WGU D003 Latest Update 100% Pass

WGU D003 Latest Update 100% Pass Special Education A set of unique educational services and supports provided to students with disabilities who meet particular disability criteria inclusive education An educational model in which students with disabilities receive their education in a general educational setting with collaboration between general and special education teachers. Implementation may be through the total reorganization and redefinition of general and special education roles, or as one option in a continuum of available services. Differentiated Instruction A variety of techniques used to adapt instruction to the individual ability levels and learning styles of each student in the classroom Assessment An evaluation technique for technology that requires analyzing benefits and risks, understanding the trade-offs, and then determining the best action to take in order to ensure that the desired positive outcomes outweigh the negative consequences. Techniques used to analyze accomplishments against specific goals and criteria. Examples of assessments include tests, surveys, observations, and self-assessment. Reliability Ability of a test to yield very similar scores for the same individual over repeated testings 4 primary methods to collect data R.I.O.T Record and review, Interview, Observation and Testing inference making Refers to going beyond observations and what we know. Inferences have only a low probability of coming true. 4 kinds of assessment Practices 1. Assessments that matter but are technically inadequate 2. Technically adequate but does not matter 3. Neither Technically adequate nor matters 4 Both technically adequate and matters Non systematic observation Simply watches an individual in his or her environment and notes the behaviors, characteristics and personal interactions that seem significant systematic observation The careful observation of the natural world with the aim of better understanding it. Observations provide the basic data that allow scientists to track, tally, or otherwise organize information about the natural world. quantitative data analysis Any means of representing trends from numerical data, such as measures of central tendency. Qualitative Data Analysis analysis that results in the interpretation of action or representation of meanings in the researcher's own words. Adequate Yearly Progress (AYP) Under NCLB, all schools, school districts and states are required to show progress in: reading/language arts, math, and either graduation rates or attendance rates. There are consequences for failing to meet the criteria for two consecutive years. Universal Screening testing all students to identify those in need of assistance or more intensive instruction Section 504 of the Rehabilitation Act of 1973 Civil rights given to individuals with disabilities- focused on stopping discrimination in education, employment, or any other community setting. Required compliance for federal funds. Family Educational Rights and Privacy Act (FERPA) A federal law that governs student confidentiality in schools. It requires that schools not divulge, reveal or share any personally identifiable information about a student or his/her family, unless it is with another school employee who needs the information to work with the student. An exception is the publishing of student directory information. Parents can inspect and challenge students records. After a child turns 18 these rights are transferred to the child. Education for All Handicapped Children Act Amendment 1986 All rights of the Education for All Handicapped Children Act are extended to preschoolers with disabilities. Each School district must conduct multidisciplinary assessment and develop an individualized family service plan for each preschool child with a disability. Individual with Disabilities Education Act of 1990 This act reauthorizes the Education for All Handicapped Children Act. Two new disability categories (traumatic brain injury and autism) are added to the definition of students with disabilities. A comprehensive definition of transition services is added. 1990 Americans with Disabilities Act (ADA) Guarantees equal opportunity to individuals with disabilities in employment, public services, transportation, state and local government services and telecommunications. 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) These amendments add a number of significant provisions to IDEA and restructure the law. A number of changes in the individualized education program and participation of students with disabilities in state and district assessments are mandated. Significant provisions on mediation of disputes and discipline of students with disabilities are added. 2001 Elementary and Secondary Education Act (No Child Left Behind Act) Targeted resources are provided to help ensure that disadvantaged students have access to a quality public education. (Title 1 funds) The act aims to maximize student learning, provide for teacher development, and enhance school system capacity. The act requires states and districts to report on annual yearly progress for all students including students with disabilities. The act provides increased flexibility to districts in exchange for increased accountability. The act gives parents whose children attend schools on state "failing schools list" for two years in a row the right to transfer their children to another school. Students in "failing schools" for three year are eligible for supplemental education services. 