Assessment Midterm

36. What are the three areas meant to be addressed in IEP post-school goal statements (also known as "transition" statements)? Which two of the three areas are mandatory for IEP teams to include in the IEP document?

The three areas meant to be addressed are: Employment → mandatory Postsecondary education → mandatory Independent living → NOT mandatory by law

24. List/describe the tiered logic of MTSS. Name features, professionals involved. Is eligibility a tier?

Tier 1: -For all students (Effective for 80%) -Instruction is evidence based and aligned with state standards -Intervention: differentiation through small groups -Involves school admin, general ed. teachers -Assessment: Min. 3X per year (benchmark data), PM, formative assessment, additional assessment for those at risk -Data analysis/Decision Making: monitors fidelity of implementation and identifies students who need tier 2 supports Tier 2: -15% of students -Instruction in gen ed class and alt. settings in school -Interventions: short term, match student needs, supplemental, smaller student:teacher ratio -Interventionists: gen ed teachers, specialists, trained professionals -Assessment: frequent (weekly or biweekly) PM specific to target skills, observaion/diagnostic assessment for students not responding -Data analysis/Decision Making: analyze effectiveness of interventions and fidelity of implementation, identifies students who need tier 3 supports Tier 3: -5% students -gen. ed and alt settings -Interventionists: gen ed teachers, specialists, trained professionals -Assessment: Biweekly PM -Data analysis/Decision Making: Choose, individualize, intensify supports and interventions Eligibility: -Determine if student qualifies for sped -Collaboration between all professionals involved with student -Assessment: PM data to track achievement, benchmark assessments. diagnostic assessments (identify target needs), summative assessment -15 days after referral to set up IEP team meeting -45 days to evaluate and hold eligibility meeting once consent is obtained

25. Are Tier 3 and Eligibility the same?

Tier 3 interventions are based on student needs but does not assume special education qualification. Eligibility is determined if student has a disability that adversely affects their ability to access curriculum.

41. Describe Curriculum- Based Measurement within the tiers

Used to assess student progress and adjust interventions and instructional planning. Allows growth to be tracked throughout the year to determine if student is making progress within the tier and if progressed improved with change in intervention. Provides data collection to be communicated with relevant parties. Can detect student who may need sped services. Can be used to determine benchmarks and rate of improvement and these can be compared to determine success of intervention within the tier.

30. What is the "by page" rule? Why is it important?

When administering standardized test such as the WJ, always have the student finish the page before going back one full page when establishing the basal. This is important in order to avoid student discouragement and provide consistency.

38. What is a Summary of Performance (SOP)?

When multiple evaluations are conducted a report may be generated on overall evaluation of student performance on each section of the assessment. 5 common summary scores include: -Percentage correct -Accuracy -Rate of correct responses -Rate of fluency -Rate of retention

23. Fundamental assumptions of Response to Intervention (RtI)

a. Instruction occurs- discovery learning versus explicit instruction. b. Instruction occurs as intended- has instructional integrity and student are actively engaged. c. Assessed Instruction is know to be generally effective- evidence/data to show instruction works. d. Measurement system is adequate to detect changes in student learning as a result of instruction- reflects curriculum, can be used frequently, can detect small changes, assess student performance. e. Links between assessment data and modifications to instruction- failure to respond to instruction should signal a change in instruction, data collection to monitor change; modifications may include amount of instruction, type, or delivery methods. f. Consequences that sustain positive student outcomes and continued implementation of measurement system- assumes that they system is good and should be continued. g. Assessment inRtI is not setting specific.

19. Please list 3 questions that IEP teams should consider in selecting an assessment method.

- How does the student access the general curriculum? -What has been students RtI? -How does the student interact with text?

31. List and describe at least two variables that we use to assess behavior.

-Attendance: how often student missed instruction -Tardies: Ho often the student is not where they are supposed to be/ missing instruction

27. Name the three statutory laws that govern public schooling for students with and without disabilities.

-Elementary and Secondary Education Act (provides resources) -Education for all Handicapped Children Act (ensures sped programs are provided and appropriate) -Section 504 of the Rehabilitation Act (provide FAPE)

28. Name the two regulatory laws- or reauthorized versions of the law- that govern accountability and public schooling for students with disabilities today.

-Every Student Succeeds Act: Reauthorized No Child Left Behind Act and instilled accountability system that is still largely test based -IDEA Reauthorization: requires all have access to general education curriculum

2. IRIS Modules 1, 2, and 3 -What does "high stakes" and "large-scale" assessment mean? -How do we primarily use high stakes, large-scale assessment scores? -List and describe three reasons why it is important to include students with disabilities in high stakes testing. You may describe benefits to school systems, teachers, and students.

