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Flashcards in Exam 3 Deck (34)
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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

Multidisciplinary Evaluation

-Parent participation
-Consider all areas related to suspected disability
-Uses a variety of assessments
-Nondiscriminatory
-Disability present?
-Need for programs and services
-Extent of participation in general education