Sped 312 Final Exam

Front 1

Recommended Formal Reading CBMs for Kindergarten

Back 1

Initial/First Sound Fluency

Letter Naming Fluency

Phoneme Segmentation Fluency

Front 2

Recommended Informal Reading CBMs for Kindergarten

Back 2

Letter Sound Correspondence CBM

Dolch CBM

Front 3

Recommended Math CBMs for Kindergarten

Back 3

Oral Counting CBM

Number Identification CBM

Quantity Discrimination Fluency

Missing Number Fluency

Front 4

Recommended Formal Reading CBMs for 1st Grade

Back 4

Nonsense Word Fluency

Oral Reading Fluency

Front 5

Recommended Informal Reading CBMs for 1st Grade

Back 5

Dolch CBM

Front 6

Recommended Math CBMs for 1st Grade

Back 6

Computation

Front 7

Recommended Formal Reading CBMs for 2nd Grade

Back 7

Nonsense Word Fluency

Oral Reading Fluency

Front 8

Recommended Informal Reading CBMs for 2nd Grade

Back 8

Dolch CBM

Front 9

Recommended Math CBMs for 2nd Grade

Back 9

Computations

Concepts and Applications

Front 10

Recommended Formal Reading CBMs for 3rd Grade

Back 10

Oral Reading Fluency

MAZE

Front 11

Recommended Informal Reading CBMs for 3rd Grade

Back 11

Dolch CBM

Front 12

Recommended Math CBMs for 3rd Grade

Back 12

Computation

Concepts and Applications

Front 13

Recommended Reading CBMs for 4th, 5th, and 6th Grade

Back 13

Oral Reading Fluency

MAZE

Front 14

Recommended Math CBMs for 4th, 5th, and 6th Grade

Back 14

Computations

Concepts and Applications

Front 15

How to Determine Chronological Age

Back 15

Test Date Given (Year, Month, Day) - Birth Date (Year, Month, Day)

Always round to nearest Month

Front 16

How can you tell if a Norm-Referenced Test is relevant?

Back 16

Reliable (reliability coefficient is 1.0 (perfect))

Validity (tests items make sense based on title)

Norm Excellence (How old is the test? Was the norm group large enough?)

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Assessment

Back 17

The process of gathering information to progress monitor and making educational decisions if necessary.

Front 18

Disproportionality

Back 18

Condition that exists when students of a specific ethnic group are at risk of overidentification or underrepresentation is special education.

Front 19

Curriculum-Based Assessment

Back 19

(CBA)

Use of content from the currently used curriculum to assess student progress

Front 20

Criterion-Referencded Tests

Back 20

Tests designed to accompany and measure a set of criteria or skill-mastery criteria

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Performance Assessment

Back 21

Assessment that utilizes a student-created product as a demonstration of knowledge

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Portfolio Assessment

Back 22

Evaluating student progress, strengths, and weaknesses using a collection of different measurements and work samples

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Dynamic Assessment

Back 23

Assessment in which the examiner prompts or interacts with the student to determine the student's potential to learn a skill

Front 24

Error Analysis

Back 24

Analyzing a student's learning problems by determining error patterns

Front 25

High Stakes Testing

Back 25

Accountability assessment of state or district standards which may be used for funding or accreditation decisions.

Front 26

Individualized Education Program/(Plan)

Back 26

IEP

A written plan of educational interventions designed for each student who receives a special education.

Front 27

Ecological Assessment

Back 27

Method of assessing a students total environment to determine factors that might be contributing to learning or behavioral problems

Front 28

Environmental Assessment

Back 28

Method of assessing a students classroom environment.

Front 29

Individualized Family Service Plan

Back 29

IFSP

A plan required by PL 99-457 That includes the related needs of the family of the child with disabilities.

The plan is designed for children ages 3 and younger that addresses the child's strengths and weaknesses as well as the family's needs

Front 30

Public Law 94-142

Back 30

Education for All Handicapped Children Act of 1975

Guarantees the right to free and appropriate public education (FAPE) in the least restrictive environment (LRE)

A.K.A: IDEA

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IDEA 2004

Back 31

Law that reauthorized and improved the 1997 IDEA

Front 32

Due Process

Back 32

The right to a hearing to settle disputes

A protection for children with disabilities and their families

A SYSTEM OF CHECKS AND BALANCES

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Comprehensive Educational Evaluation

Back 33

A complete assessment in all suspected areas of disability

Front 34

Informed Consent

Back 34

Parents are informed of their rights in their native language and agree in writing to procedures for the child

Consent may be revoked at any time

Front 35

Nondiscriminatory Assessment

Back 35

Fair and objective testing practices for all students from all cultural and linguistic backgrounds:

1. Multiple measures are used (eligibility is not based on one single instrument)

2. Tests are administered in students native language

3. Instruments are technically sound (reliable and valid)

4. Are administered by properly trained personnel

5. Administered i accordance with instruction

Front 36

Procedural Safeguards

Back 36

Provisions of IDEA designed to protect students and parents in the special education process

Front 37

Mediation

Back 37

Process of settling a dispute between parents and schools without a full third party hearing.

Front 38

Section 504 of the Rehabilitation Act of 1973

Back 38

A civil rights law that includes protection from discrimination and that provides for reasonable accommodations

Front 39

Measures of Central Tendency

Back 39

Mean, Median, and Mode

Statistical methods for observing how data clusters around the mean

Front 40

Normal Distribution/Normal Curve

Back 40

A symmetrical distribution with a numerical representation for the mean, median, and mode.