-High stakes assessment is any test that is used to make important decisions about a student. Large scale assessment is any test test measuring student progress at the local, state, or national level. -Scores are used to determine eligibility and accountability and inform instructional decisions. -It's important to include students with disabilities because: 1. test based accountability: mandated that all students be part of a single accountability system based on AYP on state assessments. 2.Students with disabilities are accountable for the same curriculum and performance standards. 3. System of rewards and sanctions for ALL teachers and students.

39. Describe at least two major issues with the current methods in assessing transition.

-More focus on compliance with IDEA and Indicator 13 rather than quality -SOP in IDEA is vague and schools must determine what is included

6. Describe the information that IEP teams must document to ensure that students with disabilities have access to the general education curriculum.

-PLOPS: progress and assessment scores -Measurable goals/objectives that are aligned with the general education curriculum -LRE -modifications necessary for gen. ed. class and assessment

18. Please list and describe three ways that IEP teams may NOT determine assessment methods for students with disabilities.

-Should not be based on student participation in a specialized/separate curriculum -Not based on current placement -Not based on disability classification -Not to improve AYP

40. Steps in resolving an ethical dilemma

1. Describe parameters of situation 2. Define ethical/legal issue involved 3. Consult relevant ethical/legal guidelines and district policies 4. Evaluate rights and responsibilities of affected parties 5. Generate list of ways to respond and protect persons involved 6. List consequences of each action 7. Conduct risk-benefit analysis 8. Make final decision

16. What are the five options that IEP teams may select from in determining how a student with a disability will participate in large-scale assessment?

1. General assessment 2. General assessment with accommodations 3. Alternative assessment judged against grade level 4. Alternative assessment judged against modified achievement standards 5. Alternative assessment judged against alternative achievement standards

35.List and describe at least two variables that we use to assess transition.

1. Indicator 13 -Percentage of students 16+ with IEPs containing annually updated appropriate/measurable postsecondary goals based on transition assessment and services. Checklist used to measure. 2. Summary of Performance -Summary of academic and functional performance and recommendations for postsecondary environment. Includes: successful accommodations, view of disability, performance data

22. Types of assessment decisions educators make

1. Progress Monitoring Is the student making adequate progress towards goals? What to teach and at what level. Must use appropriate methods to monitor progress and stages of learning. 2. Instruction planning and modification decisions What to teach/ areas of need- based on scores on tests. How to teach- PM for different methods. Evidence based instruction. 3. Eligibility for special education Must fall into disability category and have a need for service. Data from assessment to show disability adversely affecting their educational outcomes.

21. Four ways assessment info is collected

1. Record Review 2. Interviews: Structured, semi-structured, unstructured 3. Observations: formal or informal 4. Tests: provides qualitative and quantitative information

12. What does it mean if the accommodation negatively impacts the validity of the assessment? Provide an example.

Accommodation interferes with the skill being assessed- If the accommodation is getting a test read aloud, this accommodation would impact the validity of reading comprehension scores.

8.Describe some strategies that administrators may use to examine large-scale assessment data for all students, including students with disabilities. How might these data be used?

Admin calculate averages to compare to different student demographics, school, and state wide averages. This data is used to determine what students are on grade level, who may need services and guides adjustments in curriculum/ instruction.

5. Why is it important to ensure students with disabilities have access to the general education curriculum?

All students are responsible for the same circular content and performance standards and participation in state assessments.

17. Of the five methods, which is now no longer an option? Why do you think this change occurred?

Alternative assessment judged against modified achievement standards is no longer and option because it made it so we did not equip students with skills to reach the same standard as their peers

9. What is an accommodation? What is NOT an accommodation? What are examples of simple, more involved, and most involved accommodations?

An accommodation is an adaption for student to gain access to gen. ed. curriculum. It is a change in how the students learns. This is not a modification which is a change in what the students learns. Accommodation examples fro least to most involved: Larger text, manipulative, reading tests aloud

7. What does disaggregated mean?

Breaking down data by specific demographics to compare to overall average.

11. What do we know about the impact of accommodations on student performance?

Correctly implemented accommodations positively impacts student performance by allowing then to access the curriculum.

34. Describe "exclusionary disciplinary measures". Provide some examples and include at least two variables that we might use to track them in schools.

Exclusionary Disciplinary Measures are any disciplinary acts that remove students from their usual education setting. This includes, ISS, office referrals, OSS, etc. Variable used to track this include student demographics and frequency.

