Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

School Age Language > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Federal level- US secretary of ED

A

nominated by president and confirmed by Senate. The principal adviser to the president on federal policies, programs and activities related to education in the US

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Federal lvl- office of the under secretary

A

OUS: coordinates policies, programs, and activities related to postsecondary ed, career. technical ed, adult ed, federal student aid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Federal level- office of the deputy secretary

A

focuses on the development and implementation of policies, programs, and activities relating to elementary and secondary education matters.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

State level- OK state dept. of ED

A

determining the policies & directing the admin/supervision of the public school system of OK

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

State level- State legislature

A

elected; draw up legislation about education.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

State level- state superintendent

A

elected; responsible for the general admin, coordination, supervision, promotion, evaluation, and improvement of educational programs, interprets and implements the policies of the State Board of Ed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

State level- State board of ED

A

governing board of the public school system of the state of Ok. Members pursue and implement reforms that will boost student performance and help to create an educated, highly skilled workforce

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

State level- Regional resource centers

A

services are tailored to help address the admin challenges smaller schools and districts face. Services offered to districts include: Products, professional development, and consulting services

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

School district level- OKC board of ED & OKC district superintendent

A

OKC board of Ed: elected, but can be appointed; policy making/planning, hiring/evaluating the superintendent, reviewing and approving annual budgets and audits, maintaining communication with parents, students, members of the community, and staff.

OKC district superintendent: directs and manages school district.
office includes assistant of superintendents, directors of programs, chief financial officer, SpEd dept.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

School level- Building Principal & Departments

A

Building principal: oversee people, curriculum, facilities, transportation, food, relationship w/community, etc.

Departments: academics, communication, information technology, financial, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is mainstreaming? What is inclusive education?

A

mainstreaming: child is in gen ed classroom and leave to get services outside of classroom and come back

inclusive education: all services are received in the classroom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are common core standards?

A

aka Oklahoma academic standards

OAS standards are expectations for what students should know and be able to do by the end of the school year.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Number of students in the “Speech-language impairment” category: who is included? Why is this a problem? What constitutes your caseload? What is part of your workload but is not part of your caseload?

A

Only students with Speech and Lang. as the primary impairment are included, this is a problem because there are many students who receive speech and language services but are not included because they are classified as their primary impairment (ASD, DS, etc.)

Caseload is the # of kids you see

Workload is your caseload + all other responsibilities such as bus duty, meetings, IEP, Rti, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Funding: What sources? What does a district (LEA) spend money on? What are the types of reimbursement and how is each calculated? How does the type of reimbursement affect your caseload?

A

Sources: Federal (Title 1, Federal Grants), Medicaid (for qualifying children), Taxes (state, local), Interest on investments, Rent, tuition, etc.

LEA spends money on: Salaries, Insurance, Building, Heat/electric, Transportation (vehicles, insurance, fuel, maintenance, drivers), Education materials, special education, food, etc.

3 types of reimbursement to the LEA for SpEd (including SLP)

  1. Per “Unit” - ex. 1 SLP Unit = 2000 students
  2. Per “Pupil” - LEA reimbursed for each student in SpEd
  3. Special Education Plan: Money that can supplement payments using one of the other ways; for special cases such as children higher needs (e.g., ASD, multiple disabilities, special classes)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

SLP roles and responsibilities in schools

A

Advocacy
supervision/mentorship
parent training
research

Prevention
assessment
intervention
program design
data collection and analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Managing workload and time

A

Planning for the week
Planning for the day
Allocating time for important tasks

really important to be flexible as needs change from day to day and week to week

17
Q

What is RtI?
What are RtI goals?
What do the RtI terms refer to?

A

RtI is a framework used in IDEA, No Child Left Behind, and other programs

RtI goals are research-based curriculum to all students in academic and behavior areas. They are short term interventions for those not meeting standards

Terms
- Level 1, 2, 3- level of service a child can be at different tiers for different things.
- Interventionist- service provider
- Benchmark screening- screening given to all students (all tiers) to collect data on how they are doing
- Target %- % students expected to pass/fail screening at each level is system is working

18
Q

Tier 1 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP roles

A

Focus: instruction to all students in gen ed class

Interventionists: teacher
Settings: classroom

Benchmark Screenings: everyone gets T1 screening 3x a year

Target %s: 80% min should pass
20% or less should fail

Data review team: Analyze screening results to answer: Is curriculum & instruction effective?

