Sed 365 Test #1

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Comprehensiveevaluation-

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· majorround of testing and observation, with input from multiple sources and measuresto determine a child’s eligibility for special ed services

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Dueprocess

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· establishedseries of legal steps for resolving disputes, often between the parents and theschool

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IndividualizedEducation Plan (IEP)-

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· goalsand objectives, present level, justification for disability level, areas of concern,accommodations, assistive technology, history of development, family history,ways of measuring progress, transitions after high school, developed by parentsand school system

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Planningand Placement Team (PPT)-

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· makingdecisions for comprehensive evaluations, made up of parents, special educationteacher, principle, specialist, school psychologist (varies by district)

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FreeAppropriate Public Education (FAPE)-

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· childhas the right to an education, cannot be excluded by public district due todisabilityo If achild is excluded, the public school that excluded them is forced to pay forthe private school tuition

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Individualswith Disabilities Education Act (IDEA)-

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· mainfederal law as teacher working with students with disabilities, a child can be referredfor special education (comprehensive evaluation) at anytimeo Parentor teacher can make referral, school has to acknowledge that referable but candeny if justified (ex. not enough time to determine)

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LeastRestrictive Environment

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· notthe same as full inclusion, depends on disability of child, least restrictiveenvironment for their needs, schools often have a continuum of environments

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Culturally/linguisticallynonbiased assessment

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· notable to translate test items in different languages if test is not available inthat language (high stakes testing), IDEA requiremento manychallenges, language barriers, lack of test translations, importance of testingin native language if possibleo consider information about school performance,opportunity to learn skills on test, use up to date test with updated norms

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Confidentiality-

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· - issuesonly discussed with people who are directly involved without causingprejudgment of childMore than one person mustbe used to determine placement

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Formativeassessment-

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assessmentto inform instruction (Venn diagram of a topic)

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Summativeassessment

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· assessmentto “sum up” performance at a particular point in time (final projects,assessment at the end of a unit)

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Diagnosticassessment

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-to identify strengths/ weaknesses in a domain (math test)

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Universalscreening-

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quickassessment of all students in a grade to identify students at risk, 3 times perschool year (test on phonological awareness)

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Criterion-referencetests-

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- test of skills in aspecific domain (math calculation, phonics), score typically are percentcorrect or # correct out of total or mastery of a goal, useful for planninginstruction (CMT)

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Norm-referencetest-

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testscompared a students performance in relation to a norming sample used instandardizing the test (want up to date sample with 1000s of children), usefulwith high variability, yield SS, PR, age equivalents and grade equivalents(IQtests, SAT tests)

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Ageequivalent-

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8-10means 8 years, 10 months, not recommended

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Gradeequivalent-

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o 2.1means beginning of second grade, not recommended

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Standardscore-

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averagerange score 90-110

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Percentilerank-

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o averagerange score 25th-75th, 92%: individual tested did as wellas or better than 92% of the norm group (norm group-scorers in individualsgrade or age group)o Triennialevaluation (every 3 years)

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Basal-

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· -point in test administration below which it is assumed a child would get allitems correct, 5 in a row correct

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Ceiling-

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pointat which above it is assumed a child would get all items incorrect, 5 in a rowincorrect
· Termsused in test administration to help select a subset of items that areappropriate to a particular student being tested, make the process of testingfaster and more efficient, more common with items set up easy to hard, earlyage range

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Curriculumbased measurement-

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· - quick, timed probeo Particularlyuseful to universal screening§ Quickand easy to administer§ Goodpredictor of overall competence and domain§ Comesin multiple equivalent forms§ Sensitiveto incremental process

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Curriculumbased assessment

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· broadumbrella term that applies to any assessment linked to the curriculum
o Caninclude CBM, but does not have to, ex) test tied to what was taught incurriculum

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Responseto intervention model-

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an approach to academic and behavioralintervention used in the United States to provide early, systematic, andappropriately intensive assistance to children who are at risk for or alreadyunderperforming as compared to appropriate grade- or age-level standards

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Tier1:

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CoreGeneral education curriculum and instruction

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Tier2:

