Sped Review part 4 Flashcards

(69 cards)

1
Q

What is the primary objective of the ARD Meeting?

A

To examine the ARD Meeting and all of its components.

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2
Q

What roles are reviewed in the ARD committee?

A

The roles of members of the ARD committee.

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3
Q

What is a key process discussed in an ARD meeting?

A

Coming to a consensus.

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4
Q

What are the three types of ARD meetings?

A
  • Admission
  • Review
  • Dismissal
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5
Q

What is the purpose of the Admission meeting?

A

To determine if eligibility and educational needs are present and to develop an IEP.

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6
Q

What does IEP stand for?

A

Individualized Education Program.

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7
Q

Who are the required members of the ARD committee?

A
  • Parent
  • At least one general education teacher
  • At least one special education teacher
  • School representative
  • Evaluation specialist
  • Student (when appropriate)
  • Other individuals with knowledge or expertise
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8
Q

Under IDEA, who qualifies as a ‘parent’ in the context of ARD meetings?

A

Biological parent, adoptive parent, foster parent, guardian, or individual acting in place of a biological or adoptive parent.

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9
Q

True or False: Parents are required to attend all ARD meetings once a student is in special education.

A

False.

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10
Q

What is the role of the General Education Teacher in the ARD committee?

A

To be a required member who is one of the student’s teachers or knowledgeable of the TEKS.

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11
Q

What is the responsibility of the Special Education Teacher in an ARD meeting?

A

To lead ARD meetings and discuss the student’s special education needs.

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12
Q

What does the school representative do in the ARD committee?

A

Provides or supervises specially designed instruction and is knowledgeable about general curriculum.

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13
Q

What is the purpose of the Evaluation Specialist in the ARD committee?

A

To be present when any evaluation is being reviewed or planned.

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14
Q

At what age must a student be invited to participate in the ARD committee?

A

By age 16.

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15
Q

What is the function of the LPAC representative in the ARD meeting?

A

To help determine appropriate assessment options for Limited English Proficient students.

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16
Q

What components should an ARD meeting agenda include?

A
  • Introductions
  • Purpose of ARD/IEP Meeting
  • Review of Evaluation
  • Determination of Eligibility
  • Transition Planning (if appropriate)
  • Review Present Levels of Performance
  • Additional Considerations (e.g., accommodation, services)
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17
Q

Fill in the blank: The ARD committee must consider the _______ environment for the student.

A

[Least Restrictive]

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18
Q

What is the importance of reviewing the current status of the student in an ARD meeting?

A

To determine if the student still meets eligibility requirements for special education.

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19
Q

True or False: The ARD committee determines the placement based on the student’s individual needs.

A

True.

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20
Q

What should be documented at the end of an ARD meeting?

A

A summary of the major decisions and discussions that have occurred.

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21
Q

What is the role of the Chairperson in an ARD meeting?

A

To prepare for the ARD, ensure participation, and manage the meeting’s flow.

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22
Q

What must be arranged for parents who want to record the ARD meeting?

A

A recording device must be available to record the meeting proceedings.

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23
Q

What is a critical aspect of the ARD meeting climate?

A

Valuing everyone’s time by beginning and ending on time.

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24
Q

What is the purpose of the ARD meeting agenda?

A

To provide an understanding of the meeting’s purpose and the issues to be discussed

