Evaluation

Question 1

13 major disability categories as identified by IDEA (Individuals with Disabilities Act).

Answer 1

1.Visual Impairment (including blindness) 2.Hearing Impairment 3.Deafness 4.Speech or Language Impairment 5.Orthopedic Impairment 6.Other Health Impairment (OHI) 7.Specific Learning Disability 8.Affects a child’s ability in math, reading, or writing 9.Dyslexia/Dyscalculia 10.Auditory Processing 11.Nonverbal Learning Disability 12.Autism Spectrum Disorder 13.Intellectual Disability 14.Traumatic Brain Injury (TBI) 15.Emotional Disturbance / Emotional Disability 16.Multiple Disabilities

Question 2

Visual Impairment (including blindness)

Answer 2

Any loss of vision that cannot be fully corrected with lenses Visually Impaired Blind

Question 3

Hearing Impairment

Answer 3

Partial hearing loss that can improve or worsen over time. Students with hearing aids that correct the loss can still qualify for services.

Question 4

Deafness

Answer 4

Complete loss of hearing that will not be regained over time

Question 5

Deaf-Blind

Answer 5

Students with both vision and hearing loss; visual or hearing impairment services alone would not adequately address their needs

Question 6

Speech or Language Impairment

Answer 6

A struggle with verbal communication that impacts their ability to effectively communicate thoughts or ideas in the classroom Lisps Speech Impediments Language Impairment Communication Disorders

Question 7

Orthopedic Impairment

Answer 7

A physical disability where the bones or muscles do not work like a typical peer; many use braces or a wheelchair Cerebral Palsy Spina Bifida Paraplegic

Question 8

Other Health Impairment (OHI)

Answer 8

An impairment related to a student’s ability to focus and maintain attention during instruction ADD, ADHD, Seizures Cancer, Diabetes

Question 9

Specific Learning Disability

Answer 9

Affects a child’s ability in math, reading, or writing Dyslexia/Dyscalculia Auditory Processing Nonverbal Learning Disability

Question 10

Autism Spectrum Disorder

Answer 10

Social and/or communication issues that can also impact behavior; can also include intellectual disabilities or learning differences Autism Aspergers Pervasive Developmental Disorder (PDD)

Question 11

Intellectual Disability

Answer 11

Students with an IQ below 70; this will affect all of their academic areas and their ability to care for themselves Down syndrome Mild Severe Profound

Question 12

Traumatic Brain Injury (TBI)

Answer 12

An injury that occurs to the brain due to accident or trauma; depending on where in the brain the injury occurs will determine how the student is impacted

Question 13

Emotional Disturbance / Emotional Disability

Answer 13

A mental illness that impacts their behavior and ability to function in the classroom Anxiety Bipolar Disorder Depression Obsessive-compulsive Disorder

Question 14

Multiple Disabilities

Answer 14

A student who has disabilities in more than 1 of the above categories Autism spectrum disorder and hearing impairment

Question 15

Theories of Learning

Answer 15

Behaviorism Cognitivism Constructivism

Question 16

Constructivism

Answer 16

Learning new behaviors by adjusting our current view of the world This is best used for brainstorming rather than test preparation as it requires students to use what they know to predict new things to learn. Other uses for this approach are group work or research projects

Question 17

Cognitivism

Answer 17

Learning new behaviors by connecting current knowledge with new knowledge If a student studies for a test by associating real-world examples with the concepts such as learning fractions by slicing a cake into equal parts, they will retain the information. Other examples include grouping new information into categories, creating an outline for the new knowledge, or drawing a picture that includes examples of the concepts

Question 18

Behaviorism

Answer 18

Learning new behaviors based on the response they get to current behaviors If a student studies for a test (current behavior) and makes a good grade (response) they will learn to study for tests (new behavior) Other examples are students getting praise for raising their hand, bonus points for doing extra work, and drills for memorization

Question 19

Communication Abilities By the time they enter kindergarten, students should be able to:

Answer 19

Pay attention to a short story and answer simple questions Hear and understand most of what is said Use sentences that give many details Tell stories that stay on topic Communicate easily with other children and adults Say most sounds correctly Use rhyming words Name some letters and numbers Use adult grammar

Question 20

Normal communication patterns

Answer 20

The student uses age-appropriate words and body language to convey thoughts or ideas

Question 21

Delayed communication patterns

Answer 21

The student either has easy to understand speech, but not a large enough vocabulary to communicate or has a large vocabulary, but difficult to understand speech due to articulation issues

Question 22

Disordered communication patterns

Answer 22

The student can not understand and/or respond to communication

Question 23

Formative Assessment

Answer 23

Periodic review of the student’s assignment to monitor his progress. The goal of formative assessment is to provide progress monitoring and focus targeted instruction on specific student expectations to increase the student’s knowledge and skills. Weekly quiz/test Writing or reading conference Math homework

Question 24

Summative Assessment

Answer 24

Cumulative evaluation of the student’s progress. The goal of summative assessment is to evaluate student progress, application, and understanding of specific student expectations as indicated in the state’s educational standards or Common Core standards. State Mandated Tests End of Course Exams Final exams Semester exams Achievement Test

Question 25

Self-Assessment

Answer 25

Self-review of one’s progress with the assignment Rubric Exit Ticket

Question 26

Informal Assessment

Answer 26

Unofficial evaluation to monitor the student’s progress Guided practice Warm-Up Exit Ticket Conference Parent-provided information

Question 27

Independent Educational Evaluation (IEE)

Answer 27

Evaluation conducted by independent qualified assessment personal not associated with the local education agency. Parents can request this to be done if they disagree with a re-evaluation. Medical Tests Psychiatric Tests Outside testing

Question 28

percentile rank

Answer 28

The percentile rank of a score is the percentage of scores in its frequency distribution that are equal to or lower than it. For example, a test score that is greater than 55% of the scores of people taking the test is at the 55th percentile, where 55 is the percentile rank.

Question 29

review of existing data (REED),

Answer 29

Every three years, there is a review of existing data (REED), where the committee determines if dismissal from the specialized services is appropriate. A student may meet their goals and continue to need services or new goals for the next school year and would remain in special education. The REED is a mandated review of all existing evaluation data including the initial evaluation, any re-evaluations, classroom observations, and standardized testing to determine if dismissal of services is necessary.

Question 30

TELPAS

Answer 30

The state-mandated language proficiency assessment is the Texas English Language Proficiency Assessment System (TELPAS). TELPAS was designed to evaluate the English language development of limited English proficiency (LEP) learners. The local education agency must administer TELPAS to all kindergarten through twelfth grade students who demonstrate limited English proficiency in listening, speaking, reading, or writing.

Question 31

Local Education Agency (LEA)

Answer 31

will have its own identification, assessment, admission, and dismissal process. However, each LEA is legally required to adhere to all the federal and state laws regarding students with a disability.

Question 32

Step 1

Answer 32

A general or special education teacher, caretaker, or parent observes the student’s lack of progress in the general education curriculum, or in social or behavioral interactions based on all assessment data.

Question 33

STEP 2

Answer 33

The general education teacher follows the response to intervention (RtI) process. RtI is a scientifically research based instructional intervention delivered in the general education classroom. It is a process to monitor and measure student progress in the general education curriculum.

Question 34

STEP3

Answer 34

If both the instructional and behavioral interventions are not sufficient for the student to progress in the general education curriculum, the special education teacher observes the student’s progress in the classroom. Based on that observation and review of the assessment data, the special education teacher begins the initial process of evaluation.

Question 35

STEP 4

Answer 35

The Admission, Review, and Dismissal (ARD) committee determines the eligibility for specialized services based on the assessment of the data. The assessment data determines the disability. If a disability and an educational need for specialized services are determined, then with parental consent, the student is eligible to receive specialized services (i.e. special education).

Question 36

STEP 5

Answer 36

The ARD committee then designs the Individualized Educational Plan (IEP). The purpose of the IEP is to note the student’s present level of performance, measurable annual goals including local education agency (LEA), and the district and state assessments to determine and monitor progress within the general education curriculum as supported by the modifications. The ultimate goal of the IEP is student progress within the general education curriculum as set forth by Texas Essential Knowledge and Skills (TEKS). The implementation of the IEP is a collaborative effort between the general and special education teacher.

Question 37

STEP 6

Answer 37

Every 12 months there must be an ARD meeting to evaluate a student’s progress towards goals. A meeting can be called at any point by any member of the committee, but it must occur at least once per year.

Question 38

STEP 7

Answer 38

Every three years, there is a review of existing data (REED), where the ARD committee determines if dismissal from the specialized services is appropriate. A student may meet their goals and continue to need services or new goals for the next school year and would remain in special education. They may also have mastered the skills needed to function independently in a general classroom and can be dismissed. The REED is a mandated review of all existing evaluation data including the initial evaluation, any re-evaluations, classroom observations and standardized testing to determine if dismissal of services is necessary.

Question 39

TEXAS GENERAL PROCESS

Answer 39