SPED 412 Final

Question 1

Under what conditions would you use grade- and age-based norms?

Answer 1

•	Making decisions regarding which norms should be used
o	Grade-based
	School based decisions
o	Age-based
	Clinical settings
	Young children and adults
	Results are compared to scores from another test that only provides age norms
	LD in NE

Question 2

What are the characteristics of CBM general outcome (e.g., aimsweb, Dibels, easycbm) measures that allow us to measure student growth in a skill area?

Answer 2

• Standardized scoring, standardized administration, multiple standardized alternative forms that you can administer over time
• Controlling all variables except for student’s growth

Question 3

How do you establish a baseline (PLOP) for a student using a CBM measure?

Answer 3

• Give 3 assessments, find the median score
• To plot, the median score must be in the middle of the 3 and indicate that it’s the median by putting a triangle around it

Question 4

What must be included in the MDT report?

Answer 4

• Confirmation that the student is eligible for special ed (based on the three questions)
• Document that the disability has an adverse affect on performance
• Recommendations for services

Question 5

What are basal and ceiling levels? What is their purpose?

Answer 5

• Basal
o The lowest set of consecutive correct responses specified
• Ceiling
o The highest set of consecutive incorrect responses specified
• Allow estimates of score as if all items had been administered, reducing testing time

Question 6

What would you do if you believed the results of a CBM assessment did not provide a good estimate of a student’s performance?

Answer 6

• Always retest or make a note if you believe the scores of a student are not reflective of their abilities

Question 7

What are the steps in the problem-solving model that underlies much of what we do in special education (e.g., SAT, RtI, IEP). How are CBM measures used in this model?

Answer 7

• Identify the problem
• Select/Implement the solution
• Evaluate the outcomes, if outcomes aren’t what you want then do the whole cycle again

Question 8

Describe inter- and intra-individual achievement. What are you looking for?

Answer 8

• Inter
o Comparing a student to a peer in the norm group to determine how different the student is from the norm group
o All scores
• Intra
o The student’s own test scores are compared with each other to determine strengths and weaknesses
o Strengths and weaknesses are used in educational planning
o Standard scores

Question 9

What general conceptual framework regarding basic and more advanced skills/concepts can be used to guide instructional interventions for students experiencing learning difficulties?

Answer 9

• If kids don’t have basic skills then any effort on higher order skills is a waste of time
• Basic skills have to be in tact before you can move onto higher order skills

Question 10

Describe the linkage among the MDT evaluation, PLAAFP, and IEP.

Answer 10

• Recommendations in mdt report for services have to align with plaafp statement and the iep goals have to align directly with that

Question 11

Demonstrate scoring PSF and NWF.

Answer 11

• PSF
o Underline each correct sound segment. Separate underline for each sound segment. Score is the total number of unique sound segments (underlines)
o Incorrect sound segments are marked with a /
o Omissions are not marked
o Target words repeated are circled
o Mark with “sc” if self-correction is made within 3 seconds
• NWF
o Underline correct letter sound segments. Score is the total number of letter sounds named correctly.
o Incorrect sound segments are marked with a /
o Omissions are not marked
o Mark with “sc” if self-correction is made within 3 seconds

Question 12

What is baseline and what is its purpose?

Answer 12

• Gathered prior to intervention
• Provides comparison for progress data
• Helps set goal
• Standard is to collect three data points and select the median score

Question 13

What is an aimline and what is its purpose?

Answer 13

• Line connecting the baseline to the goal

* Provides an index that we can use to evaluate the effectiveness of the intervention

Question 14

What is a trendline and what is its purpose?

Answer 14

• Trendline emerges to predict how they will perform if they continue down the same path, their current level of performance

Question 15

What are the progress monitoring instructional decision rules?

Answer 15

• Consider raising the goal if the trend line is steeper than the aim line or there are 4 consecutive scores above the aim line
• Change the teaching approach if the trend line is less steep than the aim line or there are 4 consecutive scores below the aim line
• Continue current approach if trend line is the same as the aim line

Question 16

How do you indicate a change in instruction on a progress monitoring graph?

Answer 16

• Draw a vertical dotted line from top to bottom

Question 17

Describe the severe discrepancy model used in determining eligibility for LD.

Answer 17

• Used in identification of students with learning disabilities
• Measure IQ and measure assessment
• If there is a severe discrepancy between iq and assessment, then you assume that the discrepancy is a function of learning disabilities

Question 18

What must be included in the PLAAFP statement?

Answer 18

• Objective statement of student’s PLOP

* Includes statement about effect on participation in general education

Question 19

What are the requirements for a SAT?

Answer 19

• Implement and document the effects of at least two intervention tries
• If first one works you don’t do the second one

Question 20

Why are schools using an RtI process to determine eligibility for LD? What grade levels is an RtI process used for this? Why?

Answer 20

• Because the way the severe discrepancy model is set up, they can’t experience sd until at least third grade so they have to wait until then to do rti so they can’t receive services before then
• K-2 are grade levels
• Move to rti so they can catch the disability sooner, use rti process instead of severe discrepancy model
• Use discpreancy model third grade and up

Question 21

Provide a detailed analysis for set of scores in an area (e.g., word attack).

Answer 21

• Percentile, grade equivalent, etc.

Question 22

Describe the educational implications for a set of standardized scores and write a goal statement(s) for reading and/or mathematics

Answer 22

•	Educational Implications
o	Identify the problem area(s)
o	Discuss things that are not affecting the problem (state where they fall for SS)
o	Focus of intervention
•	Goal statement

Question 23

Establish an aimline for a student. Outline how you established your goal (growth rate). Graph a child’s performance on a curriculum-based measure and interpret his/her performance and identify if changes should be made in his/her instructional program. Include all of the graphing conventions (e.g., aim or goal line). Write a goal statement for the progress monitoring case.

Answer 23

• Plot 3 baseline points, find median, put triangle around median and plot in the MIDDLE of the 3 points, connect the first 3 points
• Typical growth rate
o End of year benchmark – (minus) beginning of year benchmark
o Add to median baseline
• Draw the aimline to the goal
• Plot rest of data, connect points
• If there’s a change in intervention, put a vertical line