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Insights into the roles and responsibilities of special education teachers, parents/guardians, and the community in supporting students with disabilities. It covers topics such as promoting partnerships, encouraging communication, helping students develop independence, setting up support networks, and identifying resources. The document also discusses strategies for effective collaboration and consultation, addressing disproportionate representation, and the need for inclusive practices.
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A special education teacher will soon begin working with a class of high school students who have emotional impairments. Several of the students have a significant history of physical aggression. Which of the following steps would be most important for the teacher to take in preparing for the upcoming school year?
Which of the following behaviors best indicates that the student has begun to Gain an understanding of letter-sound relationships?
steps would be most important for the teacher to include when creating a plan to support this goal?
Which of the following teacher strategies would best promote an overall sense of self- confidence in middle school students with special needs?
A kinder with multiple disabilities speaks a few words but primarily uses gestures and sign language to communicate. Her special education teacher wishes to promote the student's ability to communicate more effectively with peers in the kindergarten classroom. Which of the following teacher strategies would best address this goal?
A kinder student with CP communicates primarily through the use of simple communication board. The board contains spaces for up to 12 pictures that can be easily removed or changed. At the beginning of the school year, the special educator and the student show the student's other teachers and classmates how to use the board to communicate with the student. Which of the following additional steps would be most important for the special educator to take in helping ensure that the student is able to communicate effectively throughout the school year?
be most effective in addressing this goal? - ANSWER Scheduling time during the week for students to learn and practice a variety of games and activities. A high school sped teacher provides copies of checkbook registers with a balance of $50, fake checks, and $30 in play money to the students in her resource room. The teacher then gives the students several advertising circulars from various stores and asks them to make lists of the items they need and want. Students pay for the items with their money as they wish and then discuss their purchases. Which of the following best describes the primary benefit to students of this type of activity? - ANSWER Students will begin to learn basic money management skills necessary for becoming independent adults. A high school student with multiple disabilities is preparing to make the transition from the school setting to adult life. Which of the following resources would typically play the most significant role in facilitating this transition? - ANSWER The state department of vocational rehab and local service agencies that provide training or direct services and support with various living arrangements. A high school senior who has a moderate intellectual disability has expressed a desire to find a job after she graduates. Her parents are concerned that she will require a great deal of assistance in preparing for and obtaining a job that gets her skills, interests, and limitations. Which of the following strategies should the special education teacher use first to assist the student in determining the type of employment most suitable for her? - ANSWER Administering a vocational assessment to better identify the student's strengths and needs in relation to various jobs. A high school student who has a learning disability and epilepsy tells her sped teacher that she occasionally has physical symptoms before experiencing a seizure. Based on this information, it would be most important for the teacher to: - ANSWER Work with the student to create strategies for the student to use to protect herself when she recognizes the physical symptoms that indicate she will soon have a seizure. A student with a learning disability in reading will be attending college in the fall. The student tells her sped teacher that she is concerned that her college classes will be too difficult. Which of the following strategies would likely be the most effective in helping this student make a successful transition? - ANSWER Discussing with the student how to self-identify at the college's office of disability services.
A special education teacher in a middle school wishes to establish a token economy system with the students in his self-contained classroom. Which of the following guidelines would be most important for the teacher to follow in helping ensure this system's effectiveness? - ANSWER Provide tokens immediately after student's demonstrate a targeted behavior. A new special educator will be teaching elementary students with autism in a self-contained classroom. Which of the following guidelines would be most important for the special educator to follow in planning and managing the learning environment? - ANSWER Develop consistent predictable daily routines. A special education teacher will be working in a self-contained classroom with elementary students. Which of the following strategies would be most effective for the teacher to use in creating classroom rules? - ANSWER Working with students to create a list of five to seven positively stated classroom rules and using modeling to teach students with behaviors reflected by these rules. A middle school student with learning disabilities and a moderate bilateral hearing loss who wears behind the ear hearing aids will be attending general education classes throughout the school day. A special educator will be serving as a consultant to the student's general education teachers. To promote the student's success in the general education setting, the special educator's first step school be: - ANSWER Ensure that the teachers understand the students communication needs and accommodations for meeting those needs. A second grade student with spastic cerebral palsy and a moderate intellectual disability will begin attending general education class for two hours twice a week. Which of the following approaches would be the most effective for a special education teacher to use in facilitating the student's integration into this new setting? - ANSWER Working with the general education teacher to modify activities so that the student can participate to the best of his ability. A special education teacher would like to create a classroom climate that fosters student's respect for diversity. Which of the following strategies would likely be the most effective for this purpose? - ANSWER Ensuring that instructional materials reflect the diversity of students.
