Term
| ❏ Difference between assessment and testing |
|
Definition
❏ Assessment: the process of collecting information (data) for the purpose of making decisions for or about individuals.
❏ Testing: administering a predetermined set of questions or tasks, for which predetermined types of behavioral responses are sought, to an individual or groups of individuals in order to obtain a score. - high stakes tests
❏ The difference between assessment and testing is that assessment is a process and a test is just included in assessment. |
|
|
Term
| ❏ Definition of assessment |
|
Definition
❏ Assessment: the process of collecting information (data) for the purpose of making decisions for or about individuals.
EX) what to teach, how to teach, special ed eligibility |
|
|
Term
| ❏ What should assessment data be used for? |
|
Definition
❏ Knowledge and application of best practices in assessment can help a teacher provide differentiated instruction that optimizes student learning.
- making decisions on what to teach, how to teach, if student is eligible for special ed services, differentiating instruction, what supports are necessary |
|
|
Term
| ❏ Methods for assessment data collection |
|
Definition
❏ Record review
❏ Interviews
❏ Observations
❏ Tests |
|
|
Term
| ❏ Decisions made with assessment data |
|
Definition
| screening, progress monitoring (individual goals & common core standards), instructional planning/modifications, resource allocation, eligibility, program evaluation, accountability |
|
|
Term
| ❏ What does the term eligibility mean? |
|
Definition
❏ Involve the collection and use of assessment information to decide whether a student meets the state criteria for a disability condition and needs special education services to be successful in school.
criteria - does student need state/federal criteria for disability? does student need SPED services to be successful in school? |
|
|
Term
|
Definition
section 504 gave students w/ disabilities equal access to programs & services funded by federal monies.
IDEA focuses on serving and identifying students w/ disabilities in need of specifically designed instruction |
|
|
Term
|
Definition
| (1) this act reauthorizes the Education for all handicapped children act. (2) two new disability categories (traumatic brain injury and autism) are added to the definition of students with disabilities. (3) a comprehensive definition of transition services is added. |
|
|
Term
|
Definition
gave individuals with disabilities equal access to programs and services funded by federal monies. (1) prohibits schools from excluding students with disabilities from any activities solely because of their disability, (2) requires schools to take reasonable steps to prevent harassment based on disability, (3) requires schools to make those accommodations necessary to enable student with disabilities to participate in all its activities and services.
❏ (1) It is illegal to deny participation in activities or benefits of programs, or to in any way discriminate against a person with a disability solely because of the disability. (2) individuals with disabilities must have equal access to programs and services. (3) auxiliary aids must be provided to individuals with impaired speaking, manual or sensory skills. |
|
|
Term
|
Definition
| (1) new approaches are introduced to prevent overidentification by race or ethnicity. (2) states must have measurable annual objectives for students with disabilities. (3) Districts are not required to use severe discrepancy between ability and achievement in identifying students with learning disabilities. |
|
|
Term
| ❏ Determining Eligibility (who/how) |
|
Definition
| ❏ The Education for All Handicapped Children Act of 1975: specified that all students with disabilities have the right to a free, appropriate public education and that schools must have an IEP for each student with a disability who is determined to need specifically designed instruction. |
|
|
Term
| ❏ Key laws in special education history |
|
Definition
| ❏ Section 504, Family Educational Rights and Privacy Act, Education for All Handicapped Children Act, 1986 Amendments to the Education for All Handicapped Children Act, IDEA, Americans with Disabilities Act, 1997 Amendments to the Individuals with Disabilities Education Act, Elementary and Secondary Education Act (No Child Left Behind), 2004 Reauthorization of IDEA, Americans with Disabilities Act Amendments. |
|
|
Term
|
Definition
| continuous continuum of evidence -based, system-wide practices to support a rapid response to academic and behavior needs with frequent data-based monitoring for instructional decision making to empower each student to achieve to high standards. |
|
|
Term
| ❏ Desired Results of MTSS |
|
Definition
| ❏ All students receiving high-quality instruction in the general education setting. ❏ A reduction of referrals for special education eligibility consideration ❏ The use of assessment information to make decisions about all students as they are screened for academic and behavior problems. ❏ Ongoing monitoring of individual student progress and analysis of the data to pinpoint specific difficulties experienced by individual students. ❏ At-risk students receiving immediate individual attention without having to wait to be identified as eligible for special education services. ❏ Consistent, rigorous implementation of progress monitoring and effective interventions ❏ All students receiving appropriate instruction prior to consideration for special education placement. |
|
|
Term
| ❏ How to set/monitor criteria for success of interventions |
