saw that student mentioned
Don't look at the screen when you're composing a lot of times student so that hung up
I'm what's getting typed up on the screen
And it really distracts their writing process and holding those ideas in their head before they get them out
We also talked about don't chew gum
using that earbuds
Trying to speak in a lower pace and sometimes even a lower tone will help
Recognition a little bit so you can read those here, and that's also in the guide
So finally just remember that speech recognition in terms of speech recognition
Oral language is different from written language, so that's the whole point of teaching the process to the student
and then it's a good reminder for
The classroom teacher that speech recognition is not going to change the student's ability to write or to compose. It's just
Substituting for the transcription demands and the spelling demands so it's not cheating
Yeah, as we mentioned we have an entire section for implement in the guide
And we just have one slide here for our presentation, but just a reminder to build in that practice time
I tell students that they don't have anything to write about having a daily journal that you can write about it
Even if it's just one paragraph three sentences a day that you're gonna write about or some students really like to write plays or stories
Even just answering your emails or your text messages with your voice and remembering to put that punctuation into
That's often a great way to help
practice and then we talked about just making sure you're integrating it into the writing process and having those prewriting steps and
in accommodate their writing
There's a whole section. They'll check it out and feel free to share this with your colleagues. That's like I said earlier
This is our goal is capacity building so
You don't have to ask us permission you can make copies of guide and share it with other people
Yes, please do let us know if you have any questions. You can send us an email
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