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82 Cards in this Set
- Front
- Back
Recommended Formal Reading CBMs for Kindergarten |
Initial/First Sound Fluency Letter Naming Fluency Phoneme Segmentation Fluency |
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Recommended Informal Reading CBMs for Kindergarten |
Letter Sound Correspondence CBM Dolch CBM |
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Recommended Math CBMs for Kindergarten
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Oral Counting CBM Number Identification CBM Quantity Discrimination Fluency Missing Number Fluency |
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Recommended Formal Reading CBMs for 1st Grade
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Nonsense Word Fluency Oral Reading Fluency |
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Recommended Informal Reading CBMs for 1st Grade
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Dolch CBM |
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Recommended Math CBMs for 1st Grade
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Computation |
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Recommended Formal Reading CBMs for 2nd Grade
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Nonsense Word Fluency
Oral Reading Fluency |
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Recommended Informal Reading CBMs for 2nd Grade
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Dolch CBM |
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Recommended Math CBMs for 2nd Grade
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Computations Concepts and Applications |
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Recommended Formal Reading CBMs for 3rd Grade |
Oral Reading Fluency MAZE |
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Recommended Informal Reading CBMs for 3rd Grade
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Dolch CBM |
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Recommended Math CBMs for 3rd Grade
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Computation Concepts and Applications |
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Recommended Reading CBMs for 4th, 5th, and 6th Grade |
Oral Reading Fluency MAZE |
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Recommended Math CBMs for 4th, 5th, and 6th Grade
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Computations Concepts and Applications |
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How to Determine Chronological Age |
Test Date Given (Year, Month, Day) - Birth Date (Year, Month, Day) Always round to nearest Month |
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How can you tell if a Norm-Referenced Test is relevant? |
Reliable (reliability coefficient is 1.0 (perfect)) Validity (tests items make sense based on title) Norm Excellence (How old is the test? Was the norm group large enough?) |
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Assessment |
The process of gathering information to progress monitor and making educational decisions if necessary. |
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Disproportionality |
Condition that exists when students of a specific ethnic group are at risk of overidentification or underrepresentation is special education. |
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Curriculum-Based Assessment |
(CBA) Use of content from the currently used curriculum to assess student progress |
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Criterion-Referencded Tests |
Tests designed to accompany and measure a set of criteria or skill-mastery criteria |
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Performance Assessment |
Assessment that utilizes a student-created product as a demonstration of knowledge |
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Portfolio Assessment |
Evaluating student progress, strengths, and weaknesses using a collection of different measurements and work samples |
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Dynamic Assessment |
Assessment in which the examiner prompts or interacts with the student to determine the student's potential to learn a skill |
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Error Analysis |
Analyzing a student's learning problems by determining error patterns |
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High Stakes Testing |
Accountability assessment of state or district standards which may be used for funding or accreditation decisions. |
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Individualized Education Program/(Plan) |
IEP A written plan of educational interventions designed for each student who receives a special education. |
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Ecological Assessment |
Method of assessing a students total environment to determine factors that might be contributing to learning or behavioral problems |
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Environmental Assessment |
Method of assessing a students classroom environment. |
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Individualized Family Service Plan |
IFSP A plan required by PL 99-457 That includes the related needs of the family of the child with disabilities. The plan is designed for children ages 3 and younger that addresses the child's strengths and weaknesses as well as the family's needs |
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Public Law 94-142 |
Education for All Handicapped Children Act of 1975 Guarantees the right to free and appropriate public education (FAPE) in the least restrictive environment (LRE) A.K.A: IDEA |
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IDEA 2004 |
Law that reauthorized and improved the 1997 IDEA |
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Due Process |
The right to a hearing to settle disputes A protection for children with disabilities and their families A SYSTEM OF CHECKS AND BALANCES |
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Comprehensive Educational Evaluation |
A complete assessment in all suspected areas of disability |
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Informed Consent |
Parents are informed of their rights in their native language and agree in writing to procedures for the child Consent may be revoked at any time |
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Nondiscriminatory Assessment |
Fair and objective testing practices for all students from all cultural and linguistic backgrounds: 1. Multiple measures are used (eligibility is not based on one single instrument) 2. Tests are administered in students native language 3. Instruments are technically sound (reliable and valid) 4. Are administered by properly trained personnel 5. Administered i accordance with instruction |
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Procedural Safeguards |
Provisions of IDEA designed to protect students and parents in the special education process |
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Mediation |
Process of settling a dispute between parents and schools without a full third party hearing. |
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Section 504 of the Rehabilitation Act of 1973 |
A civil rights law that includes protection from discrimination and that provides for reasonable accommodations |
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Measures of Central Tendency |
Mean, Median, and Mode Statistical methods for observing how data clusters around the mean |
