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37 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What are the developmental areas that MDE should assess? |
communication development cognitive development physcial development adaptive development social development emotional development |
6 |
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What are the different areas of student's achievement, ability, or skills? |
academic area overall achievement general intelligence transition social-emotional status vision, hearing, or motor ability communication |
7 |
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What are a few types of data? |
classroom assessment individual reports parent information observations analyzing - breaking information down into specifics hypothesizing - behavior or academics synthesizing |
7 |
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What are the general principles of a well-written report? |
organized information relate only the facts include essential information improve what we say present accurte information include any reservation avoid technical jargon write clearly |
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What are the items involved in a MDE? |
parent participation considers all areas relatedd to suspected disability uses a variety of assessments Is there a disability present? Is there a need for programs and services? What is the extent of participation in general education? |
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What is an IEP? |
a written document for a child with a disability individualized written comittment |
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What are some descriptors of an IEP? |
plan needs-based data-driven progress monitored inclusionary teaming proposal communication home-school dialogue agreement contract general and special education accountability legally binding details FAPE for a specific content decribes the special education programs and services to be provide to a specific student states how a student's educational needs will be met the heart of IDEA goals/progress monitoring/SDI |
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What is all included in the background section of the IEP? |
identifying information meetingless revisions team/signatures transfer of rights provedural safeguards |
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What is included in section 1 of the IEP? |
special consideration |
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What is included in section 2 of the IEP? |
PLAAFP |
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What is included in section 3 of the IEP? |
transition |
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What is included in section 4 of the IEP? |
participation in state and local assessments alternative assessments |
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What is included in section 5 of the IEP? |
goals and objective progress monitoring |
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what is included in section 6 of the IEP? |
specially designed instrution related services supports for school personnel gifted support services extended school year |
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What is included in section 7 of the IEP? |
educational placement |
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What is included in section 8 of the IEP? |
data reporting |
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What are the components of objectives? |
needed if student is taking an alternative assessment written the same way goals are line up with a particular goal |
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What are the components of a goal? |
name condition behavior/performance level of performance (to what criteria) |
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What type of language should be used in goals/objectives? |
no vague language must be specific language, efficienct lanuage, and economy of language |
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What is progress monitoring? |
an ongoing process of collecting and analyzing data to determine student progress or lack of progress |
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What is the baseline? |
present level of function |
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What is the target? |
expected level of progress |
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What is the aimline? |
connecting the baseline with target |
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Why do we progress monitor? |
accountability (law requires it) - IDEA & NCLB effectiveness - Instructional & program communication - with parent motivate student and teacher reduce stress |
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When are the 7 steps of an evaluation report? |
develop goals and objectives making data collection decisions determining data collection tools/schedules visual representation of data data evaluation making instructional adjustments communicating progress |
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What are aspects of writting annual goals and objectives? |
annual goals estimate what outcomes can be expected in an academic year based on the student's present level of performance objectives provide steps for meeting the goal goals must be observable and measurable |
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What are types of data? |
rate percentage duration |
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Where is data collected? |
classroom recess |
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How often is data collected? |
hourly daily weekly |
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Who collects data? |
teacher paraeducator |
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What are some data collection tools and schedules? |
tally sheets checklists rubrics surveys rating scales anecdotal records |
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How can you represent data visually? |
graphs charts a "picture" or "visual" of student progress |
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What should we know about evaluating data? |
done reguarly done on a predetermined basis determines progress drives instruction decision-making rules for when to intervene |
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Explain instructional decisions. |
requires 7-12 data points to make instructional decisions that are statistically valid monitored daily - valid decision possible after 2 weeks monitored twice a week - valid decision possible after 1 month monitored once a week - valid decision possible after on quarter |
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What are concepts under making instructional adjustments? |
based upon data patterns simple interventions at first more intensive interventions come next |
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What is the communicating progress? |
involved student and parent as well as staff how frequently method (limited by creativity) - email, telephone, conferences, school-home books, report cards, progress reports |
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Under THREAD, what all relates to compliance? |
PLAAFP goals and progress monitoring SDI related services placement |
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