Terms Flashcards
1
Q
ADA
A
Americans with Disabilities Act, Title II
- Federal Law
- Prohibits discrimination on the basis of a person’s disabilities for all services, programs, and activities provided by local and state governments
2
Q
Copyright
A
- videos may be shown for curriculum purposes
- photocopies depend, many can bye used for curriculum with citation
3
Q
FERPA
A
The Family Educational Rights and Privacy Act
- 1974
- guarantees that parents can access their children’s records
- prohibits release of school records without parental permission
4
Q
IDEA
A
Individuals with Disabilities Education Act
- 1990
- federal statute
- made up of several grant programs targeted at helping the states to educate students with disabilities
- lists types of disabilities that render a child entitled to special education
5
Q
IEP
A
Individualized Education Plan
- a written education plan for a student with disabilities developed by a team (MDT)
- describes how student is doing, their needs and goals, services needed
- Reveiwed and updated YEARLY
- required under Public Law 94-142 and IDEA
6
Q
Lau v. Nichols, 1974
A
- Federally funded schools must provide their non-English-speaking students with either English instruction OR instuction in their native language
7
Q
Section 504 of the Vocational Rehabilitation Act, 1973
A
- civil rights law
- forbids organizations and employers to prevent individuals with disabilities and equal opportunity to receive program benefits and services
8
Q
Public Law 94-142
A
The Education of All Handicapped Children Act
- ensures a free and a appropriate edcuation is provided to handicapped children and adults age 3-21
- Least Restrictive Environment
- parent must give written permission before child is evaluated
9
Q
Brown v. Board of Education
A
- 1954 Supreme Court decision
- “separate educational facilities are inherently unequal”
- effectively removed the legal basis for segregation in schools
10
Q
ESEA
A
The Elementary and Secondary Education Act
- federal programs responding to inequity in schools
- related to President Johnson’s “War on Poverty”
- has introduced Title I, Chapter I, Reading Excellence, Reading First, No child Left Behind
11
Q
Separation of Church and State
A
Government-funded organizations must remain neutral towards religion
12
Q
Due Process
A
set of procedures or safeguards that gives students with disabilities and their parents extesnsive rights including:
- notice of meetings
- opportunities to examine relevant records
- impartial hearings
- and a review procedure
13
Q
Inclusion
A
inclusive education practices strive to educate a child with disabilities in his or her neighborhood school and in regular ed classes as much as possible
Key Goal: foster a sense of belonging and full acceptance of the learner within the school and classroom community
14
Q
LRE
A
Least Restrictive Environment
the educational setting that to the maximum extent appropriate allows students with disabilities to be educated with nondisabled peers
15
Q
5 Theoretical Approaches to How People Learn
A
- Behaviorism
- Social Cognitive Theory
- Information Processing Theory
- Constructivism
- Sociocultural Theory
16
Q
Behaviorism
A
View of learning as a process of accessing and changing associations between stimuli and responses. See this in approacehes to classroom management and establishing positive contexts for learning
- Watson
- Skinner
- Throndike
- Pavlov
17
Q
Social Cognitive Theory
A
Focus on the ways people learn from observing each other
- Bandura
18
Q
Information Processing Theory
A
Focus on learning, memory and performance, that human mind is like a computer processor
Associated Terms:
- storage
- retrieval
- working memory
- long-term memory
- declarative knowledge
- procedural knowledge
- conditional knowledge
19
Q
Constuctivism
A
idea that people constuct knowledge (as opposed to absorb) based on their experiences, prior learning and interactions.
Individual Constructivism: how one person makes meaning
Social Constructivism: how people gain knowledge by working together
- Piaget
- Bruner
20
Q
Sociocultural Theory
A
Idea that a combination of social, cultural and historical contexts in which a learner exists has a great influence on knowledge construction
- Vygotsky
- Zone of Proximal Development
21
Q
Theorists associated with “How People Learn”
A
- Bandura
- Bloom
- Bruner
- Dewey
- Erikson
- Gilligan
- Kohlberg
- Maslow
- Montessori
- Piaget
- Skinner
- Vygotsky
22
Q
Theorists associated with “Diverse Learners”
A
- Gardner
- Hidalgo
- Moll
23
Q
Theorists associated with “Student motivation and the learning environment”
A
- Ausubel
- Bandura
- Canter
- Glasser
- Kounin
- Maslow
- Pavlov
- Skinner
- Thorndike
- Watson
24
Q
Theory associated with
Bandura
A
- Social (or observational) learning theory
- distributed cognition
25
Theory associated with
Bloom
Bloom's Taxonomy of learning theory
26
Theory associated with
Bruner
Discovery Learning and Scaffolding
27
Theory associated with
Dewey
* Father of modern education
* learning through experience
28
Theory associated with
Erikson
8 Stages of Human Development
(trust vs mistrust etc)
29
Theory associated with
Gilligan
Stages of the ethic of care
30
Theory associated with
Kohlberg
Theory of moral development
31
Theory associated with
Maslow
Hierarchy of needs
32
Theory associated with
Montessori
Follow the child
33
Theory associated with
Piaget
Stages of cognitive development
34
Theory associated with
Skinner
Operant Conditioning
35
Theory associated with
Vygotsky
Zone of Proximal Development
36
Theory associated with
Gardner
Multiple intelligences
37
Theory associated with
Hidalgo
Three levels of culture
38
Theory associated with
Moll
Funds of knowledge
39
Theory associated with
Ausubel
Advance organizer
40
Theory associated with
Bandura (learning envinronment)
Modeling
41
Theory Associated with
Canter
Assertive Discipline
42
Theory associated with
Glasser
Choice Theory
(aka Control Theory)
43
Theory Associated with
Kounin
With - it - ness
44
Theory Associated with
Pavlov
Classical Conditioning
45
Theory associated with
Thorndike
Connectionsim
46
Theory associated with
Watson
Behaviorism
47
Blooms 3 Learning Domains
1. Cognitive
2. Performance (or Psychomotor)
3. Affective
48
_Bloom's Taxonomy of the Cognitive Domain_
(original)
**_Original levels are NOUNS_**
(In order from Lowest to Highest)
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
49
**_Bloom's Taxonomy of the Cognitive Domain_**
(Revised)
**_Revised levels are VERBS_**
(In order from lowest to highest)
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
50
7 Subdivisions of Bloom's Psychomotor (performance) Domain
1. Perception
2. Set
3. Guided responses
4. Mechanism
5. Complex overt responses
6. Adaptation
7. Origination
51
5 Subdivisions of Bloom's Affective Domain (Attitude)
1. Receiving phenomena
2. Responding to phenomena
3. Valuing
4. Organizing
5. Internalizing values
52
8 Stages of Human Development
1. Trust vs. Mistrust
2. Autonomy vs. Doubt/Shame
3. Initiative vs. Guilt
4. Competence/Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair
53
Trust vs. Mistrust
Stage 1 : Infancy
Age: 0 -1
Key event: Feeding
54
Autonomy vs. Doubt/Shame
Stage 2 : Toddler
Age: 1 -2
Key Event: Toilet training
55
Initiative vs. Guilt
Stage 3 : Early Childhood
Age : 2 -6
Key Event : Independence
56
Competence/industry vs. Inferiority
Stage 4 : Elementary and Middle School
Age : 6 - 12
Key Event : School
57
Identity vs. Role Confusion
Stage 5 : Adolescence
Age : 12 - 18
Key Event : Sense of Identity
58
Intamcy vs. Isolation
Stage 6 : Young Adulthood
Age : 18 - 40
Key Event : Intimate Relationships
59
Generativity vs. Stagnation
Stage 7 : Middle Adulthood
Age : 40 - 65
Key Event : Supporting the next generation
60
Integrity vs. Despair
Stage 8 : Late Adulthood
Age : 65 - death
Key Event : Reflection and acceptance
61
Gilligan's 3 Stages of Moral Devlopment for women
(Stages of the ethic of care)
**_1. Pre-conventional Stage_**
Goal : Indidivual survival
**_2. Conventional Stage_**
(Transistion form selfishness to responsibility to others)
Goal : Self- Sacrifice is goodness
**_3. Post-conventional Stage_**
(Transistion from goodness to truth that she is a person, too
Goal : Principle of nonviolence
62
Kohlberg's 6 Stages of Moral Development
1. Obedience and Punishment
2. Individualism, Instrumentalism, and exchange
3. "Good boy / good girl "
4. Law and Order
5. Social Contract
6. Principled Conscience
63
Obedience and Punishment
Stage 1 of Kohlberg's moral development
Level 1 : Pre-conventional
Age : Infancy
no sense of right or wrong just fears punishment
64
Individualism, instrumentalism, and exchange
Stage 2 of Kohlberg's Moral Development
Level 1 : Pre-conventional
Age : Pre-school
Try to please others, find ways to get biggest benefits to self, interested in rewards instead of punishment
65
"Good Boy / Good Girl"
Stage 3 of Kohlberg's Moral Development
Level 2 : Conventional
Age : 9 -20
seeks approval from peers
66
Law and Order
Stage 4 of Kohlberg's Moral Development
Level 2 : Conventional
Age : 20s ?
