IEP Study Guide/Grouping Strategies Flashcards
IDEA’s most recent amendment:
December 2004 w/final regulations published in August 2006 (Part B for school aged children) and in September 2011 (Part C for babies and toddlers).
When was IDEA enacted:
1975 by Congress to ensure children with disabilities receive free and appropriate public education.
Who is eligible for Special Education:
Those with: Autism Hearing Impairments (including deafness) Mental Retardation Orthopedic Impairments (OI) Other Heath Impairments (OHI) Emotional Disturbance (ED) Specific Learning Disabilities Speech or Language Impairments Traumatic Brain Injury (TBI) Visual Impairments (Including blindness)
Response to Intervention (RTI):
A multi-tiered process for providing increasing levels of intervention when a student experiences academic of behavior difficulties as well as a pre-referral process for special education.
RTI consists of:
Ongoing data collection, charting, and monitoring of student performance.
RTI Team:
Gen Ed Teacher Reading Specialist Math Specialist Administrator Student/Parents (Or person w/Educational Rights) Sped Ed Teacher
RTI Steps:
Tier 1: General Education
Tier 2: Small Group
Tier 3: Individual
Assessment of Student Performance:
Allows educators to target instruction to specific skills or knowledge that the student is lacking. In each tier of intervention, assessment and data collection are integral parts of the RTI process.
Comprehensive Assessment:
All important areas of student performance must be studied. Must be accompanied by other measures (than intellectual assessment) that assess educational needs.
Assessment focus:
Attention must be directed to specific educational needs resulting disability.
Parent/Student Rights:
Protected during assessment. Parent must be informed of referral for assessment; must receive information about their rights. Parents must give informed consent BEFORE assessment begins. May review school records, also have the right to explanation of test results and must be part of the IEP team.
Code of Fair Testing:
Provides guidelines to test users in selecting, administering, scoring, interpreting, and reporting results.
Standards for Educational and Psychological Testing:
Guide for test users and producers contains standards for tests, manual, and reports; also includes standards for reports of research on reliability, validity, and for the use of tests.
Types of Measure:
Assessment must be compatible w/ student skill with other important skill considerations such as:
Presentation Mode: the method which test task is presented to student (Look at figures/pictures, listen, read, attend a demonstration).
Response Mode: method which student must answer or perform specific tasks. (What must the student do to get the correct response)
Group versus individual administration: whether the student takes part in assessment as one of a group or as the only participant.
Time Factors: length of assessment, student’s attention span, must response be under timed conditions.
Non English speaking students:
Must be assessed in primary language to yield accurate information.
Non discriminatory assessment:
Forbidden by law:
Assessment tools based on race or culture bias.
Non English speaking student taking English only test or non hearing students having a test with listening skills needed.
Students w/disabilities: test need to bypass student’s disability unless student is being tested for disability.
Assessment Tools are administered by:
Trained professionals only
Evaluation Criteria:
Select the most accurate, effective and efficient means of data collection. Tools must fit the purpose of assessment, is it appropriate for the student, is the tool appropriate for the tester, is the tool technically adequate, or is the tool an efficient data collection mechanism?