An elementary school special education teacher routinely assigns jobs to students in his self- contained class. This practice would be especially effective for helping the students: - ANSWER Develop a sense of responsibility as members of the classroom community. A special education teacher has noticed an increase in verbal arguments between two middle school students in his self contained class. The teacher is concerned that the students' arguments will escalate into physical altercation. Which of the following steps should the teacher take first in an effort to prevent this behavior from escalating? - ANSWER Meet with the students to discuss why they have been arguing and discuss possible solutions. Competency 1 - ANSWER Focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. Learning Disabilities - ANSWER Students with learning disabilities have average or above average intelligence but an unexpected academic weakness in one or more content areas. Dyslexia - ANSWER Impacts a student's ability to learn to read, to recognize sound segments or letters, following along in text comprehending what they read. Dysgraphia - ANSWER Impacts student's ability to learn to write, often their handwriting and/or spelling. Dyscalculia - ANSWER Impacts a student's ability to understand numbers and mathematical operations, remembering math facts and the sequence of steps in math problems. Intellectual Disabilities - ANSWER Students qualify as having an intellectual disability when they show developmental delays in most aspects of academic and social functioning. Communication Disorders - ANSWER Students who are more likely to mispronounce sounds or have speech that lacks fluency are identified as having speech disorder.
Articulation Disorders - ANSWER Affects a student's ability to produce certain sounds and sound combinations. Fluency Disorders - ANSWER Hesitations or stuttering Specific language Impairment - ANSWER Manifests as a delay in a student's language development but the student shows no other conditions that would cause such a delay in language development (e.g., autism, deafness) Emotional Impairments - ANSWER Typically, children who are identified as having emotional impairments show behaviors or emotions that are not appropriate for setting. Often they have trouble making friends, working in groups, and maintaining personal relationships. Anxiety Disorders - ANSWER Characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-compulsive disorder. Mood Disorders - ANSWER Including depression and bipolar disorder (i.e., swings between elevated or manic mood and depression). Students who are depressed may cry often, lose motivation for things that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts. Oppositional Defiant Disorder - ANSWER Students show hostile and defiant behaviors, including temper tantrums, arguments, and irritability. Conduct Disorders - ANSWER Students consistently engage in antisocial behaviors that interfere with others. Attention Disorders - ANSWER Students with attention deficit/hyperactivity disorder (ADHD) are more easily distracted and divide their attention between multiple stimuli instead of staying on task when compared to others at the same developmental level.
Autism Spectrum Disorders (ASD) - ANSWER Range from mile to severe based on the degree to which they show characteristics. Atypical Language Development and Communication Delays - ANSWER Many never learn to communicate successfully using spoken language. Some engage in echolalia, repeating pars of a sentence they just hear. Many show limited eye contact or extreme focus or interest in one topic or conversation. Students with ASD often have difficulty understanding figurative language and humor. Atypical Social Development - ANSWER Students with autism do not seem to recognize or respond to others' emotions, social cues, and nonverbal signals. Many do not interact with others during play and/or do not engage in reciprocal interactions. Repetitive Behavior, Including Movement and Verbalizations - ANSWER Tics (physical) and obsessions (attention) are common. Undesirable Behaviors - ANSWER Some children with autism are aggressive toward others or engage in repetitive self-injurious behaviors. Need for Predictability - ANSWER Many students with autism gain security from environmental structure and experience anxiety in unfamiliar situations. Some focus intensely on adherence to routines and become upset if things are out of place or sequence. Sensory and Movement Disorders - ANSWER Some children are over-responsive to sensory stimuli, whereas others are under-responsive, some show atypical movement of the head, trunk, and limbs; clumsiness or posture; or an awkward (i.e., not smooth) gait. Intellectual Disabilties - ANSWER Although students with autism spectrum disorders may have very high intelligence or low intelligence, more than half also have an intellectual disability. Sensory Disorders - ANSWER Hearing and visual impairments are the two most common sensory disorders that special education teachers encounter.