abiding by law and responding to obligations
67
Social Contract
Stage 5
Level 3: post- conventional
Age: 20 +
interest in the wlefare of others
68
Principled Conscience
Stage 6
Level 3 : Post-conventional
Respect for universal principles and the individual conscience
69
**_Maslow's Hierachy of Needs_**
**_From Lowest to Highest_**
1. Physiological
2. Safety
3. Love and belongingess
4. Esteem
5. Self-Actualization
70
Montessori's 3 Stages of Learning
1. Introduce a Concept (lesson, lecture etc)
2. Process Information (experiementation, work etc)
3. Knowing ( pass a test, teach to another)
71
**_Piaget's 4 Stages of Cognitive Development_**
1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational
72
Sensorimotor
Stage 1 of Piaget's Cognitive Devlopment
Age : birth - 2
Explores the world through senses and motor skills
no concept of object permanence
73
Preoperational
Stage 2 of Piaget's Cognitive Development
age : 2 - 7
Believes others veiw world as they do
Can use symbols to represent objects
cannot use deductive reasoning/logic
74
Concrete Operational
Stage 3 of Piaget's Cognitive Development
Age : 7 - 11
Can reason logically in familiar situations
can conserve and reverse operations
cannot think abstractedly
75
Formal Operational
Stage 4 of Piaget's Cognitive Development
age : 11 - and up
Can reason in hypothetical situations
can use abstract thought
76
Accommodation (Piaget)
What happens new experiences/information causes a learner to modify his or her existing understanding of previously learned information
77
Accommodation (special edcuation)
A change in how the student learns the material, but not the material itself
78
Assimilation
When a learner connects a new experience to an existing schema
79
Classical Conditioning
A process of behavior modification using a neutral stimulus to illicit a desired response
(Involuntary)
80
Conservation
Knowing that a number or amount stays the same even when rearranged or presented in a different shape
ex: pouring milk into a different size glass
81
Convergent Thinking
The process of gathering several pieces of information together to solve a problem
82
Creativity
New and original behavior that creates a culturally appropriate product
83
Declarative Knowledge
Knowledge of what is
84
Procedural Knowledge
a knowledge of how to
85
Conditional Knowlege
A knowledge of when again
how to transfer knowledge into another situation
86
Discovery Learning
Teaching methods that enable students to discover information by themselves or in groups
87
Disequilibrium
one's inability to explain new events based on existing schemes
usually accompanied by discomfort
88
Disposition:
A person's natural tendency to approach learning or problem solving in certain ways
89
Distributed Cognition
A process in which _two or more learners share their thinking_ as they work together to solve a problem
90
Divergent Thinking
The process of mentally taking a single idea and expanding it in several directions
91
Equilibration
Movement from equilibrium to disequilibrium and then back to equilibrium again
92
Equilibrium
One's ability to explain new events based on existing schemes
93
Long-term memory
the part of the memory that holds skills and knowledge for a long time
94
Metacognition
A person's ability to think about his or her own thinking
95
Operant Conditioning
Learner modifies his or her behavior due to association of behavior with a stimulus. (Voluntary response)
96
Problem solving
To use exisiting knowledge or skills to solve problems or complex issues
97
Readiness to learn
A context in which a student's basic needs are met and the student is cognitively ready for developmentally appropriate problem solving and learning
98
Response
A specific behavior that a person demonstrates
99
Scaffolding
Instructional supports provided to a student by an adult or a more capable peer in a learning situation
100
Schema
A concept in the mind about events, scenarios, actions, or objects that has been acquired from past experience.
101
Self-efficacy
A belief that one is capable
102
Self-regulation
The process of taking control of one's own learning or behavior
103
Stimulus
A specific object or event that influences (positively or negatively) a person's learning or behavior
104
Transfer
The ability to apply a lesson learned in one situation to a new situation
105
Working Memory
The part of memory that holds and actively processes a limited amount of information for a short amount of time
106
Zone of Proximal Development
Associated with Vygotsky. The zpd suggests that students learn best in a social context in which a more able adult or peer teaches the student something he or she could not learn on his or her own
107
Multiple Intelligences
1. Verbal/linguistic intelligence
2. Logical/mathematical intelligence
3. Visual/spatial intelligence
4. Bodily/Kinesthetic intelligence
5. Musical intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence
108
3 Levels of Culture
Associated with Hidalgo
1. Concrete (clothes, food, music etc)
2. Behavioral (social roles, language,political affiliatation)
3. Symbolic (values, beliefs, religion)
109
Learning Styles
1. Auditory (aural) learner
2. Kinesthetic or tactile learner
3. Visual Learner
110
Acculturation
Process of learning and adopting the customs and values of another culture
111
ADD
_Attention Deficit Disorder_
Students may have difficulty focusing, following directions, organzing, making transitions, completeing tasks and so on
cannont be diagnosed by shool personnel
112
ADHD
_Attention Deficity Hyperactivity Disorder_
Same difficulties as studetns with ADD but also have difficulty with impulsivity, sitting still, and taking turns
113
Autism Spectrum Disorders
May include
* autism
* Asperger's syndrome (normal intelligence and language development but marked difficulties with social skills)
* PDDs (pervasive developmental delays)
114
BD
Behavior Disorder (conduct disorder)
disruptive behavior in children and adolescents
115
Cognitive style
A person's way of perceiving and remembering information; the way the person thinks or solves problems
116
Developmental Delays
Developmental delays are identified by a medical professional in a person before the age of 22. May have one or more of the following difficulties:
* self-care
* expressive or receptive language
* learning
* mobility
* self-direction
* capacity for independent living
* economic self-sufficiency
117
ELL
English Language Learner
118
ESL
English as a Second Language
119
PLNE
primary language not English
120
Functional ID
Funtional Intellectual Disability : diagnosis determined by a medical professional for a child who exhibits difficulties with the following:
* age-specific activities
* communication
* daily living activities
* getting along with others
121
Giftedness
Significantly higher than usual ability or aptitude in one or more areas
122
LDs
Learning Disabilities : not learning to potential in one or more of the areas of reading, math, writing
common characteristics:
* Poor coordination
* poor depth perception
* short attention span
* impulsivity
* difficulty following simple directions
* hyperactivity
* perservation (getting stuck on one idea/though or behavior
* distractibility
* delayed speech
* limited vocabulary
* difficulty recalling what is heard
* dislike of being touched
* inappropriate use of words
* low or high pain threshold
* overreaction to noise
123
Physical or sensory difficulties
Physical or meical conditions that signficatly affect school perfomance such as health, visual, or hearing impairments
124
Steps to Observational Learning (or Modeling)
1. Attention
2. Retention
3. Reproduction
4. Motivation
125
Attribution
When one constructs a causal explanation for failure or success
126
Cognitive Dissonance
A feeling of mental discomfort in which new information conflicts with beliefs or previously learned information
127
Extrinsic Motivation
Motivation that comes from external sources, or an outside person. Stickers, behavorial charts, incentives etc
128
Facilitating Anxiety
A low level of anxiety that enhances student learning and performance (ex. mentioning a pop quize that makes students study)
129
Debilitating Anxiety
High level of anxiety that distracts from a student's ability to concentrate on the task
130
Intrinsic Motivation
Comes form within
Providing students time to reflect on goals/achievements are intrinsic motivators
131
Learned Helplessness
A tendency for a person to be a passive learner who is dependent on others for guidance and decision making
132
Punishment
To weaken or extinguish an undesired behavior
133
Presentation Punishment
Adding a new stimulus to decrease a desired behavior
ex: giving homework
134
Removal Punishment
Taking away a desired stimulus to decrease an undesired behavior
ex: Taking away recess
135
Reinforcement
The process or action of strengthening or reinforcing a behavior
136
Positive Reinforcement
adding a positive stimulus to increase a desired response
Ex: giving a sticker
137
Negative Reinforcement
Removing a negative stimulus to increase a desired response
ex: taking away homework
138
Self-determination
Self -determination is a paradigm that suggests that humans have a basic need for autonomy when it comes to the courses their lives take
139
Social-Learning Theory
1. Modeling
2. Reciprocal determinism (ex. student acts out due to dislike of school, loses recess, hates school more)
3. Vicarious learning
140
Problem-based learning
Activities in which students learn new information and skills while working to solve real-world problems
141
Inquiry Model
involves students in the process of exploring the natural and/ or material world in an effort to help them discover meaning
142
Curriculum
Set of topics and materials teachers use to teach.