Team decisions: : If they fail T1- team recommends D.I.
If still struggling with D.I. child might need to move to T2

Differentiated instruction: if they fail T1 benchmark

SLP Roles: Consult, collab with teachers to develop instruction.
maybe co-teach

19
Q

Tier 2 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP Roles

A

Focus: Kids from T1 that failed with D.I
Kids from T3 that have succeeded and moved down a tier

Interventionists: Teacher, other specialists, trained tutors, SLP, social work, psych, aide

Settings: Small groups; gen ed classroom or other areas (library, math lab, etc.)

Benchmark Screenings:
assessed every 1-2 weeks

Target %s: 5-15% of kids in T2

Data review team: Plans T2 intervention, chooses T2 assessment, and makes the plan

Team decisions: If they fail T2- recommends D.I./different intervention
If still struggling with D.I. child might need to move to T3

Differentiated instruction: If they fail T2 benchmark

SLP Roles: Screening children, working on mild problems in areas such as artic and reading fluency;
Monitor progress
Small group instruction

20
Q

Tier 3 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP Roles

A

Focus: Kids from T2 that failed with D.I
(more intensive/frequent instruction than T2)

Interventionists: Teacher, ESL teacher, social worker, others depending on needs

Settings: individually or in very small groups in school (classroom, library, other space)

Benchmark Screenings: assessed at least 1x a week

Target %s: No more than 5% of kids in T3

Data review team: Plans T3 intervention, chooses T3 assessment, and makes the plan

Team decisions: If they fail T3- recommends D.I.
If still struggling w/ D.I. child might need an IEP Referral

Differentiated instruction: If they fail T3 benchmark

SLP Roles: Similar to T2 but more intensive
Might teach techniques like speech therapy intervention (rather than just reviewing and practicing classroom material)

21
Q

Tier 1, 2, 3 %s and benchmark screenings

A

1: 80% min should pass, screened 3x a year
2: 5-15%, screened once every 1-2 weeks
3: no more than 5%, screened at least once a week

22
Q

How does the IEP process fit with RtI? Are they the same thing? If not, how are RtI and IEPs used to support struggling students?

A

IEP and RtI are not the same thing. RtI is the first line of defense to help struggling students. If they have worked up to T3 and are still struggling with differentiated instruction, then an IEP referral may be made.

23
Q

Simple sentences

A

one main clause and no dependant clauses

24
Q

Compound sentences

A

child-parent relationship; two or more independent clauses joined together with (and, but, or, plus)

25
Q

Complex sentences

A

one independent and one or more dependent clauses

26
Q

What verbs do passive sentences have?

A

auxiliary verbs: BE, HAVE, & GET

27
Q

Inflectional bound morphemes on verbs

A

suffix that provides more info about that verb; doesn’t change meaning or part of speech.

-ed past tense; -en PPart; -S verbal S; -ing progressive verb

28
Q

Inflectional bound morphemes on nouns

A

Suffix that provides more info about that noun. Doesn’t change meaning or part of speech
-s plural and possessive; Verb + ing

29
Q

Derivational bound morphemes

A

Can be a prefix or a suffix of a noun or adjective
Changes the meaning or part of speech of the word it is attached to

Ex of in NPs: un-, dis-, re-, -ment, -ine, -er, est, -ship, -ness, -liness, -acy, -ance, -ity, -tion, -en, -ful, -able, -less
Ex of in VPs: un-, in-, re-, dis, -ly.

30
Q

Free morphemes

A

contractions

31
Q

Common problems in grammar

A
  1. Trouble understanding sentences with relative clauses, passive voice, or negation
  2. not a lot of syntax errors in speech but more errors in writing
  3. less elaboration of NPs, Prep phrases and ADV clauses
  4. Trouble with morphemes “s” plural, poss, and 3PS; irregular plural forms
  5. advanced prefixes and suffixes (-ly, un-dis-, -ment, etc.)
  6. subject verb agreement
  7. VPs may be less complex; use fewer ADV or AUX verbs
32
Q

Types of discourse. What types of words create cohesion in discourse?

A

Conversation
Script narrative
Fictional or personal narrative
Expository discourse

Words that create cohesion:
Then, therefore, and, because, however, which, who, is why…, pronouns,

33
Q

What are metalinguistic skills?

A

talking about/ how to use language

34
Q

Auxiliary verbs

A

Be, have, do, get

35
Q

Modal verbs

A

May, might, can, could, should

36
Q

1965 ESEA -> 2015 ESSA

A

Equal education for all students

37
Q

What is Title one?

A

Federal aid for low income schools

School Age Language (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions