sped
Percentiles
. Percentiles are probably the most commonly used test score in education. A percentile is a score that indicates the rank of the student compared to others (same age or same grade), using a hypothetical group of 100 students. A percentile of 25, for example, indicates that the student's test performance equals or exceeds 25 out of 100 students on the same measure; a percentile of 87 indicates that the student equals or surpasses 87 out of 100 (or 87% of) students
Put the 9 elements of the IEP in order from start to finish.
1.present levels of academic achievement and functional performance (PLAAFP) - a description of how the student is doing in school and how the disability affects involvement in the general education curriculum 2.measurable annual goals - goals with three parts: conditions, measurable student behavior, and mastery criteria; the measurable annual goals must address concerns described in the PLAAFP 3.student progress - description of how the student's progress toward meeting the annual goals will be measured and when progress reports will be made 4.special education - specially designed instruction based on the unique needs of the student 5.related services - developmental and corrective services that assist the student to benefit from special education 6.supplementary aids and services - provided in the general education classroom, other education-related setting, or in extracurricular and nonacademic settings in order to enable the student with disabilities to be educated with nondisabled students to the maximum extent possible 7.program modifications or supports for school personnel - describe what type of supports will be provided to offer an opportunity for the student to participate in the general education curriculum and what supports are needed for the school staff to help the student be successful 8.accommodations - individual adjustments that are necessary for the student to access state and district testing 9.project date - the special education services, how often the student receives the services, where the services will take place, and the duration of the services
If a test produces scores with a mean of 48 and a standard deviation of 6, what is the range of the majority of scores?
42, 54 Mean of 48, plus or minus 6. 48 - 6 = 42 48 + 6 = 54. The true score is in the range 42-54
Emotional Disturbance
A condition exhibiting one or more of the following characteristics over a long period of time, to a marked degree, that adversely affect a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance
Specific Learning Disabilities
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. . . . Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
What does a PLAAFP statement include?
A federally compliant PLAAFP describes the student's baseline, strengths, and concerns supported by data and indicates how the concerns affect the student's progress in the general education curriculum. baseline Part A: Name, age, and current grade of the student Part B: Overall academic achievement or functional performance for the specific identified area strengths of the student in the specific area from the qualitative and quantitative data concerns about the student in the specific area from the qualitative and quantitative data data support for all statements, both quantitative and qualitative effect of concerns on the student's involvement and progress in the general education environment
What is a Measurable Annual Goal?
A measurable annual goal (MAG) is a one-year chunk of knowledge, skills, or behaviors an individual student will be able to demonstrate. Measurable annual goal: By the end of the IEP year, Manuel will be able to write numerals from 1-100 with 80% accuracy as measured by teacher observation.
Standard scores
A standard score is derived from raw scores using the norming information gathered when the test was developed. Instead of reflecting a student's rank compared to others, standard scores indicate how far above or below the average (the "mean") an individual score falls, using a common scale, such as one with an "average" of 100. Standard scores also take "variance" into account, or the degree to which scores typically will deviate from the average score. Standard scores can be used to compare individuals from different grades or age groups because all scores are converted to the same numerical scale. Most intelligence tests and many achievement tests use some type of standard scores. For example, a standard score of 110 on a test with a mean of 100 indicates above average performance compared to the population of students for whom the test was developed and normed.
What is the most common representation of standard scores?
A standard score of 100 with a mean of 15
Prereferral Strategies
A teacher with a student who is experiencing difficulty in school may ask the team for assistance in identifying strategies for modifying the classroom learning environment to improve the student's chances for success. Prereferral strategies can take many forms: conferences with students and parents, review of school records and results of medical screenings, changes in instruction, introduction of learning aids, and modifications of the classroom behavior management system. Checklists such as this are used to document the adaptations made in general education so that their effectiveness can be evaluated. When prereferral interventions do not bring about desired changes, one option open to the team is referral for special education assessment. The team or the student's classroom teacher may institute the referr
Who determines whether an individual has a legally defined disability?
A team of people that includes professionals and parents or guardians This decision is made by a team of people, including parent, professionals, and teachers who gather and evaluate data to determine whether a student meets the definition of a legal disability.
