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Progress Monitoring > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Areas of Development

A 
Communication
Physical 
Cognitive Awareness
Motor Skills
Adaptive
Social
Emotional
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2
Q

Data comes from…

A

Teachers, specialists, parents, observations

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3
Q

Analyzing

A

Breaking down information

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4
Q

What is an IEP?

A

Individualized, written component

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5
Q

Why is the IEP necessary?

A

Federal law requires it

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6
Q

IEP

A 
Plan
Data driven 
Needs based
Progress monitoring 
Inclusionary 
Proposal
Teaming 
Home-school dialogue 
Communication 
Contract
Details FAPE for specific student
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7
Q

IEP Sections

A
  1. Special Considerations
  2. Present Levels
  3. Transitions
  4. Participation
  5. Goals and objectives and SDI
  6. Related Services
  7. Educational placement
  8. Data reporting
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8
Q

Physical therapy is a…

A

Related service

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9
Q

Goals and objectives are the

A

What

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10
Q

SDI are the

A

How

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11
Q

Goal components

A

Condition
Behavior/performance
Level of performance

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12
Q

Performance/Behavior should be…

A

Visible, observable, measurable

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13
Q

Objectives

A

Written the same way as goal
Line up with goal
Short term/long term

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14
Q

Progress Monitoring

A

Ongoing progress of collecting and analyzing data to determine student progress

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15
Q

Baseline

A

Begin by setting goals based upon present level of functioning

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16
Q

Target

A

Expected level of progress

17
Q

Aimline

A

Connect baseline with target

18
Q

Why progress monitor?

A 
Instructional effectiveness
Program effectiveness 
Communication with parents 
Accountability with IDEA and NCLB
Motivate student and teacher 
Reduce stress
19
Q

Steps

A 
Writing goals & objectives 
Making data collection decisions
Determining data collection tools and schedule 
Representing the data visually 
Evaluating the data 
Making instructional adjustments
Communicating progress
20
Q

Writing Annual Goals & Objectives

A

Annual goals estimate what outcomes can be expected in an academic year based expected in an academic year based on the student’s present level of performance

21
Q

Making Data Collection Decisions

A

Type- rate, percentage, duration
Where- classroom, recess
How often- hourly, daily, weekly
Who- teachers, paras

22
Q

Determine Data Collection Tools & Schedules

A 
Tally sheets
Checklists
Surveys 
Rubrics 
Rating scales
Anecdotal records
23
Q

Representing the Data Visually

A

Graphs
Charts
Picture of student progress

24
Q

Evaluating Data

A 
Done regularly
On a predetermined basis 
Determine progress
Drive instruction
Decision-making rules for when to intervene
25
Q

Instruction Decisions

A

Requires 7 to 12 points to make instructional decisions that are statistically valid

26
Q

If progress monitored daily, then valid decisions possible after…

A

2 weeks

27
Q

If progress monitored twice a week, then valid decisions possible after…

A

A month

28
Q

If progress monitored once a week, then valid decisions possible after…

A

One quarter

29
Q

Making instructional Adjustments

A

Based upon data patterns
Simple interventions at first
More intensive interventions next

30
Q

Examples of instructional adjustments

A

More intensive instruction
Teach prerequisite skills
Increase repetition
More practice

31
Q

Communicating Progress

A

Involve student and parent as well as staff

How frequently

32
Q

Methods of communication

A

Telephone, email, conferences, school-home books, report cards, progress reports

33
Q

Thread

A 
PLAAFP
   Goals & progress monitoring 
      SDI
        RS
           Placement
34
Q

Multidisciplinary Evaluation

A
  • Parent participation
  • Consider all areas related to suspected disability
  • Uses a variety of assessments
  • Nondiscriminatory
  • Disability present?
  • Need for programs and services
  • Extent of participation in general education

Progress Monitoring (2 decks)

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