2004 Reauthorization of IDEA -- Transition is defined as a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the movement from school to post-school activities -- States that transition is based on the individual child's needs, taking into account their strengths, preferences, interests, and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and acquisition of daily living skills and functional vocational evaluation -- For each student, beginning at age 16 (or younger, if determined appropriate by the IEP team), the IEP includes a statement of the needed transition services for students, including a statement of the inter-agency responsibilities or linkages before the student leave the school setting -- IDEA identifies rehab counselors as related service providers 2008 Americans with Disabilities Act Amendment This act further defines and clarifies criteria necessary for determining whether a student has a disability under ADA and Section 504 Professional Code of Ethics (CEC) Ethical principles, practice standards and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. benchmark The minimum level of competence expected of all students at a certain level RTI (Response to Intervention) A multi tiered approach to the early identification and support of students with learning and behavioral needs. 1st tier- Whole group instruction- content that aligns to standards and all students screened on a set basis 2nd tier- Small group instruction-Strategic intervention based on screening data 3rd tier- One-on-one instruction-Weekly progress monitoring. Customized interventions 10 Basic steps in Special Education Step 1. Child is identified as possibly needing special education and related services. Child Find. Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct what are known as Child Find activities. When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated. Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal, but it's best to put it in writing. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. However, if a State's IDEA regulations give a different timeline for completion of the evaluation, the State's timeline is applied. Step 2. Child is evaluated. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE. Step 3. Eligibility is decided. Step 4. Child is found eligible for services. Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child. Step 5. IEP meeting is scheduled. Step 6. IEP meeting is held and the IEP is written Step 7. After the IEP is written, services are provided. Step 8. Progress is measured and reported to parents. Step 9. IEP is reviewed. Step 10. Child is reevaluated. At least every three years the child must be reevaluated. This evaluation is sometimes called a "triennial." Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation. Multiple tiered System of Support Ensures resources are allocated to provide students with the support necessary to be successful Progress Monitoring Progress monitoring is a scientifically based practice used to assess students' academic performance and determine the effectiveness of instruction. In progress monitoring the student's current levels of educational achievement are determined and academic goals are established. Appropriate interventions are used and the student's academic performance is measured regularly on a weekly or monthly basis. Progress toward goals is measured by comparing expected and actual rates of learning. Depending on the results of this monitoring instruction is adjusted appropriately. Also helps quantify a students rate of improvement. Anecdotal Recording Observations of behavior in which the teacher notes all behaviors and interactions that occur during a given period of time Observation Protocols Conduct as discreetly as possible Use simple and uncomplicated codes Use videotapes and audio tapes Multi-disciplinary team a group of professionals with different expertise who contribute to the assessment, intervention, and management of a particular individual Informal Assessment occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion Curriculum-Based Assessment The appraisal of student progress by using materials and procedures directly from the curriculum taught. norm-referenced tests Tests where a student's performance is compared with a norm group, or a representative sampling students similar to the student. A person's score on a norm-referenced test describes how the student did in relation to the norm group. Tests results are reported in such formats as standard scores or percentiles. Continuum of Alternative Placements an array of different settings that should be available in a school system to meet the varied needs of students with disabilities predictive validity The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior. mean the arithmetic average of a distribution, obtained by adding the scores and then dividing by the number of scores Median the middle score in a distribution; half the scores are above it and half are below it Mode The value that occurs most frequently in a given data set. IEP Process 1. Pre-referral interventions to document and explain students difficulties 2. Referral refers children who are "at risk" for disabilities 3. Identification testing to be sure a disability exists 4.Eligibility Determining whether the student qualifies for an individualized education 5. Develop the IEP Specifying an individualized ed program 6. Implementation of IEP Delivering services 7.Evaluation and reviews The cycle continues Present Level of Performance Section of IEP to include the following information: Current academic achievement, area of eligibility, "Facts" for school, future plans, teacher reports, discussion of progress towards goals