Universal screening vs. diagnostic assessment
A universal screener is designed to help you identify WHO might need extra support. It is not designed to tell you WHAT that support should be. A diagnostic assessment digs deeper and helps you identify gaps in knowledge or skills.
What is the definition of an Individualized Education Program (IEP)?
A written document that focuses on academics and functional performance
What is achievement testing?
Achievement testing assesses what students know and should be able to do in content areas. **refer to what an individual can do in areas of skill or knowledge of content.
The WISC-V is an example of which type of test?
An intelligence test
What is recording information after an event or observation has occurred called?
Anecdotal recording
Measurable Behavior IEP
Behavior is something a person does that can be observed or seen; measured, counted or timed; repeated. Behavior is not a motivation (student wants to get attention). Behavior is not an internal process (understands, learns, knows). Behavior is not a feeling (wants, appreciates). Student will be able to...
How can teachers prepare for mandated testing?
Check IEPs for type of assessment, adaptations, accommodations, and alternative assessment needs.
What is a test designed to measure performance in regards to a set of skill mastery requirements called?
Criterion referenced
Which of these areas would be appropriate to ask parents during an interview regarding their child's adaptive behavior?
Current social interaction skills Responsibility for family tasks and chores Personal hygiene Handling of money
Which of the following progress monitoring tools involves a standardized set of procedures that allow one to directly measure important skills in a relatively short amount of time?
Curriculum-based measurement
What are the responsibilities of a multidisciplinary team?
Determining whether a student meets the criteria for a specific disability Gathering, documenting, and carefully considering information from a variety of assessments and other sources
Observation is a type of informal assessment technique that is which of the following?
Direct and unobtrusive Where rating scales, checklists, and interviews rely on informants, observations are direct evaluations.
Effective progress monitoring includes which characteristics?
Direct measurement of basic skills Representative samplings of knowledge and skills expected to be learned across the selected time period
What are the characteristics of effective testing programs?
Efficiency, ease, and integration
Age and grade equivalents are useful scores because they are easy to understand and use. t/f
False
Contradictions should be eliminated as a data point because they skew the trend line.
False Educators can glean much information from an individualized conversation with the student after a contradictory assessment score. The student's motivation and anxiety levels can inform pre-assessment practices in the future.
What are assessments that follow a prescribed format for administration and scoring called?
Formal assessments **follow specific directives to make sure that the test is administered properly and that the results are valid.
Which of the following terms is used to describe the decisions groups make that are more extreme than what any single team member originally intended?
Group polarization
What can progress monitoring be used to do?
Help develop appropriate and specific annual Individualized Education Program (IEP) goals Make decisions about instructional changes for individuals who are not progressing toward specified goals **Progress monitoring can be useful in helping to develop annual IEP goals and making instructional decision about students when they are not meeting predetermined goals.
Mastery Criteria IEP
How well a student does could be measured in terms such as the following: frequency (e.g., 9 out of 10 trials)duration (e.g., for 20 minutes)distance (e.g., 20 feet)accuracy (90% accuracy) with XX% accuracy.for XX minutes.In X of XX opportunities.
Before conducting an observation, how must the behavior be defined?
In observable terms ***You must define the target behavior in observable terms to obtain valid and accurate observational data.
What does the term "benchmark" mean in regard to rate of improvement (ROI)?
It is the minimum level of competence expected of all students at a certain level.
School districts and other public agencies must follow specific rules to ensure that students are assessed in all areas related to their suspected disabilities. Which requirements must the evaluation materials meet?
Materials are not racially or culturally discriminatory. Materials are tailored to assess specific areas of educational need. Check My Answer
For interval data, what is the most accurate characteristic of central tendency?
Mean
What are the four considerations that should be made when selecting an individually administered multiple-skill achievement test?
Norms Common core and state standards Stimulus response modes Content validity
Which two considerations are important factors when making decisions about feasibility?
Potential for transition Prerequisite competencies The intervention should be transferable to other settings and curriculum areas. The competencies of the teacher to implement the intervention, as designed, are also an important consideration.
What are the four general types of accommodations?
