Review For Final Ed Cifs

Front 1

Section 504

Back 1

Prohibits any recipient of federal funds from discriminating against individuals with disabilities. Included in the definition of recipient are all public school districts.

Front 2

IEP

Back 2

Individualized Education Plan

Front 3

LRE

Back 3

Least Restrictive Environment

Front 4

ELL

Back 4

English Language Learner

Front 5

FAPE

Back 5

Free and Appropriate Public Education

Front 6

Behavior Plan

Back 6

- If a student is on a Section 504 Plan and their behavior impedes their learning, he/she must have a written Behavior Plan.
- The team should develop, implement and review the plan as needed to address the behaviors of concern.

Front 7

accommodation

Back 7

You are responsible for all of the material, we're just going to help you some

Front 8

modification

Back 8

You're only responsible for some of the material in the class

Front 9

inclusion

Back 9

putting all children in similar settings

Front 10

separation

Back 10

placing students in ed. settings based on ability or needs

Front 11

Gardner’s multiple intelligences

Back 11

- No two people learn exactly the same
- Use a variety of stimuli in presenting a lesson
- Be both a teacher and a learner
1. Linguistic (language)
2. Spatial
3. Logical/Mathmatic
4. Kinesthetic
5. Musical
6. Social (Interpersonal)
7. Self (Intrapersonal)
8. Naturalistic (Nature)

Front 12

VAK Model

Back 12

Visual, Auditory, Kinesthetic: Most people possess a dominant or preferred learning style, however some people have a mixed and evenly balanced blend of the three styles. A person's learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.

Front 13

Bloom’s taxonomy, how does it guide in making up assessments of learning?

Back 13

Knowledge, comprehension, application, analysis, synthesis, evaluation. Creating assessments that test varying depths of knowledge shows that students not only know the material, but are able to apply it in a useful manner.

Front 14

Webb’s DOK, how does this relate to CCSS?

Back 14

Recall and Reproduction; Skills and Concepts; Short-term Strategic Thinking; Extended Thinking.

Front 15

What does DOK stand for?

Back 15

Depth of Knowledge

Front 16

How do Multi-Disciplinary Teams (MDT) work? (be prepared for an essay question)

Back 16

- Anyone refers student for consideration
- 504 team includes teachers, parents, admins, case manager (counselor, nurse, etc.), someone who knows the student and can interpret data.
- Meets to determine if more info or testing needed
- 2nd meeting to discuss new data, write accommodation plan
- Accommodations must be provided in the least restrictive environment.
- Section 504 Plan is reviewed annually.

Front 17

What are the legal requirements of special education?

Back 17

- Failure to comply with Section 504 law can lead to investigation by the OCR and result in monetary damages.
- Teachers and building staff are responsible to implement the Section 504 Plan.
- Issues or concerns about implementation of the plan should be reported to the case manager or building administrator.

Front 18

How does a student qualify for special education?

Back 18

504
- He or she is a qualified disabled person.
- The student is of school age.
A student is disabled under Section 504 if:
- Has a physical or mental impairment which substantially limits one or more major life activities
- Has a record of such an impairment
- Is regarded as having such an impairment.
Must affect a major life area and have substantial impact.
- Nature/severity
- How long it has lasted/will last

Front 19

Summarize education reforms in Texas, Vermont, New Jersey, Kentucky, and Idaho (don’t forget Arizona)

Back 19

- Texas: cap on local taxes, state support, still wide gaps in test scores, rural & suburban vs. urban conflicts
- Vermont: statewide property tax + “sharing pool” richer districts have fought sending $ to poorer districts
- New Jersey: highly localized (600+dist.), but funding was equalized after bitter fighting & court rulings; still at “war”
- Kentucky: declared “unconstitutional,” became a test laboratory, start from scratch, 3 tier system (foundation, sliding scale, vote to bypass 15% level), systemic approach seems to be working, scores are up
- Idaho: declared unconstitutional 2005, but retained jurisdiction, state distribution formula, limited prop. tax to 3 mils, incr. sales tax in 2006, large differences remain between districts, sweeping reforms in 2011, but budget is cut 10%. The reforms were rejected by voters in 2012.
- AZ very permissive with regards to charter schools

Front 20

Be able to briefly explain the “Luna Laws”

Back 20

Luna
1. Weaken unions
2. Pay for performance
3. Technology

Front 21

vouchers

Back 21

a “coupon” that allows a parent to enroll his child in an alternative or private school. Often targeted towards disadvantaged groups.

Front 22

tax credits

Back 22

a tax credit for money spent sending a child to a non-public school

Front 23

pay for performance

Back 23

Evaluation of teachers based on student test performance

Front 24

magnet school

Back 24

Magnet schools are public schools that often have a specialized function like science, technology or art.

Front 25

charter school

Back 25

Publically funded alternative schools

Front 26

post-secondary options

Back 26

The ability to earn college credits whilst still in high school.

Front 27

open enrollment

Back 27

Open enrollment refers to educational policies which allow residents of a state to enroll their children in any public school, provided the school has not reached its maximum capacity number for students, regardless of the school district in which a family resides.

Front 28

Intra vs. inter district choice

Back 28

Open enrollment can be either intra-district or inter-district. Intra-district choice allows parents to send their children to any school within their designated district. Inter-district school choice allows parents to select public schools outside of their resident district.

Front 29

AYP

Back 29

Adequate Yearly Progress, or AYP, is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests.

