sped 462 exam 2
the law that provides federal funding to states to assist in the education of students with disabilities is ____
IDEA
informal assessment
non-standardized methods of evaluating progress such as interviews, observations, and teacher made tests
steps professionals should take in developing an individualized assessment plan
review all of the screening information in each of the seven areas, determine what areas need further evaluation, determine specific data-collection procedures to use, and the team decides which assessments to give and who will give them
a student who does not meet IDEA eligibility criteria, but who nevertheless requires classroom accommodations, will be served best under____
section 504
if the ADHD isn't significant enough to impair the student's ability to function successfully in a regular education classroom, the student could still be served un the provisions of ___
section 504 of the rehabilitation act of 1973
problem solving model
strategies for intervention that 1) identify the problem 2) propose a hypothesis for intervention and 3) measure the effectiveness of interventions in meeting student's needs
discuss the components and outcomes of the historical referral and assessment model
teacher noticed a student was having difficulty, specific details that appear to be the cause of a student's difficulty were identified, student was referred to a multidisciplinary team, who evaluated the student and eligibility was determined. outcomes: increasing rates of children referred for assessment and subsequently receiving special education services. development of early intervening services. address the student's needs within the general education classroom and prevent additional assessment. address k-12 with emphasis in grades k-3 and use of research-based practices and documentation. may be included in RTI methods
discuss the difference between testing and assessment
testing is usually a single event of evaluating progress and determining student outcomes and/or individual student needs. assessment includes many formal and informal methods of evaluating student progress and behavior and typically happens every day
criterion referenced tests
tests designed to accompany and measure a set of criteria or skill-mastery criteria
norm-referenced tests
tests designed to compare individual students with national averages or norms of expectancy
standardized tests
tests developed with specified standard administration, scoring, and interpretation procedures that must be followed precisely to obtain optimum results
eligibility meeting
a conference held after a preplacement evaluation to determine if a student is eligible for services
testing
a method to determine a student's ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content
individual family service plan
a plan designed for children ages 3 and younger that addresses the child's strengths and weaknesses as well as the family's needs
alternative plan
a plan designed for educational intervention when a student has been found not eligible for special education services
individual assessment plan
a plan that lists the specific tests and procedures to be used for a student who has been screened and needs further assessment
screening
a review of records of a student's school achievement to determine what interventions or additional assessments are needed
teacher assistive team
a team of various professionals who assist the teacher in designing interventions for students who are not making academic progress
individualized education program
a written plan of educational interventions designed for each student who receives special education
when a student receives special education services that include accommodations in the general education classroom, this student will likely require ____ on state wide assessments
accommodations
high-stakes testing
accountability assessments of state or district standards, which may be used for funding or accreditation decisions
in determining eligibility for special education, if the determining factors are that the student has not had appropriate instruction in reading and math or is a student who has limited english proficiency, the student ______
cannot be determined eligible
a _____ is a committee of various professionals within the student's school who determines if additional interventions are needed or if the student should be referred for a comprehensive evaluation
child study team, pre referral team, IST
section 504 of the rehabilitation act of 1973 is a ____ law
civil rights
disproportionality
condition that exists when students of a specific ethnic group are at risk for over identification or are at risk for underrepresentation in special education
following several weeks of pre-referral intervention strategies, the team discovers that the student has successfully responded. the team then decides that the student should ____
continue in general education environment
the use of RTI resulted in ___ the rate of referrals and improving the process of ____
decreasing, determining which students require additional special education support services
the underrepresentation or overrepresentation of students from a particular ethic or linguistically different group receiving special education services is known as
disproportionality
the foundation for legal recourse when parents or schools disagree with evaluation or placement recommendations are ____
due process procedures
in ____ assessment, the teacher assesses the student's ability to learn a new skill
dynamic
prior to a referral for an initial special education evaluation ____ should be implemented
early intervening services
public law 94-142
education for all handicapped chidden act of 1975; guarantees the right to a free and appropriate education in the least restrictive environment, renamed IDEA in 1990
when a student has difficulty maintaining relationships, seems to be anxious and upset or depressed over a period of time, and exhibits the symptoms of headaches and stomach aches that result in missing school, the student may require a referral to determine if ___ exists
emotional disturbance
describe the philosophy of the contemporary Model of Assessment
emphasizes finding a solution to a child's problem by documenting the variety of interventions and assessments utilized to intervene, rather than immediately referring a child for special education services or an alternative placement
nondiscriminatory assessment is mandated by federal law to ______
ensure fairness and objectivity in testing
portfolio assessment
evaluating student progress, strengths, and weaknesses using a collection of different measurements and work samples
early intervening services
evidence based methods for addressing the needs of students at risk for learning or behavioral disabilities or students who have exited from such services
individuals with disabilities education act
federal law mandating education of all students with disabilities
curriculum based measurement
frequent measurement comparing student's actual progress with an expected rate of progress
in an IEP, the student's current levels of performance must also include how the disability affects the child's involvement in ____
general education curriculum
criterion-referenced tests compare a student's performance to a ____
given criteria
when developing an IEP, current levels of performance may include test scores such as, ____, ____, and/or _____.
grade equivalents, age equivalents, and/or standard scores
over identification
identification of students who seem to be eligible for special education services but who actually are not disabled
the type of goal that must be included in the IEP is called ____
measurable long term goals or annual goals
ecological assessment
method of assessing a student's total environment to determine factors that might be contributing to learning or behavioral problems
environmental assessment
method of assessing the student's classroom environment
discuss the provisions IDEA contains regarding resolving differences
-Independent educational evaluation *A professional outside of the LEA who conducts testing on a student. * Parents may get one if they disagree with the LEA's findings. -Resolution sessions * Established to avoid a formal hearing. * Must be held within 15 days of complaint. * May be waived by parents. -Mediation * LEAs provide mediation at no cost to the parents. * Mediation is voluntary on the part of the school and the parents. * Mediation cannot be used by a local education agency to delay parental rights to a hearing or to deny any other rights provided in the regulations. *Mediation is to be conducted by qualified and impartial trained mediators. -In the event that parents and LEAs can not come to an agreement, they may file a complaint and request an impartial due process hearing. -The parents and the school explain their side of the disagreement before an impartial hearing officer, a person qualified to hear the case, who then renders a decision. -In the event that an impartial due process hearing does not resolve the issue, a state-level hearing or an appeal in civil court may be filed.
transition services must be included in the IEP beginning at age
16
the process of RTI should result in only ___ percent of students requiring a full evaluation for special education
3-5
an initial evaluation must be conducted within ___ days of receiving parental consent
60
to demonstrate that students are mastering the general education curriculum, the ESEA requires schools to document
AYP
discuss the difference between curriculum-based assessments and curriculum- based measurements
CBA: determine how a student is performing in or mastering the actual curriculum, examples may include teacher-made tests or quizzes that assess student knowledge of content taught in class. CBM: measure progress of a specific skill against an aim line. the objective of these assessments is to determine student mastery of age-or grade- appropriate curriculum content.
taking frequent measurements using the curriculum being taught is called ____
CBM
compare and contrast section 504 and IDEA
IDEA provides federal funding to states to assist in the education of students with disabilities and has substantive requirements attached to funding. Section 504 is a civil rights law that protects persons with disabilities from discrimination in programs or services that receive federal financial assistance and requires reasonable accommodations to ensure nondiscrimination. IDEA takes a categorical approach to eligibility, including 13 disabilities that most adversely impact educational performance. Protections are only for students who are eligible for special education services. Section 504 takes a functional approach to eligibility, including students (a) having a mental or physical impairment that affects a major life activity; (b) with a record of such an impairment; or (c) who are regarded as having such an impairment. Protections extend to students who receive general and special education. IDEA provides special education and related services at public expense, meet state requirements, and are provided in conformity with the IEP. The substantive standard is considered educational benefit. Section 504 provides general or special education and related aids and services, requires a written education plan. IDEA- Students must be educated with peers without disabilities to the maximum extent appropriate; removal from integrated settings is only permitted when supplementary aids and services are not successful. Districts must have a continuum of placement available. Section 504- Schools must ensure that the students are educated with their peers without disabilities. IDEA provides protection in evaluation procedures and requires consent prior to initial evaluation and placement. Evaluation and placement decisions have to be made by a multidisciplinary team and requires evaluation of progress toward IEP goals annually and reevaluation at least every 3 years. Section 504 does not require consent; requires notice only. Requires periodic reevaluation and before a significant change in placement. IDEA has comprehensive and detailed notice requirements. Provides for independent evaluations. Has no grievance procedure, but does allow for impartial due process hearings. Section 504 has general notice requirements. Has a grievance procedure and impartial due process hearings.
if a student is found eligible to receive special education services, an _____
IEP
Susan is due for a re-evaluation to determine if she continues to require special education services. The team is recommending that upon review of the existing data, that Susan is not in need of further testing. Susan's mother disagrees and would like additional testing completed, especially with regard to broad academic achievement gains. Explain the next steps of the process
Legally, because Mary's mother requested additional testing, the district must comply and conduct those assessments. Upon completion of the assessments, a meeting must take place to discuss the results. No decisions about Mary's special education services or placement may be made until the assessments are complete
if a student with ADHD doesn't have a learning disability or emotional disturbance, he/she could be served under IDEA as ____
OHI
____ is the category of special education under IDEA that indicates a student suffered from head injury which impacted learning and/or behavior
TBI
many of IDEA's provisions concern the process of ____
assessment
dynamic assessment
assessment in which the examiner prompts or interacts with the student to determine the student's potential to learn a skill
performance assessment
assessment that utilizes a student-created product as demonstration of knowledge
alternative assessments
assessments that are appropriate for students with disabilities and that are designed to measure their progress in the general curriculum
pre-referral intervention are intended to reduce ___ in the referral process and prevent ____
bias; unnecessary additional assessment
if parents do not agree with the school's assessment findings, they have the right to obtain an _____
independent educational evaluation
in order to meet federal assessment mandates, education must design an ____ that lists specific tests and procedures that are to be used for a student who has been screened and needs further evaluation
individualized assessment plan
IDEA
individuals with disabilities education act, passed in 1990
an individual who demonstrates significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period, which adversely affects his/her educational performance may qualify for special education performance as a child with ____
intellectual disabilities
what is the purpose of pre referral interventions
intended to address bias in the referral process and prevent unnecessary assessments
elementary and secondary education act
law of 2001 that holds general educational accountable for all students academic achievement
IDEA 2004
law that reauthorized and improved the 1997 individuals with disabilities education act
checklists
lists of skills developmentally sequenced and used to monitor student progress
pre-referal intervention strategies are extremely important because when they are successful, they reduce the need to ____ children
refer/assess
compliance
operating within the federal regulations
when too many students are found to be eligible for special education from a specific ethnic group, it is known as ___
overrepresentation
IDEA stresses the importance of ___ participation
parental
before conducting a special education evaluation, ____ must be obtained
parental consent
before providing special education services, ____ must be obtained
parental consent
before the school releases any student records to a third party, ____ must be obtained
parental consent
the best safeguards for compliance with federal regulations are ____ and ____
parents and teachers
the three influential sources that resulted in substantial legal changes for persons with disabilities were ___, ___, and ____
parents, professionals, and civil court system litigation
identify the members of a multi-disciplinary IEP team
parents, regular education teacher, special education teacher, representative of the school distort, someone to interpret evaluation results, other individuals who have knowledge of the child, and when appropriate, the child with the disability
in ___ assessment, students create a product that demonstrates their skills or competency
performance
under the elementary and secondary education act, the essential components of reading are _____, ______, _____, _____, and _____
phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension
____ assessment involves the collection of various types of products over time
portfolio
when a child is struggling academically, before the child can be referred to complete the evaluation process, ___ should be implemented
pre referral, IST, observation
describe the required components of the IEP
present levels of performance, measurable long term, annual goals, including how progress on goals will be measured, describe an educational program and strategies that are research based, a statement of how the child's disability effects their involvement and progress in the general education curriculum and explanation of the extent to which the child will not participate with non disabled children, statement of participation in state-wide assessments and a rational provided if state-wide isn't appropriate and an alternative assessment must be provided, lastly, the projected date for the beg. of service and modifications and the anticipated frequency, location, and duration of those services and modifications
discuss the three-tier model of intervention
progress in core academic subjects of all children should be monitored routinely through statewide assessments, teacher-made tests and general education performance. students who experience difficulty when compared to their peers are considered to be at risk of academic or behavioral problems and then receive tier-two interventions, such as remedial assistance or tutoring using research-based interventions. students not successful with tier 2 intervention receive intensive intervention specifically designed to address areas of difficulty. if a child continues to struggle, the child may be referred for consideration of an evaluation for special education eligibility.
response to intervention
the application of learning or behavioral interventions and measurement of student's responses such as interventions
adequate yearly progress
the criterion set for schools based on high-stakes testing results
an IFSP addresses both the child's and ____ needs
the family's
overrepresentation
the percentage of students of a culturally different group is greater than the percentage of individuals of that group in the LEA
assessment
the process of gathering information to monitor progress and make educational decisions if necessary
due process
the right to a hearing to settle disputes a protection for children with disabilities and their families
discuss the legal requirements when developing assessment plans for students who may be eligible for special education services
the teacher must have documentation to support the student is not making progress despite interventions. assessment must be specifically designed to assess areas of concern and must be validated for the purpose of intended use. they may only be administered by someone trained to do so and more than one assessment must be used to determine eligibility. follow acceptable and ethical standards.
in the ___ model, students were typically tested and found eligible for special education services
traditional
identify the times when the procedural safeguards are required to be provided to parents
upon initial referral or parent request for an evaluation, upon the first occurrence of the filing of a complaint, and request by a parent
criterion related assessment
use of an assessment instrument in which items are related to meeting objectives or passing skill mastery objectives
curriculum based assessment
use of content from the currently used curriculum to assess student progress
list at least five requirements of the non-discriminatory evaluation
use technically sound instruments that may assess the relative contribution of cognitive and behaviors factors, in addition to physical or development factors, are selected and administered so as not to be discriminatory on a racial or cultural basis, are used for purposes for which the assessment or measures are valid and reliable, are administered by trained and knowledgeable personnel, and are administered in accordance with any instructions provided by the producer of such assessments
error analysis
using a student's errors to analyze specific learning problems