|
Definition
| ❏ School personnel decide how often to monitor progress, and typically do so either periodically (e.g. twice a week or three times a month) or continuously. Periodic progress monitoring approaches are the most commonly used. Continuous progress monitoring approaches are the most effective. - measure sufficiency, instructional adequacy, decision-making rules |
|
|
Term
| ❏ When to move forward with a referral |
|
Definition
| ❏ Universal screening --> RTI/MTSS/IAT/Tier 2 (referral in 30 days; consent) --> ETR (60 days) --> IEP (30 days) --> Progress monitoring |
|
|
Term
|
Definition
| ❏ Means that local school districts and other agencies must inform parents of available services through strategically placed flyers, notices in the local newspaper and so forth. |
|
|
Term
| ❏ What are related services? |
|
Definition
| eligible students are entitled to developmental, corrective, and other supportive services if services are needed for the students to benefit from special education and federal legislation use this term which has been widely adopted by states and school districts. They include both those not typically provides by schools and those typically provided. |
|
|
Term
| Who are related service providers? |
|
Definition
| audiology, psychological services, physical and occupational therapy, recreation, counseling services, and medical services. Another one is transportation. |
|
|
Term
| Assessment for Learning Article: How assessment is currently evolving in education today? |
|
Definition
| • Assessment is currently evolving in education today because students now are expected to meet increasingly rigorous academic standards. Assessments now must support the learning of all students so that all can succeed at meeting standards. |
|
|
Term
| record review (data collection) |
|
Definition
| assessment method involving review of students cumulative records or medical records. this contains demographic info, previous test scores, attendance data, teacher verified comments on behavior/performance. it is helpful when a student has not previously demonstrated difficulties. |
|
|
Term
| interviews (data collection) |
|
Definition
| assessment method involving a conversation between 2 or more people where questions are asked by the interviewer to elicit facts/statements from the interviewee. - casual conversation to highly structured response with specific Q's to ask and rating scales. |
|
|
Term
| observations (data collection) |
|
Definition
assessment method involving highly accurate, detailed, and verifiable info about student and their surroundings.
2 KINDS:
1) nonsystematic (informal)- observer watches in environment, notes behavior, characteristics, & personal interactions
2) systematic (formal)- observe precisely defined behavior - frequency, duration, amplitude, or latency are measured |
|
|
Term
|
Definition
assessment method involving predetermined set of questions/tasks are sough as responses. they are presented the same to everyone, consistent, two types of data collected
1) quantitative - numbers, scores. 2) qualitative - observations. |
|
|
Term
|
Definition
| involve the collection of assessment information for the purpose of deciding whether students have unrecognized problems. - identify physical, academic, & behavior problems for early intervention. universal screening - given to everyone. |
|
|
Term
| progress monitoring decisions |
|
Definition
1) individual goal - specific skills in academic content areas EX) comprehension, solving math probs. Rate of acquisition for instructional goals w/ allotted time. Modify/interventions
2) Common core/state standards - schools have set goals/standards/expectations for the performance of school, classes, individual students. |
|
|
Term
| ❏ Instructional planning and modification decisions |
|
Definition
| decisions that involve the collection of assessment information for the purpose of planning individualized instruction or making changes in the instruction students are receiving. 3 types: 1) What to teach 2) how to teach 3) realistic expectations |
|
|
Term
| ❏ Resource allocation decision |
|
Definition
| decisions that involve the collection and use of assessment information for the purpose of deciding what kinds of resources and supports individual students need in order to be successful in school. |
|
|
Term
| ❏ Eligibility for special education services decisions |
|
Definition
| decisions that involve the collection and use of assessment information to decide whether a student meets the state criteria for a disability condition and needs special education services to be successful in school. student needs to have disabiilty & has learning needs that require services |
|
|
Term
|
Definition
| decisions in which the emphasis is on gauging the effectiveness of the curriculum in meeting the goals and objectives of the school. 1) giving tests in beginning of year. 2) teach comparable groups in 2 ways. 3)give tests at end of year and see what is more effective |
|
|
Term
| ❏ Accountability decisions |
|
Definition
| decisions in which assessment information is used to decide the extent to which school districts, schools, and individual teachers are making adequate progress with the students they teach. |
|
|
Term
|
Definition
| ❏ adaptations or changes to educational environments and practices designed to help students overcome the challenges presented by their disabilities. |
|
|
Term
|
Definition
| ❏ adaptations that change what students learn and are used with students who require more support or adjustments than accommodations can provide. |
|
|