Front 30

ISAT

Back 30

ISAT stands for the Idaho Standards Achievement Tests. The tests are given in grades 3-10. The ISAT consists of three multiple-choice tests in the core subjects of reading, math and language usage.

Front 31

“Charitable Reform”

Back 31

- Often led by foundations or corporations (Gates, Walton, Broad, Albertson)
- Key ideas: more choice, more competition, higher standards, greater emphasis on math & science, more technology, and “job skills”
- Critics: quite profitable to those businesses who support them, they often come with “strings.”
- Research is divided; many of these efforts haven’t been as effective as originally thought.

Front 32

The effects of NCLB and its current status

Back 32

NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, States must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each individual state develops its own standards. NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.

Front 33

What are the Common Core State Standards?

Back 33

The Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in English and math at the end of each grade. It seeks to establish consistent education standards across the states as well as ensure that students graduating from high school are prepared to enter two or four year college programs or enter the workforce.

Front 34

When are the Common Core State Standards coming?

Back 34

Fully implemented beginning in 2014-2015

Front 35

How are the Common Core State Standards different from previous standards?

Back 35

Fewer multiple choice questions, more open-ended questions, same question in multiple ways to make sure the concept is understood.

Front 36

Relate the Common Core State Standards to Webb’s DOK

Back 36

A key aspect of the Core Standards are that they test multiple levels of understanding. Webb's DOK states that just parroting back answers is not enough; students must be able to show Recall and Reproduction; Skills and Concepts; Short-term Strategic Thinking; Extended Thinking.

Front 37

De facto segregation

Back 37

(by practice) can be found everywhere

Front 38

De Jure segregation

Back 38

(by law) illegal everywhere

Front 39

2006 school funding actions of Idaho legislature

Back 39

2006 Extraordinary Session of ID Legislature.
- Capped local expenditure for schools at 3 mils
- Reduced property taxes by $260 million
- Increased sales tax to 6% to pay for the additional mil but only up to $210.
- Created $100 million public school stabilization fund

Front 40

2005 Idaho school funding Court Ruling

Back 40

- December 2005 court found the current funding system is not
sufficient to carry out legislatures duty
- Retained jurisdiction
- Has not acted since.
- Our schools have been ruled unconstitutional?!

Front 41

4 main sources of revenue for Idaho Schools

Back 41

1. State General Fund (all state taxes)
2. State Endowment Lands
3. Local Property taxes (1 mil = .001 of assessed prop. value ($1 per $1000). Capped at 3 mills (formerly 4). 2/3 majority required for passage of school bonds (50% for override levies).)
4. Federal Sources (Sp. Ed., Title I, Forest funds, Prof. tech., Impact Aid, ARRA)
Also, property tax override levies

Front 42

How many school districts in Idaho?

Back 42

115 traditional districts, 160 with charter schools.

Front 43

Why is there such a big gap between the richest districts in Idaho and the poorest?

Back 43

Because of the big gap between the income and size of districts in Idaho.

Front 44

What has happened to funding over the last 4 years? How does Idaho rank nationally?

Back 44

We're 50th in the nation ahead of Utah because were jerks.

Front 45

Define The Achievement Gap

Back 45

Schools with a higher percentages of minority or low income students score lower on standardized tests and nearly every other measure of academic achievement

Front 46

List at least 8 practices that can help reduce The Achievement Gap.

Back 46

Parental involvement, community collaboration, dealing with underlying problems (poverty), student attendance, leadership from principles, schools that reflect community and are safe, curriculum, teaching methods for different learning styles, and skilled teachers.

Front 47

What works and what doesn’t work with regards to the Achievement Gap (be prepared for an essay question)

Back 47

The NAEP (National Assessment of Educational Progress) gauges performance. Academic and ethnic integration, single sex class (though research is divided), Head Start, Parents as Teachers (vetoed April 2009), Title I (ESEA) provides needed money for extra help and gives more resources under NCLB. Things that don't help as much and are controversial: affirmative action, increased testing, and advocacy groups.

Front 48

What are Medina’s Brain Rules

Back 48

Exercise, the brain evolved, every brain is wired differently, people ignore boring things, repeat to remember, remember to repeat, sleep well, stressed brains don't learn the same, stimulate more of the senses at one time, vision trumps all other senses, male and female brains are different, we are POWERFUL explorers.

Front 49

Discuss public opinion of schools (biggest problem, perception of local vs. national, the status of teachers, opinions about charter schools, evaluation)

Back 49

People feel the biggest problem schools are dealing with is lack of funding. They typically feel that schools nationally aren't faring well, but that they're local school is good. Most people favor charter schools. Additionally, more people now oppose pay for performance than they did last year.

Front 50

OCR

Back 50

Office of Civil Rights regulates Section 504.

Front 51

Major Life Activity

Back 51

Caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working

Front 52

MDT

Back 52

Multi-Disciplinary Team

Front 53

A student may be exited from a Section 504 Plan...

Back 53

- At any time;
- When the disability no longer exists;
- When data suggest that accommodations are no longer needed.
(The decision is made and documented in a team meeting.)

Front 54

Manifest Determination

Back 54

- Needs to be conducted if a student on a Section 504 Plan is to be suspended for 10 or more days.
- Purpose is to determine if the behavior was a result of the disability.

Front 55

2 Major Special Education laws

Back 55

- Rehabilitation Act of 1973 (Section 504)
- Public Law 94-132 (1975), more commonly known as the Individuals with Disabilities Education Act (IDEA)
- 504 is broader in scope and is a anti-discrimination law as well, while IDEA deals more specifically with learning issues.