Can be mandated by the school district or developed by teachers
143
Scope
The material or skill to be taught
ex; measurement
144
Sequence
The order in which you teach the information
145
Standards of learning
State and national standards are used to guide curriculum and lesson development, as well as to design assessment systems
146
Curriculum Frameworks
list the broad goals of a school district, state or school and provide subject-specific outlines of course content, standards and performance expectations
147
Curriculum Planning
in order to plan a curriculum, teachers must plan a scope and sequence for a series of units of study, align the curriculum to the district and state standards of learning, and then plan the assessment system to measure student's progress
148
Emergent Curriculum
Based primarily on the interests of students
used most often in early-childhood settings, sometimes alternative-model secondary schools
149
Unit Planning
A subset of the curriculum that is a cohesieve, interconnected set of lessons usually lasting 2 to 6 weeks
150
Understanding by Design
* state of the art curriculum and unit planning by McTighe and Wiggins
* uses principles of "Backward Design" based on what students need to know
151
Interdisciplinary-unit instruction
Incorporates information from two or more content areas to help students see the connections and real-life links across the disciplines
152
Thematic-unit instruction
A way to organize curriculum around large themes that are integrated across several content areas
153
Hunter's Effective Lesson Plan
1. Objectives
2. Standards
3. Anticipatory set or advance organizer
4. Teaching (modeling, student input, directions, checking for understanding)
5. Guided practice and monitoring
6. Lesson closure and practice
154
3 Parts of a Lesson Objective
Measurable behavavior should be from blooms cognitive, affective or performance domain
1. measurable behavior
2. criteria
3. conditions (how student will be able to do the measurable behavior)
ex: The student will _analyze_ ( 1 ) a short story and a poem and then _provide three accurate comparisons and contrasts_ ( 2 ) _on a Venn diagram graphic organizer_ ( 3 )
155
Methods of Differentiated Instruction
1. Tiered instuction
2. Curriculum compacting
3. curriculum chunking
4. flexible grouping
156
Tiered Instruction
Teacher offers the same core content to each student but provides varying levels of support for students
157
Curriculum Compacting
The teacher finds the key content that must be learned and reduces the number of examples, activities or lessons so that student (usually one who is advanced) can demonstrate teh content and move on to another level
158
Curriculum Chunking
The teacher breaks down a unit's content into smaller units or chunks and provides support and frequent feedback to the student as he or she deomstrates understanding of each chunk of information
159
Flexible Grouping
Groups that change as the students' learning needs change
160
Anticipatory Set
aka Set Induction or Hook
activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowlege
161
5 Categories of Instructional Methods
1. Direct Instruction
2. Indirect Instruction
3. Independent Instruction
4. Experiential and Virtual Instruction
5. Interactive Instuction
162
Direct Instruction
Teacher centered, carefully planned, clear goals
* demonstration
* lecture
* Mastery learning ( teacher -centered group based)
163
Indirect Instruction
Student centered
* discovery learning
* inquiry model
* concept mapping
* case studies
* problem solving
164
Independent Instruction
Structured opportunities for students to learn at their own pace
* Distance learning
* learning centers/stations
* learning contracts
* research projects
* instructional technology-mediated instruction
165
Experiential and Virtual Instruction
Aka Anchored Instruction
Ties information to an "anchor", connecting information to a concrete experience
* field trips
* virtual frog models for dissection
166
Interactive Instruction
* cooperative learning
* STAD (student teams achievement diviisions)
* Jigsaw
* Numbered heads together
* Think-pair-share
* Reciprocal teaching
167
Ability Test
Standardized test evaluating _performance_ in a specific area
( ex. cognitive or psychomotor)
168
Achievement Tests
Tests knowledge or proficiency in something that has been learned or taught
* SAT
* MAT
* CAT
169
Analytical Rubrics
Designed to provide specific information about each aspect of a task in order to share specific strengths and weaknesses of a student
170
Anecdotal Records
Written notes teachers maintain based on their observations of individual students
171
Aptitude Tests
standardized or norm-referenced tests that are designed to measure a student's ability to develop or acquire skills and knowledge
172
Authentic Assessments