Hearing Loss - ANSWER Students who are deaf or hard of hearing often experience language delays, particularly if their hearing loss goes undetected. Visual Impairments - ANSWER Individuals are considered totally blind if they cannot receive any meaningful visual input. They rely on input from other senses. Physical Disabilities and Health Impairments - ANSWER May be caused by congenital anomaly, disease, or injury such as fractures, burns, or loss of a limb. Cerebral Palsy - ANSWER Disorder of voluntary movement and posture. The majority of students with cerebral palsy show spastic movement, although others may be more likely to display uncoordinated or abrupt involuntary movements. Some students with cerebral palsy also experience seizures. Many have sensory (i.e., hearing or vision) and/or language impairments as well. Spina Bifida - ANSWER Congenital malformation of the spinal cord or vertebrae. Students with the mildest form (occulta) or more serious form known as meningocele do not show challenges with movement, but students with mylomeningocle form typically have leg weakness and are unable to control their bowels or bladder. Does not affect intelligence. Epilepsy - ANSWER A condition in which individuals experience seizures, caused by abnormal electrical discharges in the brain. In the most severe cases the individual experiences uncontrollable jerking, stops breathing, and loses consciousness. During partial seizures, which are more common, the individual is more likely to experience an altered state of consciousness and some alteration in movement (e.g., twitching). Asthma - ANSWER Chronic lung condition characterized by episodic bouts of wheezing, coughing, difficulty breathing. AIDS - ANSWER Acquired immune deficiency syndrome. Students cannot resist or fight off infections.
Cystic Fibrosis - ANSWER A genetic disease in which the body's exocrine glands excrete thick mucus that can block lungs and parts of digestive system. Muscular Dystrophy - ANSWER Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne muscular dystrophy is most common and most severe, affecting only boys. Competency 2 - ANSWER Requires that you understand the various factors that affect the development of students with disabilities and the impact these factors have on their learning and daily life. The Family's Role - ANSWER Parents/guardians wear many hats raising children with disabilities- they are caregivers, providers,teachers, counselors, behaviors support specialist, parents of other children without disabilities, marriage partners, information specialist/trainers of significant other family members and advocates. Role of the Parent - ANSWER Providing transportation to school, activities, medical care, and other locations Learning about the focus of the child's school program and reinforcing those learning and behavior efforts in the home Implementing interventions if necessary, such as behavior management Teaching their children social skills so that they interact successfully with others Helping their children to develop a circle of friends or peer network to increase social acceptance Encouraging and scaffolding their children to become independent and self-determined
Providing support for successful completion of homework Attending school activities, conferences, and IEP meetings Monitoring appropriate placement and programming by the school Providing information about their child that the school may not know, to help set appropriate and reachable goals on the IEP Helping their other children to understand the special needs of the child with a disability and to be empathetic and supportive siblings Serving as advocates for their children and for other families who live with disabilities Special Educators can Support Families in these roles: - ANSWER Promoting partnerships between school and home Encouraging open communication about the student's strengths and needs, both within the family and with educators Helping the student work toward skills that increase independence and helping the families learn ways to encourage those skills at home Setting up social/emotional support networks for families and/or students Identifying or recommending respite care or other professional support, if necessary Participating in IEP planning and follow-up meetings