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Initiallevel of intervention, supplemental of core instruction

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Tier3:

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MostIntensive level of intervention, supplemental to core instruction

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· 3tiered model:

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o Childreninsufficiently responsive to intensive intervention referred for comprehensiveevaluation for special education

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Reliability-

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· theextent to which a test is consistent in measuring whatever it measures. Reliability coefficient- 0(none)-1.00(perfect),tells how reliable a test is

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Validity

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theextent to which a test measures whatever it claims to measure

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Standarderror-

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· theamount of error in a test. Related to the reliability of the test.o Ifthe standard error is small than the test reliability is generally higho Ifthe standard error is large, then the reliability is low

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Standarddeviation-

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· - anindicator of the amount of variability in a group of test scores. o Ifindividual scores tent to cluster around a mean, the standard deviation issmallo Ifthey are widely dispersed from the mean, the standard deviation is large

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Minimum test reliabilitiesrequired to use a test for:

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· Highstakes assessment for individuals (.90): · Screening (.80) · Experimentalstudies (.70)

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Optionsof Additional Criteria to Qualify for Services:

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· Lowachievement· Insufficientprogress from intervention· Exclusioncriteria- cannot be due to ELL or cause of other disability· Homelife, outreach to family

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Explicitteaching

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directexplanation/modeling

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Systematic

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· skillstaught in logical sequence with prerequisites taught first· Benefitsas students understand, clearer, helps kids at risk (poverty, lack of experience,students with disabilities), can be coupled with manipulative

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Additionfact-

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· singledigit addins, highest add in digit is 9

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Subtractionfact

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· inverseof addition fact, first number in fact is 18 or less, other two digits aresingle numbers

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Multiplicationfact-

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highestmultipliers are 10s

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Divisionfact-

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· highestfirst number is 100· Mathis cumulative, students must know facts in order to complete algorithms fasterand avoid fact errors as lessons become harder

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Algorithm-

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thewritten series of steps for solving a calculation problem (usually multi- digitproblems)

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Rolecounting-

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orallyreciting number in sequence

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By second grade

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recognition and writing to 100\

addition and subtraction facts to 18

2 digit addition and subtraction with regrouping

3 digit addition and subtraction without re grouping

addition and and subtraction of easy fractions with like denominators

telling time to 5 minute intervals
addition and subtraction with coins

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By Third Grade

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Recognition and writing of numerals to 10,000

3 digit addition and subtraction with regrouping

multiplication and division tables with counting

multiple and division

one digit multiplier and divisor w/ or without regrouping
addition and subtraction with money above $1
measurement of temp and dry measures

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By Fourth Grade

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recognition and writing to millions
multiplication and division tables
measurement of weight
multiplication and division up to 2 digit multiplier or divisor with and without regrouping and remainders

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By Fifth Grade

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Recognition and writing to billions
continued work on multiplication and division
addition and subtraction of fractions with unlike denominators
addition and subtraction of mixed fractions
measurement of area and perimeter

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By Sixth Grade

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multiplication and division of fractions
includes mixed fractions, decimals
percentages and geometry

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Kindergarten

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classification and sets
counting at least to 20
recognition and writing to 20
concepts of 20

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First Grade

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Counting above 20
skip counting by 5's, 10 and 2's
recognition and writing to 100
addition and subtraction facts to 18
2 digit addition and subtraction w/out regrouping
fraction concept 1/4/ 1/2
telling time to hour and half hour
value of coins
measurement of length and liquids

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Subtraction fact

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must be 18 or smaller next two numbers must be single digit
ex. 18-9=9

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Addition Fact

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Single digits that add together to be 18 or less
ex. 9+9=18

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Division Facts

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inverse of multiplication
21 divided by 3 equals 7
7x3=21

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Multiplication Facts

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within 10x10 tables

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True(rational) counting-

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· oneto one corresponding, counting of objects, starting at other numbers besides 1,have to know how to role count first

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Earlypredictors of later math achievement

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Numeralrecognitiono Rationingcounting skills (counting by 1s, 2s, 5s, and 10s, counting on from a number, upor down)o Attention variableso Familyhistory of LD