Measure student understanding of the learning process and product, rather than just the product. Students develop the responses rather than select from predetermined options. Clear criteria of success are establised, which relate closely to classroom learning opportunities
173
Criterion-referenced Tests
## Footnote
Determines how well a student performs on an explicit objective relative to a predetermined performance level (such as grade-level expectations or mastery)
do not help teachers compare student results to other test takers
174
Diagnostic Evaluations
(Usually standardized/norm referenced) Given BEFORE instruction begins to help teachers understand students' learning needs
175
Essay Questions
Require students to make connections between new and previously learned content, apply information to new situations and demonstrate that they have learned the new information
176
Formative Assessments
Provide information about learning _in progress_
ex: exit slips
177
Journals (as assessments)
authentic assessment of a student's understanding of key concepts OR his or her ability to communicate ideas in writing
178
Norm-referenced Tests
aka Standardized Tests
Used to determine a student's performance in relation to the performance of his peers who have taken the same test
used by school personnel to make decisions about curriculum and school performance levels
179
Performance Assessments
Require a student to perform a task or generate his or her own response
ex: writing instead of multiple choice
180
Portfolios
a carefully selected collection of student products collected over time that reflect a student's progress in a content area
181
Responses
many forms across content areas; can respond orally, in writing, through visual or performing arts
Can be used as authentic assessments and are often assessed by using a set of criteria or scoring rubric
182
Rubrics
Scoring guides used in assessments, can be subject/task specific or generic
183
Standards-based assessments
measure student progress toward metting goals based on local, state, and/or national goals. Can be based on content or performance standards and criterion or norn referenced.
184
Summative Assessments
Provide infromation about learning to be used to make judgments about a student's achievement and the teacher's instruction
185
Age-equivalent Scoring
Type of scoring that allows teachers to compare student performance to typical students in that same age group
186
Analytical Scoring
Typically used to assess constructed-response test questions (essays, short answer) and includes detailed descriptions of the criteria.
187
Grade-level Equivalent Scores
Demonstrate the grade _AND_ month of the school year to which a student score can be compared
For example 5.1 would indicate a student is performing at a fifth-grade, first-month level
188
Holistic Scoring
typically used for constructed responses (essays, journals, short answer)
Uses general descriptions of the criteria for success
can be more efficient than analytical scoring if the teacher has fewer test items to score
189
Mean
Average of a set of numbers
190
Median
Midpoint of a set of numbers
191
Mode
Most common number in a set of numbers
192
Percentile Rank
Shows the percentage of students in a group (national or a local norm) whose score falls above or below the given student's scores
ex: if a student scores 50th percentile, 50% of the scores in the norm group fell below the student's score on the same test
193
Quartiles
When you divide a normal distribution of scores into four parts, you can describe the student data as it falls into 3 quartiles,
first = lower 25%
second= midian 50%
Third = upper 25 %
194
Raw Score
The number of items ACTUALLY answered correctly or incorrectly
NOT curved
195
Reliability
The extent to which an assessment is consistent with its measures
196
Samples
A smaller number of participants drawn from a total population
197
Scaled Scores
Based on a mathematical transformation of a raw score
can be helpful when determining avearges and to study change over time
198
Standard Deviation
Measure of variability that indicates the typical distance between a set of scores of a distribution and the mean or average score.
199
Standard Error of Measurement
standard deviation of test scores you would have obtained from a _single student_ who took the same test multiple times
200
Stanines
rarely used outside of math teachers and school personnel
Formula based on a 9 point scale with a mean of 5 and a standard deviation of 2
201
Validity
A test is found to be valid if it measures what it was designed to measure
202
RTI
Response to Intervention
Assessment driven student centered process that schools use to help students struggling academically or behaviorally
203
3 Tiers of the RTI process
1. Teir 1 : _Screening Assesments_ reassessed at 6-8 weeks
2. Teir 2 : Targeted Interventions
3. Teir 3 : Adds Intensive and individualized support, if not succsess referred for individual evaluation as required by the IDEA
