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Progress Monitoring > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What is RTII?

A

Pre-referral process for special education
General education initiative
Research-based interventions
Team decision-making

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2
Q

Fidelity

A

Doing something according to the book/ by the rules

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3
Q

Systematic model for intervening

A

Classroom environment
Curriculum
Instruction
*effective instruction

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4
Q

Response to Intervention and Instruction

A

To improve learning for all students - efficiently, effectively, equitably
Ensures high quality instruction in general education
Immediate intervention - reducing development of more serious difficulty
Eliminate inadequate instruction

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5
Q

Tiered Instruction

A

Increasing intensity
Ongoing monitoring of student performance
Problem-solving approach
Standard protocol approach
*all tiers can be held in gen Ed classroom

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6
Q

Tier 1

A

Universal screening
General education
Research-based curriculum

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7
Q

Tier 2

A

General education classroom
Small group instruction
Specialist

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8
Q

Tier 3

A

Most intensive

Individual instruction

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9
Q

Responsiveness equals…

A

Growth

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10
Q

Approaches to RTII

A

Standard protocol

Problem solving

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11
Q

Standard protocol

A

Establish what happens in each tier and same for each student

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12
Q

Problem solving

A

Variety of approaches, not the same for every student

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13
Q

Transition

A 
PAL
bridge between school and adult life 
Person-centered planning 
Self-advocacy 
Assurances - proficiency, graduation, outcome achievement
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14
Q

When does transition happen?

A

16- IDEA

14- PA Regs

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15
Q

Six Step Process

A 
Assessment to identify goals 
Describe PLAAFP
Establish team
Design transition plan
Determine measurable annual goals
Monitor progress/adjust instruction
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16
Q

Assessment

A 
Achievement and cognitive ability
Interviews 
Interest/ preference inventories 
Learning styles inventories 
Performance-based assessments 
Authentic assessments
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17
Q

6 Themes of Strong Interest Inventory

A 
Realistic
Investigative 
Artistic 
Social
Enterprising 
Conventional
18
Q

Learning Style Inventory

A

Gain a better understanding of the person as a learner

19
Q

History of RTII

A

Teacher assistance
Child study
Instructional support
Response to Intervention

20
Q

Post Secondary Transition Goals

A

Goals for continuing education after high school

21
Q

Employment Goal

A

Goals for employment after high school

22
Q

Independent Living Goals

A

Goals for living on their own after high school

23
Q

If a transition goal does not apply to the student, what should be written?

A

The IEP team has determined that this goal area is not applicable for this student

24
Q

Additional Post Secondary/Transition Goals

A

Self Advocacy
Organization
Behavior

25
Q

Post Secondary Ed Transition Outcomes

A 
Technical/Trade Schools
Business School
Prep School
Community College 
 4 Year College
Adult continuing Ed programs
26
Q

Employment Outcomes

A

Competitive Employment -with everyone
supported employment- with job coach or aid
Sheltered Employment- CVR
Military Services

27
Q

Independent Living Outcomes

A

Independent living
Family support
Agency support

28
Q

Transition Planning Services/Activities

A 
SAT
PSAT
ACT
Aptitude test
ASVAB
Job fairs 
Service learning 
College fairs 
Internships 
Mentoring 
Job shadowing/simulation/coach
29
Q

Linkages

A 
OVR 
ARC 
SAM
Berks County Career Link
Berkshire Personnel Network
BCIU
30
Q

Additional Considerations

A 
*Summary of Academic Achievement & Functional Performance 
PA Youth Leadership Network
Secondary Transition Resource Folder 
Banking a diploma 
Transition coordinator position
31
Q

Family System Framework

A

Interaction
Functions
Characteristics
Life Cycle

32
Q

Diversity

A 
Family Structure 
Parental roles
Child rearing
Disability 
Authority 
Language 
Literacy
33
Q

Impact of a Disability Diagnosis Stages

A

Adjustment
Grief
Resilience

34
Q

Exceptional Parent Role

A

Caregiver, provider, teacher, counselor, behavior specialist, advocate, marriage partner, parent to other children without disabilities, information specialist, trainer

35
Q

Advocacy Groups

A

Learning Disabilities Association of America
United Cerebral Palsy Association
American Association on Intellectual and Developmental Disabilities
Autism Society

36
Q

SAS

A

Aids, services and other supports that are provided in regular education classes,mother education.-related settings, and in extracurricular

37
Q

Distinctions

A

Special education services
Related Services
SAS

38
Q

SAS should be…

A

Available to all students would need them
Provided in a manner that avoids stigmatizing students
Designed to provide meaningful educational benefits

39
Q

Relevant Case Law

A

Gaskin

Oberti

40
Q

SAS Examples

A 
Proximity 
Visual schedule 
Periodic breaks 
Choices 
Student planner 
Study guides 
Extended time 
Copies of notes 
Use of scribe
Think sheets 
Etc....

Progress Monitoring (2 decks)

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