Exam 1 Flashcards
(37 cards)
Federal level- US secretary of ED
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
Federal lvl- office of the under secretary
OUS: coordinates policies, programs, and activities related to postsecondary ed, career. technical ed, adult ed, federal student aid
Federal level- office of the deputy secretary
focuses on the development and implementation of policies, programs, and activities relating to elementary and secondary education matters.
State level- OK state dept. of ED
determining the policies & directing the admin/supervision of the public school system of OK
State level- State legislature
elected; draw up legislation about education.
State level- state superintendent
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.
State level- State board of ED
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
State level- Regional resource centers
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
School district level- OKC board of ED & OKC district superintendent
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.
School level- Building Principal & Departments
Building principal: oversee people, curriculum, facilities, transportation, food, relationship w/community, etc.
Departments: academics, communication, information technology, financial, etc.
What is mainstreaming? What is inclusive education?
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
What are common core standards?
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.
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?
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
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?
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)
- Per “Unit” - ex. 1 SLP Unit = 2000 students
- Per “Pupil” - LEA reimbursed for each student in SpEd
- 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)
SLP roles and responsibilities in schools
Advocacy
supervision/mentorship
parent training
research
Prevention
assessment
intervention
program design
data collection and analysis
Managing workload and time
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
What is RtI?
What are RtI goals?
What do the RtI terms refer to?
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
Tier 1 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP roles
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
Tier 2 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP Roles
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
Tier 3 - Focus, Interventionists, Settings, Benchmark Screenings, Target %s, Data review team, Team decisions, Differentiated instruction, SLP Roles
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)
Tier 1, 2, 3 %s and benchmark screenings
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
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?
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.
Simple sentences
one main clause and no dependant clauses
Compound sentences
child-parent relationship; two or more independent clauses joined together with (and, but, or, plus)