Presentation, response, setting, and time/scheduling **Accommodations fall into four general types. Presentation includes how the material is given to students. Response refers to how they answer the questions, and setting and time are about the environment in which tests are taken.
Which of the following adaptations are not expected to influence student performance in a way that alters the interpretation of either criterion- or norm-referenced test scores?
Read directions aloud.
Intellectual Disability
Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.
Which of the following are methods for assessing social-emotional behavior?
Situational measures Interview
What is functional performance in a present levels statement?
Skills not related to academic subjects
Elgibility
Special education assessment is administered to determine whether the student meets required criteria. **Within this stage of the special education assessment process, special education assessments are administered to determine a student's eligibility based on two criteria: the student must have a school performance problem and that problem must be related to a disability.
Which of the following best describes Tier 2 intervention?
Targeted, small group, frequently monitored **When a student is not making adequate progress with the core instruction in the general education classroom, Tier 2 intervention provides targeted instruction in a group of no more than five students. Their progress is frequently monitored to support RTI decision-making. Tier 3 is an intervention that is intensive and individualized, but it is offered in addition to the instruction in Tier 1 and the supports of Tier 2, never as a substitute for either.
placement and planning
The IEP team identifies and prioritizes the student's educational needs, develops annual goals, and decides on special education and related services. **Within this planning stage of the special education assessment process, the IEP is developed.
What is progress monitoring?
The collection of data used to determine the impact of instruction and intervention over a certain period of time for individual students **involves collecting data to assess a student's academic progress and evaluate the effectiveness of instruction over a period of time. Progress monitoring occurs within all tiers of the multitiered systems of support (MTSS) framework.
Consider the following IEP goal: "Given ten unfamiliar vocabulary words from each sixth-grade academic subject area"
The condition is the context or environment in which the student needs to demonstrate the skill.
Consider the following IEP goal: "9 of 10 correct in five consecutive trials"
The criterion for acceptable performance is the specific and measurable level of performance to measure whether the student has met their goal.
Read the affect statement and determine if it is complete, or if there is missing information, determine what is missing. (Select one) Jamal's functional performance in social skills is below the performance of his peers.
The current placement is missing.
What is the definition of rate of improvement (ROI)?
The difference between two scores of a student at two different times divided by the elapsed time ** shows how much a student has improved by comparing scores over time.
Which criteria must be met in order for an individual to qualify for special education?
The individual has a legally qualifying disability and has met the eligibility criteria for special education.
Which of the following are factors that can impede getting an accurate picture of students' abilities and skills during assessment?
The nature of the norm group The students' ability to understand and respond to assessment stimuli
Which of the following are factors that can impede getting an accurate picture of students' abilities and skills during assessment?
The nature of the norm group The students' ability to understand and respond to assessment stimuli **There are six factors that can impede getting an accurate picture of a student's abilities during assessment. Physical and sensory impairments can impact a student's ability to understand and respond to stimuli. Other factors include the nature of the norm group, the appropriateness of the items, and the testing environment.
Which of the following is the appropriate interpretation of a percent correct score of 90%?
The student correctly answered 90% of the questions.
Why would a teacher initiate the assessment process with a student?
The student is not performing at the expected levels. **A teacher may be concerned about a student if they are not performing at expected levels. A discrepancy between what is expected and what is observed could trigger the assessment process.
Which is true of a student's percentile rank of 78?
The student scored as well as or better than 78% of student who took the test.
Evaluation
The student's progress toward educational goals is monitored. **Within this stage of the special education assessment process, the impact of instruction and intervention is measured through ongoing progress monitoring with periodic review.
Consider the following IEP goal: "The student will explain the meaning of the words using vocabulary strategies such as context clues, structural analysis, and subject area knowledge"
The target behavior is the academic or functional skill that the student needs to demonstrate.
A teacher noticed her student, Lin, who has never received special education services, was having difficulty in her sixth-grade mathematics class. The teacher, being concerned with Lin's lack of success, implemented several interventions to address the issue. She spent extra instructional time with Lin individually, and she increased the informal assessments to identify the skills and knowledge that were causing Lin trouble. After six weeks, Lin had made no progress toward academic improvement. Which two approaches would help Lin at this point?
