WGU 542 Word Scramble
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Question | Answer |
Students that most often fall in the Mild Disability category are: | Students with LD or OHI. Some students with ED may qualify. |
Students that most often fall in the Moderate Disability category are: | Students with ED, MR and A. |
Students with mild MR are considered those with an IQ range of: | An IQ range of 50 to 75. |
Assessments are used for: | identification, placement and program decisions. |
Assessments are used for: | evaluate skills, habits, & talents, link info to the assessment, measure progress in achievement & improve behaviors. |
Criterion references test | formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another |
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 |
Norm referenced test | formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs. |
Performance assessment | informal measure by teacher to check student's knowledge, skills, and abilities |
Standards-based assessment | formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark |
Achievement test | formal tool measures knowledge or proficiency in subject or topic |
Active student response | frequency based used to determine student’s participation rate during instruction |
Anecdotal record | informal measurement of teachers notes by observation of student work, performance,used in parent conferences |
Aptitude test | formal measure standard/or norm references test–find ability to acquire skills/gain knowledge |
Authentic assessment | informal method for comprehension and performance of skill – classroom assessment |
Behavior assessment | variety of eval tools to track behaviors and document progress on BIP or self mange |
Ecological based assessment | informal observation of interaction w/environment during regular schedule |
Functional behavior assessment – FBA | gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan |
Differentiated Instruction | Using a variety of instructional strategies to meet the needs of diverse learners. |
Incidental Teaching | a strategy tht teaches a skill or concpet during an event or situation in which it is presently occurring. |
PreTeaching | helps students recall prior knowledge and background info as well as previous experiences about a topic. |
Scaffolding | Stratagies that support a student as he aquires knowledge, skills or gains concepts |
Sequencing | task is broken down into steps and student completes one step at a time until task is done. |
IEP goals have a required format, adjusted across states. The goals should resemble the following: | condition, performance, criteria, assessment and standard. |
PLEP | Present Levels of Educational Performance |
Brain-Compatible Instruction | Use of brain research and the suggested techniques |
Direct Instruction (DI) | Includes a set of designed instructional steps with demonstration, guided practice, and feedback essential. |
Functional Curriculum Approach | Teaching basic life skills in a meaningful and practical manner |
Learning Strategies Method | Giving students a set of methods to help them improve their own ability to learn |
Multisensory Instruction | Including all the senses to make learning more effective |
Precision Teaching | When a teacher or learner records responses on a standardized chart |
Student-Centered Learning | Focus on student's developmental needs related to learning and her whole self |
Task Analysis Approach | Breaking down tasks into smaller parts and teaching each as a seperate skill |
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 |
Behavior Intervention Plan (BIP) | an individual program designed by using info from an FBA & stuctured to help a student to manage her behaviors. |
Latency Recording | During an observation it is the measure of the amount of time between a request and a behavior |
Setting Events | An occurance that influences a student's behavior and may alter the established IEP or BIP programs. |
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 |
Group Strategies | each member is allowed equal status, all ideas are acceptable and the group priority ranks them together |
Brainstorming | members share info and ideas discussing possiblities until a solution is agreed upon |
Reach-in Model | services are brought into a gen ed classroom where a student with disabiities has access to the materials |
Collaborative Teaming | occurs when two or more people work together to enhance a student's eduction program |
IEP | Individualized Eduction Plan |
LRE | Least Restricted Invironment |
IDEA | Individuals with Disabilities Education Act |
Pull-Out Model | Pulling SpEd student out of gen ed classroom |
ESE | Exceptional Student Education |
High-Incidence Disabilities | Disabilities that occur with the highest frequency such as LD, BD and MR |
NBPTS | National Board for Professional Tracking Standards |
Cross-categorical Approach | Grouping students with disabilities by similar education, not disability |
Curriculum Compacting Stratagies | Allows students to test out of areas they already know |
IDEIA | Individuals with Disabilities Education Improvement Act |
FERPA | Family Education Rights and Privacy Act |
FAPE | Free and Appropriate Public Eduction |
PLEP may include the following info | academics, social-emotional, adaptive behavior, functional, pre-vocational-vocational, communication, behavior, motor, and health/medical |
PLEP Academic | Measures current reading, written language, math and subject areas. |
PLEP Social-Emotional | Determines social proficiency, attitude, and feelings about school, work, self and peers. |
PLEP Adaptive-Behavior | Determines status of self-help skills |
PLEP Functional | Measures ability to become independent in several different areas |
PLEP Pre-vocational - vocational | Indicates interest, preferences, aptitude and abilities |
PLEP Communication | Determines the ability to understand and use language, speech, and other non-verbal communication systems |
PLEP Behavior | Indicates ability to identify and manage self in a variety of situations and places |
PLEP Motor | assesses coordination and use of small and large muscles; includes visual and perceptual skills |
PLEP Health/Medical | explains current status and historical situations or patterns |
Suplemental Services | Services a sp ed student needs while in a gen ed setting |
Related Services | Services a sp ed student needs such as speach therepy. |
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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