3. What is the difference between formative and summative assessment? In your description, please provide examples of assessment for each.

Formative assessment is used for learning purposes (like HW) and summative assessment is used to assess learning (state tests).

15. Describe how general and special education teachers might collaborate to ensure appropriate assessment accommodations are in place for students with disabilities.

Gen. ed. teacher presents student strength, weaknesses, PLOPS. The special ed teacher applies this to possible accommodations and considers relevant state laws/regs. They have to decide together what accommodations are the best fit and how and who will implement them.

14. Describe how IEP team members might discuss and make decisions about accommodations and assessment.

Hold team meeting, review review data. Discuss -if the accommodations fit student needs, strengths/weaknesses -is the accommodation being used -is it easily implemented/implemented with fidelity -Appropriate accommodations for assessment must be discussed.

32. Describe the methods of behavior assessment that were enforced with the reauthorization of IDEA '04

IDEA required that behavior be assessed based on functional behavioral assessment (FBA). This focuses on determining the function of behavior (get/obtain or escape/avoid). This allows the development of and effective and targeted BIP and encourages data collection to monitor progress.

37. What is Indicator 13? Why do we consider it "compliance-based"? Why is this potentially a problem?

Indicator 13 -Percentage of students 16+ with IEPs containing annually updated appropriate/measurable postsecondary goals based on transition assessment and services. Checklist used to measure. Compliance-based because the main focus is following the law/completing the checklist. Compliance-based may take the focus off the quality of postsecondary goals/outcomes.

1. NCII webinars What is intensive intervention? How is it related to multi-tiered systems of support (MTSS)?

Intensive intervention is support that is the most individualized, differentiated, and specialized. Tier 3 support provides intensive intervention to the 5% of students not responding to Tiers 1 and 2.

4. Why is it important to set high standards for all students, with and without disabilities?

Low expectations directly result in underachievement.

13. What are modifications? How are they different from accommodations? What are some of the cautions that teachers should consider in using modifications?

Modifications: change in learning expectations/requirements -Change in what students learn while accommodation changes how students learn -Teachers should be careful not to reduce opportunity to learn and to try to strive for state standards

29. What constructs are measured on multi-skills achievement tests? When is it appropriate to administer a multi-skills test? Provide one example of this type of test.

Multi-skills achievement tests measure knowledge in several curricular areas administered annually or semi-annually. EX: WIAT-III

33. What does OSEP stand for? What are Dear Colleague letters and what do they have to do with OSEP?

Office of Special Education Programs -Dear Colleague Letter provides guidance to educators about their responsibilities under IDEA, specifically to provide all students with FAPE and LRE.

43. How does progress monitoring differ from traditional assessment?

PM is shorter and more frequent; provides immediate results and feedback. PM is for formative use rather than summative. Detects small changes rather than large. Detects learning gains corresponding to instruction. Demonstrates maintenance of knowledge and skills. Allows teachers to modify and evaluate instruction rather than judge outcomes.

42. Features in progress monitoring

PM: Collection of data used to determine impact of instruction and intervention over time. Brief and consistent to detect small gains. Measures both academic and social- emotional goals. Estimates rate of improvement. Detects learning gains related to instruction. Detects maintenance of knowledge and skills. Administered, scored, and interpreted quickly and frequently. Allows highly responsive instruction.

10. What are the four types of assessment accommodations?

Presentation- visual, tactile, and auditory changes to access info EX: read aloud Response- record responses in alternative ways EX: type answers Setting- change of environment or environment structure EX: test in separate room Timing/Schedule- extra time -CT requires all students to participate so they must receive appropriate accommodations

26.Describe the strengths and weaknesses of MTSS. What features would you change if you could?

Strengths: -Effective and accessible instruction for all students (Evidence based and occurs as intended) -PM can detect changes in learning (reflects curriculum, is frequent and easily accessible, detects small changes) -Links between assessment and instructional adjustment (comprehensive/flexible/varying supports, focused on student outcomes) Weaknesses: -Doesn't clearly differentiate between LD students and other low performing students -Doesn't have formal means of cognitive evaluation built in I would change the number of educators trained in intervention and the quality of this training, specifically for general educators to make sure successful implementation of MTSS occurs.

20. Describe the strengths and weaknesses of the OSEP decision-making framework. In your opinion, what should be changed about the framework and why? What features would you change if you could?

Strengths: Clear format for IEP team to base thinking around, provides structure. Weaknesses: Not parent friendly, uses jargon, can be overwhelming. Change: Provide overview without jargon to make the framework more accessible.