The teacher should use the information she collected from the informal assessments to try a different instructional strategy. The teacher should seek help from other professionals about next steps to assess and remediate the issues Lin is having with math and document Lin's progress.
Consider the following IEP goal: "By the end of the year"
The timeframe is the specific and realistic period within which the student is expected to meet the performance criterion.
What is the purpose of short-term intervention goals in relation to rate of growth?
They are meant to help students come closer to grade-level performance.
What is the purpose of short-term intervention goals in relation to rate of growth?
They are meant to help students come closer to grade-level performance. **Intervention goals are those that are set based on the performance level of peers at the same grade level.
Standarized testing
This formal assessment type is norm-referenced and is the most efficient regarding time, personnel, and resources.
Curriculum-Based Assessment
This informal assessment type evaluates student performance in the classroom course of study and often, in relation to their peers.
dynamic assessment
This informal assessment type evaluates the student's learning capacity through a test-teach-retest model. The goal is for the student to improve performance and therefore demonstrate learning potential.
criterion referenced test
This informal assessment type informs instruction based on the individual student as this assessment measures student performance against a fixed goal, not the performance of their peers.
Conditions IEP
Timeframe: when will the student complete the goal? Something that prompts the behavior (when given...) By (timeframe), when given...
What is the purpose of progress monitoring?
To check a student's response to instruction
Why do educators use criterion-referenced tests?
To determine what specific concepts a child has learned
What is the purpose of universal screening?
To ensure that all students who might be in need of intervention assistance are identified for additional assessment
What is the purpose of charting student data?
To facilitate decision making To facilitate interpretation of data
What is the purpose of the RTI framework?
To provide early intervention services To identify students with a potential learning disability The purpose of the RTI framework is to concurrently identify students who have shown the potential of a learning disability through early and continued intervention services and progress monitoring
Why is it appropriate to use benchmarks?
To set appropriate goals
What are two of the goals of an intervention assistance team?
To verify that a student's difficulties are unique to the individual student and not the result of something in the school environment To remediate student difficulties before they become disabling The intervention team provides interventions that are more intensive than what is in the classroom but less intensive than what is provided in special education. The team works to make sure the difficulty is related to the student and not a teaching or environmental issue. They also try to remediate the difficulty prior to a referral for special education.
identification
When the potential of a disability is detected, the student is recommended for further assessment. **Within this stage of the special education assessment process, students who demonstrate the potential of a disability are referred for further evaluation. Two of the identification assessments are screening and prereferral strategies.
How many days does a school district have to determine whether a child has a disability?
Within 60 days of receiving parental consent for the evaluation
Which of the following is an example of an achievement test?
Woodcock-Johnson Battery
Rubric
a set of separate, short, explanations regarding levels of student performance
What type of success are intelligence tests best at predicting?
academic
Adaptive behaviors
are those skills that allow students to interact with their environment. They are not typically related to academic performance.
Which of the following factors would influence reliability? a. Attention issues of the student b. Observer differences c.How a test is administered d. Scorer error
b, c, d Reliability is the consistency in which the test is given. How the test is administered, differences in the observers, and errors scoring the test are all issues with consistency. These should be handled the same way each time the test is given.
What range does a score of 75 on a standardized test with a mean of 100 and a standard deviation of 15 fall into?
below average
Which approach to setting instructional goals is criterion referenced?
benchmarking **used to set goals that align with recommended end-of-year levels of performance for a particular grade and task.
A positive relationship between two test scores means that
both scores increase together
What is a Short-Term Objective (STOB)
breaks the measurable annual goal into smaller chunks so they can be used to monitor progress during the year. Short-term objectives ensure that progress on goals is being monitored on a regular basis. Short-term objective: By the end of the first progress reporting period, Manuel will be able to write numerals from 1-29 with 80% accuracy as measured by teacher observation.
cumulative files
can support an educator in determining a specific point in time when there was a significant educational change for a student. **When reviewing a student's cumulative file, educators can sometimes recognize a noticeable shift in a student's academic or behavioral performance. In expressing this concern with the student and family, the cause of the change may become clearer and then can be addressed and supported.
tier 1 RTI
core instruction within the general education classroom. The educator differentiates based on the needs of their students. **Ms. Abelow presents a lesson to her class on multiplication strategies. She differentiates her lesson by grouping her students based on ability and providing students with the option to demonstrate their understanding with a pictorial representation, concrete model, or numerical form.
