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PX 52A
| Question | Answer |
|---|---|
| assessment | process of using student behavior and performance to make educational decisions |
| measurement | the process of determining the ability or performance level of students |
| adaptive behavior | the ability to adapt to the environment by developing independent social and behavior and by adjusting to changes in the enviroment |
| curriculum-based assessment | an evaluation approach that measures performance based on progress in the curriculum rather than in relation to the scores on the test. |
| inclusion | involves participation of children and youth with disabilities in the general classroom and in the general curriculum with the appropriate aids and services |
| mainstreaming | refers to retaining students with disabilities in the "mainstream"of education rather than placing them in separate programs |
| family educational and privacy act | ensures privacy and access rights for students and parents |
| individuals with disabilities education act | requires permission for testing requires and IEP calls for participation in regular classroom |
| infants and toddlers program | requires assessing family needs and developing and individual family service plan |
| screening | identifying potential problems that may need assessing |
| determining eligibility | to decide who qualifies for services |
| instructional intervention | to obtain data for making instructional decisions |
| measuring progress | to assess performance to see if the student is achieving IEP goals to monitor program effectiveness |
| child-study teams | coordinate screening and other activities associated with identifying students with disabilities |
| screening instruments | easy test that are judged by using techniques given individually or in a group |
| eligibility process | determines the nature and severity of a learning problem and deciding eligibility for special education services |
| individual educational program (IEP) | the document that guides the development and implementation of the instructional intervention program and process of measuring students progress |
| instructional intervention | uses the curriculum based assessment that is a regular part of daily instruction |
| measuring progress | involves ongoing evaluation and periodic measurement of overall performance |
| full inclusion | attaining the greatest integration possible for all, even students with severe disabilities |
| team assessment | a process that involves all teachers in the evaluation process |
| pass/fail grading | involves establishing min criteria for receiving a passing grade |
| multiple grading | allows teachers to assign grades in more than one area |
| competency based grading | student is graded based on performance |
| contract grading | have teacher and student sign a contract that describes the work a student will complete in a certain time |
| descriptive grading | relies in the descriptive comments that a teacher makes of a students performance |
| level grading | the teacher individualizes grading by the level of difficulty |
| mastery level/criterion grading | relies in content or skills divided into specific components |
| shared grading | two or more teachers to assign a grade |
| progressive improvement grading | giving students feedback and instruction on tests and learning activities throughout the grading periods |
| ABC model | A behavioral method through which to select interventions by analyzing events that occur antecedent to, concurrent with, or consequent to a target behavior. |
| ability grouping | To place students with comparable achievement and skill levels in the same classes or courses; an approach often used in gifted education. |
| accommodation | Service or support related to a student's disability that allows her or him to fully access a given subject matter and to accurately demonstrate knowledge without requiring a fundamental alteration to the assignment's or test's standard or expectation. |
| action plan | Any of a number of methods to support the implementation of a comprehensive behavior management plan |
| annual goals | Statements in a student's IEP that outline the major expectations for that student during the upcoming twelve months; must be objective and measurable. |
| annual review | Required meeting of the IEP team, including parents and school professionals, to review the student's goals for the next year. |
| behavioral intervention plan (BIP) | Strategies designed to address the function of a student's behavior as a means through which to alter it,requires a functional behavioral assessment and an associated plan that describes individually determined procedures for prevention and intervention |
| collaboration | Any collective action in which two or more individuals work together towards a common goal of planning, implementing, or evaluating a specific aspect of an educational program for a student or group of students. |
| curriculum based assessment (CBA) | A method of evaluating student performance by directly and frequently collecting data on their academic progress |
| curriculum based measurement (CBM) | A type of progress monitoring conducted on a regular basis to assess student performance throughout an entire year's curriculum; teachers can use CBM to evaluate not only student progress but also the effectiveness of their instructional methods. |
| curriculum mapping | A method used to gather information about what has been taught in a classroom over a specific period of time. |
| free appropriate public education (FAPE) | A provision of IDEA ensuring that students with disabilities receive necessary education and services without cost to the child or family. |
| full inclusion | The act of facilitating the full participation of an individual in an activity, lesson, or course of study |
| functional assessment | Method used to determine special education eligibility, the nature of the needed instructional program, and long-term goals for individuals with severe disabilities; evaluations focus on independent living and are conducted in natural settings. |
| functional behavioral assessment | A behavioral evaluation technique that determines the exact nature of problem behaviors, the reasons why they occur, and under what conditions the likelihood of their occurrence is reduced. |
| multidisciplinary team | School psychologist, administrators, specialists, and parents or guardians who assess the individual needs of students to determine eligibility for special education and develop individualized education programs often called IEP teams |
| inclusion | In education, a state of inclusivity in which all students are educated so as to reach their fullest potentials, regardless of ability or disability. |
| individualized transition plan (ITP) | A statement, included in a high-school student's IEP, outlining the transition services required for coordination and delivery of services as the student nears adulthood |
| interdisciplinary team | Group of professionals from different disciplines who work together to plan and manage a student's IEP. |
| least restrictive environment (LRE) | One of the principles outlined in the Individuals with Disabilities Education Act requiring that students with disabilities be educated with their non-disabled peers to the greatest appropriate extent. |
| modification | Any of a wide variety of services or support related to a child's disability that help a student to access the subject matter and demonstrate knowledge; such services and supports fundamentally alter the standard or expectation of the assignment or test. |
| response to intervention (RTI) | A multi-tiered method for delivering instruction to learners through increasingly intensive and individualized interventions. |
| standard deviation (SD) | In connection with standardized assessments, a statistical measure that expresses the variability and the distribution from the mean of a set of scores. |
| Tier 1: class- or school-wide interventions (primary prevention) | Program of reading instruction that includes all students, whether struggling in reading or not. |
| Tier 2 service provider | Any individual who has been trained in the appropriate Tier 2 instruction: classroom teacher, reading specialist, special education teacher, supervised paraprofessional, tutor, or trained volunteer. |
| Tier 2: targeted interventions (secondary prevention) | Program of reading instruction that offers more focused instruction than is usually offered in the typical classroom. |
| Tier 3: intensive, individualized interventions (tertiary preventions) | Program of increasingly intensive, specialized services designed to help students to become successful readers. |
| wraparound service | A service delivery model whereby all of the student's needs are met through the coordination of the education system, mental health agencies, social services, and community agencies. |
| year-end achievement test | A test administered once a year, often near the end of school, that offers an indication of a student's overall progress for the year; an example of summative assessment, annual achievement tests focus on the outcomes of student learning. |
| zero reject | The core principle of IDEA stating that no student with a disability, regardless of its nature or severity, can be denied an education. |
Created by:
jwalke6
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