Front 41

Measure of Dispersion

Back 41

Range, Variance, and Standard Deviation

Statistical methods for observing how data spreads from the mean

Front 42

True Score/Obtained Score

Back 42

The student's actual score

Front 43

Standard Error of Measurement

Back 43

(SEM)

The amount of error determined to exist using a specific instrument, calculated using the instruments standard deviation and reliability

Front 44

Reliability

Back 44

The dependability or consistency of an instrument across time or items

Front 45

Test-Retest Reliability

Back 45

Study that employs the readministration of of a single instrument to check for consistency across time.

Front 46

Alternative Forms Reliability

or

Equivalent Forms Reliability

Back 46

(A/B)

Consistency of a test to measure domain, traits, or skills using like forms of the same instrument

Front 47

Split-Half Reliability

Back 47

A method of checking the consistency across items by halving the test and readministering the two half-forms of the same test

Front 48

Validity

Back 48

The quality of a test

The degree to which an instrument measures what it was designed to measure

Front 49

Content Validity

Back 49

Occurs when the items Contained within the test are representative of the content purported to be measured

Front 50

Norm-Referenced Tests

Back 50

Tests designed to compare students with the national average or norms of expectancy

Front 51

Norm Group

Back 51

A large number of people who are administered a test to establish comparative data of average performance

Front 52

Test Manual

Back 52

A manual accompanying a test instrument that contains directions for administration and norm tables

Front 53

Raw Score

Back 53

The first score obtained in testing.

Usually represents the numbers of items correct

Front 54

Derived Score

Back 54

Scores obtained using raw score and expectancy tables

Front 55

Protocol

Back 55

The response sheet or record form used by the examiner to record the students answers

Front 56

Basal

Back 56

Thought to represent the level of skills which below the student would correctly answer all test items

Front 57

Ceiling

Back 57

Thought to represent the level of skills above which all test items would be answered incorrectly

The examiner discontinues testing at this time

Front 58

Accommodations

Back 58

Necessary changes in format, response mode, setting, or scheduling that will enable a student with one or more disabilities to complete the general curriculum or test

Front 59

Assistive Technology

Back 59

Any assistive device that enables persons with disabilities to function better in their environments

Necessary technology that enables the student to participate in a free, appropriate public education

Front 60

Curriculum-Based Measurement

Back 60

CBM

Frequent measurement comparing students actual progress with an expected rate of progress

Front 61

Formative Assessment

Back 61

Ongoing assessment that is completed during the acquisition of a skill

ONGOING

Front 62

Summative Assessment

Back 62

Assessment that is completed at the conclusion of an instructional period to determine the level of skill acquisition or mastery

CONCLUSION

Front 63

Probes

Back 63

Tests used for in-depth assessment of the mastery of a specific skill or subskill

Front 64

Baseline

Back 64

The frequency, duration, or latency of a behavior determined before behavioral intervention

Front 65

Aimline

Back 65

The goal-line against which progress is measured in curriculum-based measurement

Front 66

Response to Intervention

Back 66

RTI

The application of learning or behavioral interventions and measurement of students' responses to such interventions

Front 67

Universal Screening

Back 67

Assessment of all students in the general education classroom to determine if any are at risk or below the expected level of performance for their grade

Front 68

Progress Monitoring

Back 68

Monitoring all students to determine that they are making progress through the curriculum as expected

Front 69

Tier I

Back 69

High Quality Core Curriculum

Differentiated Instruction

80%

All Children

Universal Screenings

Front 70

Tier II

Back 70

5-8 Students

2-3 Times a week

Bi-Weekly or Monthly Progress Monitoring

Supplemental Intervention

20-30 Minutes

15%

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Tier III

Back 71

1 on 1, or very small groups of 2-3

Intensive Intervention

Weekly Progress Monitoring

40-50 Minutes

4-5 Times per week

5%

Front 72

Standard Protocol Model

Back 72

Instructors make decisions

Uses only one intervention

Front 73

Problem Solving Model

Back 73

A team makes instructional and placement decisions

Uses a variety of interventions

Front 74

Visual Inspection

Back 74

The examination of data graphs and other data that indicates consistent change

Front 75

General Achievement Tests

Back 75

Woodcock-Johnson

Peabody Individual Achievement Test

Front 76

Reading Diagnostic Tests

Back 76

Woodcock Johnson Diagnostic Reading Battery (WJ-III-DRB)

Woodcock Reading Mastery Test (WRMT)

Front 77

Mathematics Diagnostic Tests

Back 77

KeyMath

PAL-2-M

Front 78

Written Expression Diagnostic Tests

Back 78

Test of Written Language (TOWL)

Test of Written Spelling (TWS)

Front 79

Traditional Model of Assessment

Back 79

OUTDATED

BIASED

IQ Based

Multidisciplinary team can place child in special needs if they aren't progressing as planned.

Front 80

Contemporary Model of Assessment

Back 80

RtI

Three Tier Model

Front 81

8 Parts of the Education for All Handicapped Children Act

Back 81

1. Zero-Reject

2. FAPE (Free Appropriate Public Education)

3. LRE (Least Restrictive Environment)

4. Nondiscriminatory Assessment

5. Parent Participation

6. Informed Consent

7. Procedural Safeguards

8. Due Process

Front 82

MAZE CBM

Back 82

Stories with groups of three words, students circle which word fits best.