In which stage of the assessment process does most individual intelligence testing of students occur?
determining eligibility
curriculum based
directly assessing school skills
To use only nondiscriminatory assessments, educators must evaluate each assessment tool to ensure it fits the purpose, is appropriate for the student and tester, and is
efficient
Assessments can be administered by a teacher, paraprofessional, or related services provider. true or false
false Under IDEA regulations, assessments must be administered by a knowledgeable, trained professional.
tier 3 RTI
intensive, individualized intervention for students identified as not making adequate progress in Tier 2. **Ms. Abelow meets with an individual student who was identified as experiencing mathematical difficulties based on the fall baseline assessment and was not making adequate progress in tier 2. She presents a lesson to build addition fluency to support the skill of repeated addition as a multiplication strategy.
Intelligence tests base their scores on
interval scale
universal screener
is a brief assessment (s a formative assessment)that is typically administered three times per year - fall, winter, and spring. designed to catch concerns that may impact learning while they are still in the early stages. All students on a campus participate in the screening process, including those identified as needing special education or gifted services. The idea that all students complete the screener on grade level is important because it helps us identify how students perform compared to their peer group. Universal screening is considered a first step in helping identify students in need of additional support
PLAAFP
is a snapshot of an individual student at a specific point in time It describes, with objective language, the level at which the student is working both academically and functionally. It is the foundation for the entire IEP. The PLAAFP is the starting point to develop meaningful measurable annual goals. Academics for the IEP include the following areas: math English language arts Functional performance includes the following skills: behavioral skills (e.g., anger management) executive functioning skills (e.g., organization and time management) everyday living skills (e.g., mobility skills like walking and getting around the neighborhood, eating, and using the bathroom) social skills (e.g., making friends and communicating with others)
Discrepancy Model
is a way to capture and compare a student's scores on different types of tests. It compares assessments of a child's intellectual ability ( IQ) with how much progress he's making in school (his academic achievement) In some cases, there may be a significant "discrepancy" (difference) between various sets of scores. The idea is that when there's a difference like this, it's evidence that an underlying condition is making it unusually hard for a child to learn. *When IDEA was reissued in 2004, it didn't require schools to use the discrepancy model any longer. *Response to intervention and the processing deficit approach are two alternatives to the discrepancy model.
Testing
is one of many strategies for gathering educationally relevant information about a student. **used in the on-going data collection process.
tier 2 RTI
is small group, targeted instruction to support the growth of students who were identified as experiencing academic difficulties. **Ms. Abelow meets with a small group of students who were identified as experiencing mathematical difficulties based on the fall baseline assessment to present a targeted lesson on the multiplication strategy of arrays. They use manipulatives to model the multiplication expression.
Assessment
is the systematic gathering of educationally relevant data in order to make determinations about schooling for students. **is an umbrella term for the on-going data collection process that informs the decisions made to support the schooling of students with special needs.
What does the term "benchmark" mean in regard to rate of growth?
it is the minimum level of competence expected of all students at a certain level. **The benchmark is the minimum level of competence and indicates the level of growth needed.
portfolio assessment
may include other types of data collection techniques
In a distribution of scores, a measure of central tendency above which and below which 50 percentage of the scores fall is?
median
The normal bell curve is a frequency distribution with
most scores falling in the middle of the curve
The symbol for reliability coefficient is:
r
inventory
screening devices that assess selected portions of content
Which statistic summarizes the variability of groups of scores by measuring the average distance of individual scores from the mean?
standard deviation
Which term refers to the type of assessment usually given once in a standard manner?
testing
Norm-referenced tests are designed to compare a student's performance to
the performance of a normative sample
Which goal element is missing from the following IEP goal? "The student will read 90 words per minute with 10 errors using oral fluency and decoding skills when given a fifth-grade passage."
time frame
Why is it important to understand appropriate ways to adapt assessments for individuals with exceptionalities?
to provide more accurate assessment data about individual students To include students with disabilities in assessments for accountability purposes as required by law