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25
What role does the chairperson play in the ARD meeting?
Responsible for setting the climate and tone of the meeting
26
What should be ensured before the ARD meeting begins?
All required members are present and participation is confirmed in advance
27
How can consensus be checked during the meeting?
By ensuring agreement as decisions are made throughout the agenda
28
What should be provided to individuals implementing the IEP after the meeting?
Copies of the meeting proceedings
29
What two major considerations does the ARD committee evaluate for special education eligibility?
* Eligibility criteria * Identified educational need
30
Under what circumstances might a student not be eligible for special education services?
If learning deficits are due to lack of instruction or Limited English Proficiency status
31
What is the definition of special education?
Customized services to meet the unique learning needs of students with disabilities
32
What are the four formal options for resolving special education disagreements offered by TEA?
* State IEP facilitation * Mediation services * Special education complaint resolution * Due process hearing
33
What must not be discussed at an ARD meeting?
Medical decisions and private tutoring recommendations
34
What is the major purpose of an Individualized Education Program (IEP)?
To provide a free and appropriate public education (FAPE) in the least restrictive environment (LRE)
35
List the major components of an IEP.
* Present levels of academic achievement and functional performance (PLAAFP) * Annual goals * Description of special education, related services, and supplementary aids * Information on participation in assessments * Transition services * Least restrictive environment considerations
36
What is PLAAFP in the context of an IEP?
A statement of how the student’s disability affects involvement and progress in the general curriculum
37
What is the purpose of accommodations in the classroom?
To support students in accessing the curriculum and assessments
38
What is STAAR A designed for?
Students with disabilities who require embedded accommodations
39
What is the STAAR Alternate 2 assessment intended for?
Students with significant cognitive disabilities accessing TEKS through prerequisite skills
40
What must the ARD committee document if a student cannot participate in general assessments?
A statement in the student’s IEP explaining the reasons for alternate assessment selection
41
What are the eligibility requirements for Medical Exception and No Authentic Academic Response?
Determined by reviewing medical and educational records
42
Fill in the blank: The ARD committee must consider the use of __________ for students whose behavior impedes learning.
positive behavioral interventions and supports
43
True or False: The ARD committee can recommend specific medications for students.
False
44
What must not be included in the ARD document regarding personnel?
Specific names of individuals providing services
45
What should be done if off-topic discussions arise during the ARD meeting?
Call an ARD recess to clarify the issue
46
What must the ARD committee provide if a student takes an alternate assessment?
Statements explaining why the student cannot participate in the regular assessment and why the alternate assessment is appropriate ## Footnote This is part of the compliance requirements for alternate assessments.
47
What must be included in a student's IEP if they do not perform satisfactorily on a state assessment?
A plan for participation in an accelerated instruction program or intensive program of instruction
48
What is the relationship between state assessments and No Child Left Behind (NCLB)?
Results from STAAR assessments are used to determine a school’s performance index for the state accountability rating system
49
What is the cap for STAAR Alternate 2 assessments?
1% of the district’s total participation in STAAR assessments
50
When does transition planning for students begin according to the ARD committee?
At the student’s 14th birthday
51
What are the four major areas of focus for transition services?
* Education Process * Training * Employment * Independent Living Skills
52
What issues must be addressed in the transition planning process according to the Texas Administrative Code?
* Appropriate student involvement * Parental involvement * Postsecondary education options * Functional vocational evaluation * Employment goals and objectives * Age-appropriate instructional environments * Independent living goals and objectives * Referrals to governmental agencies for services
53
What is required for all students as part of the transition process?
Transition post-secondary annual goals
54
What is the first step in planning the Individualized Education Program (IEP)?
Teachers and professional staff must become familiar with the student
55
What types of assessments are included in the assessment process for IEP planning?
* Formal assessments * Informal assessments
56
What is the purpose of assessment in the context of IEP development?
To develop IEP goals and objectives aligned with students’ PLAAFP and needs
57
What must be considered when developing IEP goals and objectives?
Alignment with grade-level TEKS, current levels of performance, and identified needs
58
What does STAAR A represent in the assessment context?
An accommodated version of the STAAR assessments, not an alternative
59
What is the Texas Behavior Support Initiative based on?
Senate Bill 1196
60
What does the Texas Behavior Support Initiative (TBSI) emphasize?
Positive Behavioral Interventions and Supports (PBIS)
61
What is a key component of the school-wide PBIS model?
Utilization of data-driven decision making
62
What are the three tiers of the PBIS model?
* Universal Strategies * Selected Strategies * Targeted or Intensive Strategies
63
What is necessary for successful implementation of TBSI?
Ownership and buy-in from staff and faculty
64
What is the essential component of teaching procedures to students in a school-wide system?
Tell, show, and practice
65
What types of incentives might be included in a school-wide system?
* High levels of praise * Access to desirable activities * Recognition * Special privileges
66
What are some incentives that might be included in the implementation of a school-wide system?
High levels of praise for appropriate behavior, access to desirable activities, recognition, and special privileges ## Footnote Special privileges should be determined by student interest and age-appropriate types of incentives.
67
How can recognition be provided to students in a school-wide system?
Public recognition by teachers and faculty, notification of parents through phone calls or written documents such as letters or certificates ## Footnote Public recognition helps reinforce positive behavior among students.
68
What should be considered when determining special privileges for students?
The interest of the students and age-appropriate types of incentives ## Footnote It ensures that the incentives are meaningful and motivating for the students.
69
Why is it important to clarify expectations for behaviors that lead to privileges or recognition?
To ensure that students understand what behaviors are required to earn those privileges or recognition ## Footnote Clear expectations help guide student behavior effectively.