Praxis 0542
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| Students that most often fall in the Mild Disability category are: | Students with LD or OHI. Some students with ED may qualify.
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| Students that most often fall in the Moderate Disability category are: | Students with ED, MR and A.
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| Students with mild MR are considered those with an IQ range of: | An IQ range of 50 to 75.
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| Assessments are used for: | identification, placement and program decisions.
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| Assessments are used for: | evaluate skills, habits, & talents, link info to the assessment, measure progress in achievement & improve behaviors.
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| Criterion references test | formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another
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| Curriculum based measure | eval progress and performance of skills in curriculum or student behaviors, teacher finds best way to assist child and to share with parents
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| Norm referenced test | formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs.
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| Performance assessment | informal measure by teacher to check student's knowledge, skills, and abilities
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| Standards-based assessment | formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark
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| Achievement test | formal tool measures knowledge or proficiency in subject or topic
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| Active student response | frequency based used to determine student’s participation rate during instruction
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| Anecdotal record | informal measurement of teachers notes by observation of student work, performance,used in parent conferences
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| Aptitude test | formal measure standard/or norm references test–find ability to acquire skills/gain knowledge
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| Authentic assessment | informal method for comprehension and performance of skill – classroom assessment
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| Behavior assessment | variety of eval tools to track behaviors and document progress on BIP or self mange
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| Ecological based assessment | informal observation of interaction w/environment during regular schedule
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| Functional behavior assessment – FBA | gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan
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| Differentiated Instruction | Using a variety of instructional strategies to meet the needs of diverse learners.
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| Incidental Teaching | a strategy tht teaches a skill or concpet during an event or situation in which it is presently occurring.
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| PreTeaching | helps students recall prior knowledge and background info as well as previous experiences about a topic.
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| Scaffolding | Stratagies that support a student as he aquires knowledge, skills or gains concepts
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| Sequencing | task is broken down into steps and student completes one step at a time until task is done.
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| IEP goals have a required format, adjusted across states. The goals should resemble the following: | condition, performance, criteria, assessment and standard.
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| PLEP | Present Levels of Educational Performance
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| Brain-Compatible Instruction | Use of brain research and the suggested techniques
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| Direct Instruction (DI) | Includes a set of designed instructional steps with demonstration, guided practice, and feedback essential.
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| Functional Curriculum Approach | Teaching basic life skills in a meaningful and practical manner
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| Learning Strategies Method | Giving students a set of methods to help them improve their own ability to learn
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| Multisensory Instruction | Including all the senses to make learning more effective
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| Precision Teaching | When a teacher or learner records responses on a standardized chart
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| Student-Centered Learning | Focus on student's developmental needs related to learning and her whole self
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| Task Analysis Approach | Breaking down tasks into smaller parts and teaching each as a seperate skill
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| Functional Behavior Assessment (FBA) | process of observation & discussion to gather info about a student's behavior & used to determine the need for behavior interventions and a behavior plan
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| Behavior Intervention Plan (BIP) | an individual program designed by using info from an FBA & stuctured to help a student to manage her behaviors.
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| Latency Recording | During an observation it is the measure of the amount of time between a request and a behavior
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| Setting Events | An occurance that influences a student's behavior and may alter the established IEP or BIP programs.
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| Self-Control (self-regulation) | an essential skill for students with mild to moderate disabilities, especially since most of their day is spent in inclusive settings
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| Group Strategies | each member is allowed equal status, all ideas are acceptable and the group priority ranks them together
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| Brainstorming | members share info and ideas discussing possiblities until a solution is agreed upon
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| Reach-in Model | services are brought into a gen ed classroom where a student with disabiities has access to the materials
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| Collaborative Teaming | occurs when two or more people work together to enhance a student's eduction program
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| IEP | Individualized Eduction Plan
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| LRE | Least Restricted Invironment
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| IDEA | Individuals with Disabilities Education Act
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| Pull-Out Model | Pulling SpEd student out of gen ed classroom
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| ESE | Exceptional Student Education
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| High-Incidence Disabilities | Disabilities that occur with the highest frequency such as LD, BD and MR
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| NBPTS | National Board for Professional Tracking Standards
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| Cross-categorical Approach | Grouping students with disabilities by similar education, not disability
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| Curriculum Compacting Stratagies | Allows students to test out of areas they already know
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| IDEIA | Individuals with Disabilities Education Improvement Act
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| FERPA | Family Education Rights and Privacy Act
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| FAPE | Free and Appropriate Public Eduction
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| PLEP may include the following info | academics, social-emotional, adaptive behavior, functional, pre-vocational-vocational, communication, behavior, motor, and health/medical
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| PLEP Academic | Measures current reading, written language, math and subject areas.
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| PLEP Social-Emotional | Determines social proficiency, attitude, and feelings about school, work, self and peers.
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| PLEP Adaptive-Behavior | Determines status of self-help skills
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| PLEP Functional | Measures ability to become independent in several different areas
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| PLEP Pre-vocational - vocational | Indicates interest, preferences, aptitude and abilities
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| PLEP Communication | Determines the ability to understand and use language, speech, and other non-verbal communication systems
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| PLEP Behavior | Indicates ability to identify and manage self in a variety of situations and places
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| PLEP Motor | assesses coordination and use of small and large muscles; includes visual and perceptual skills
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| PLEP Health/Medical | explains current status and historical situations or patterns
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| Suplemental Services | Services a sp ed student needs while in a gen ed setting
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| Related Services | Services a sp ed student needs such as speach therepy.
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| Benchmark | indicates the interim steps a student will take to reach an annual goal. They also serve as a measurement to monitor a student's progress & determine if the student is making sufficient progress towards attaining an anual goal.
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