Flashcards in Exam 3 Deck (34)
Loading flashcards...
1
Areas of Development
Communication
Physical
Cognitive Awareness
Motor Skills
Adaptive
Social
Emotional
2
Data comes from...
Teachers, specialists, parents, observations
3
Analyzing
Breaking down information
4
What is an IEP?
Individualized, written component
5
Why is the IEP necessary?
Federal law requires it
6
IEP
Plan
Data driven
Needs based
Progress monitoring
Inclusionary
Proposal
Teaming
Home-school dialogue
Communication
Contract
Details FAPE for specific student
7
IEP Sections
1. Special Considerations
2. Present Levels
3. Transitions
4. Participation
5. Goals and objectives and SDI
6. Related Services
7. Educational placement
8. Data reporting
8
Physical therapy is a...
Related service
9
Goals and objectives are the
What
10
SDI are the
How
11
Goal components
Condition
Behavior/performance
Level of performance
12
Performance/Behavior should be...
Visible, observable, measurable
13
Objectives
Written the same way as goal
Line up with goal
Short term/long term
14
Progress Monitoring
Ongoing progress of collecting and analyzing data to determine student progress
15
Baseline
Begin by setting goals based upon present level of functioning
16
Target
Expected level of progress
17
Aimline
Connect baseline with target
18
Why progress monitor?
Instructional effectiveness
Program effectiveness
Communication with parents
Accountability with IDEA and NCLB
Motivate student and teacher
Reduce stress
19
Steps
Writing goals & objectives
Making data collection decisions
Determining data collection tools and schedule
Representing the data visually
Evaluating the data
Making instructional adjustments
Communicating progress
20
Writing Annual Goals & Objectives
Annual goals estimate what outcomes can be expected in an academic year based expected in an academic year based on the student's present level of performance
21
Making Data Collection Decisions
Type- rate, percentage, duration
Where- classroom, recess
How often- hourly, daily, weekly
Who- teachers, paras
22
Determine Data Collection Tools & Schedules
Tally sheets
Checklists
Surveys
Rubrics
Rating scales
Anecdotal records
23
Representing the Data Visually
Graphs
Charts
Picture of student progress
24
Evaluating Data
Done regularly
On a predetermined basis
Determine progress
Drive instruction
Decision-making rules for when to intervene
25
Instruction Decisions
Requires 7 to 12 points to make instructional decisions that are statistically valid
26
If progress monitored daily, then valid decisions possible after...
2 weeks
27
If progress monitored twice a week, then valid decisions possible after...
A month
28
If progress monitored once a week, then valid decisions possible after...
One quarter
29
Making instructional Adjustments
Based upon data patterns
Simple interventions at first
More intensive interventions next
30
Examples of instructional adjustments
More intensive instruction
Teach prerequisite skills
Increase repetition
More practice
31
Communicating Progress
Involve student and parent as well as staff
How frequently
32
Methods of communication
Telephone, email, conferences, school-home books, report cards, progress reports
33
Thread
PLAAFP
Goals & progress monitoring
SDI
RS
Placement
34