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Normal Distribution/Normal Curve |
A symmetrical distribution with a numerical representation for the mean, median, and mode. |
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Measure of Dispersion |
Range, Variance, and Standard Deviation Statistical methods for observing how data spreads from the mean |
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True Score/Obtained Score |
The student's actual score |
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Standard Error of Measurement |
(SEM) The amount of error determined to exist using a specific instrument, calculated using the instruments standard deviation and reliability |
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Reliability |
The dependability or consistency of an instrument across time or items |
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Test-Retest Reliability |
Study that employs the readministration of of a single instrument to check for consistency across time. |
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Alternative Forms Reliability or Equivalent Forms Reliability |
(A/B) Consistency of a test to measure domain, traits, or skills using like forms of the same instrument |
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Split-Half Reliability |
A method of checking the consistency across items by halving the test and readministering the two half-forms of the same test |
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Validity |
The quality of a test The degree to which an instrument measures what it was designed to measure |
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Content Validity |
Occurs when the items Contained within the test are representative of the content purported to be measured |
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Norm-Referenced Tests |
Tests designed to compare students with the national average or norms of expectancy |
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Norm Group |
A large number of people who are administered a test to establish comparative data of average performance |
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Test Manual |
A manual accompanying a test instrument that contains directions for administration and norm tables |
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Raw Score |
The first score obtained in testing. Usually represents the numbers of items correct |
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Derived Score |
Scores obtained using raw score and expectancy tables |
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Protocol |
The response sheet or record form used by the examiner to record the students answers |
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Basal |
Thought to represent the level of skills which below the student would correctly answer all test items |
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Ceiling |
Thought to represent the level of skills above which all test items would be answered incorrectly
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Accommodations |
Necessary changes in format, response mode, setting, or scheduling that will enable a student with one or more disabilities to complete the general curriculum or test |
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Assistive Technology |
Any assistive device that enables persons with disabilities to function better in their environments Necessary technology that enables the student to participate in a free, appropriate public education |
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Curriculum-Based Measurement |
CBM Frequent measurement comparing students actual progress with an expected rate of progress |
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Formative Assessment |
Ongoing assessment that is completed during the acquisition of a skill ONGOING |
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Summative Assessment |
Assessment that is completed at the conclusion of an instructional period to determine the level of skill acquisition or mastery CONCLUSION |
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Probes |
Tests used for in-depth assessment of the mastery of a specific skill or subskill |
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Baseline |
The frequency, duration, or latency of a behavior determined before behavioral intervention |
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Aimline |
The goal-line against which progress is measured in curriculum-based measurement |
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Response to Intervention |
RTI The application of learning or behavioral interventions and measurement of students' responses to such interventions |
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Universal Screening |
Assessment of all students in the general education classroom to determine if any are at risk or below the expected level of performance for their grade |
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Progress Monitoring |
Monitoring all students to determine that they are making progress through the curriculum as expected |
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Tier I |
High Quality Core Curriculum Differentiated Instruction 80% All Children Universal Screenings |
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Tier II |
5-8 Students 2-3 Times a week Bi-Weekly or Monthly Progress Monitoring Supplemental Intervention 20-30 Minutes 15% |
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Tier III |
1 on 1, or very small groups of 2-3 Intensive Intervention Weekly Progress Monitoring 40-50 Minutes 4-5 Times per week 5% |
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Standard Protocol Model |
Instructors make decisions Uses only one intervention |
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Problem Solving Model |
A team makes instructional and placement decisions Uses a variety of interventions |
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Visual Inspection |
The examination of data graphs and other data that indicates consistent change |
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General Achievement Tests |
Woodcock-Johnson Peabody Individual Achievement Test |
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Reading Diagnostic Tests |
Woodcock Johnson Diagnostic Reading Battery (WJ-III-DRB) Woodcock Reading Mastery Test (WRMT) |
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Mathematics Diagnostic Tests |
KeyMath PAL-2-M |
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Written Expression Diagnostic Tests |
Test of Written Language (TOWL) Test of Written Spelling (TWS) |
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Traditional Model of Assessment |
OUTDATED BIASED IQ Based Multidisciplinary team can place child in special needs if they aren't progressing as planned. |
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Contemporary Model of Assessment |
RtI Three Tier Model |
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8 Parts of the Education for All Handicapped Children Act |
1. Zero-Reject 2. FAPE (Free Appropriate Public Education) 3. LRE (Least Restrictive Environment) 4. Nondiscriminatory Assessment 5. Parent Participation 6. Informed Consent 7. Procedural Safeguards 8. Due Process |
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MAZE CBM |
Stories with groups of three words, students circle which word fits best. |