Introducing parents to national networks such as the Parent Training and Information Centers or the Community Parent Resource Centers supported by the U.S. Department of Education Organizing training sessions for parents/guardians with similar concerns and needs The Community's Role in Supporting Students with Disabilities: - ANSWER Support students with disabilities through physical, social services, and training supports. Providing for physical supports, such as modified walkways or ramps. Providing access to public areas such as restrooms, voting booths, and government offices. Implication for Education and Learning: - ANSWER Students with disabilities show characteristic patterns of behavior that can affect their learning and development. Special educators should recognize. Students with learning disabilities may show inconsistent or poor academic performance and may be disruptive to other students in the classroom. - ANSWER They may have difficulty working independently and may give up easily when challenged. Special educators can support these students by teaching strategies to organize their work schedule, using differentiated instruction, and providing frequent assessment and feedback regarding progress. Students with communication disorders may be reluctant to participate in class discussions and writing task. - ANSWER They may withdraw from large-group activities or social interactions during free-play periods. Special educators can support these students by providing assessments that reduce writing or speaking (e.g., multiple choice tests), scaffolded activities for writing and reading, and small-group instructional activities. Students with emotional or behavioral impairments may be frequently off task, refuse to follow directions, or engage in inappropriate behavior or language. - ANSWER They may fight with peers or may be socially withdrawn. Special educators can support these students by teaching social skills, including conflict-resolution strategies, and creating opportunities for the students to make positive contributions to the group.
Students with ADHD without hyperactivity may be inattentive, forgetful, or withdrawn while students with ADHD with hyperactivity may be restless, easily distracted, impulsive, and talkative. - ANSWER In both cases, students' work is typically incomplete or disorganized, and their motivation is often low. Special educators can support these students by structuring the environment and instructional tasks to minimize disruptions. They can help students set goals and develop prompts and cues that help keep them on task. Students with intellectual disabilities may engage in distracting or inappropriate classroom behaviors. - ANSWER They may lack motivation and be reluctant to try new activities. Special educators can help students learn self-regulatory skills and can provide opportunities for adaptive and community-based activities that are relevant to the students. Students may need frequent repetition of new skills and opportunities to generalize new skills to different situations. Students with severe and multiple disabilities may have limited functional skills and may not be able to read, write, or communicate effectively. - ANSWER They may be unresponsive in class. Special educators can identify appropriate assistive technology and can help students learn to communicate. Students with traumatic brain injuries may act out in class or may show anxiety or depression - ANSWER They may have trouble remembering and processing information and may seem confused when given instructions. Special educators can teach new problem-solving strategies and plan structured outlines and rubrics that describe curricular plans and assignments over a long period of time. They may need to slow the pace and instructions. Students may tire easily and need modifications. They may have difficulty with social skills and impulsive behaviors. Students with autism spectrum disorders may be inattentive, may learn slowly, or may be withdrawn with peers. - ANSWER Some may exhibit self-injurious behaviors (e.g., head banging) or may become aggressive toward others when there is a change in the daily routine. Special educators can teach social skills and communication skills. Positive behavioral supports are particularly effective with these students. Unique Medical Needs and Possible Effects of Medications. - ANSWER Many students with disabilities come to school with unique medial needs that affect their performance and ability in the classroom. Often these needs result in numerous absences from school. In some cases, they
may have symptoms that arise in class and should be monitored by a teacher. In other cases, they require special medications or health procedures during the day. Students with limited mobility or paralysis may have trouble controlling their bladders or bowels. - ANSWER These students may require daily catherization from a trained school staff member; many can learn safe techniques for self-care. Students with cerebral palsy or epilepsy may develop seizures, resulting in uncontrolled movement, loss or altered state of consciousness, or sudden change in muscle tone. - ANSWER If a student experiences a tonic-clonic seizure, which can include vomiting or cessation of breathing, special educators should seek medical assistance if seizures are long-lasting or rapidly repeated. For less severe seizures, special educators should reassure the student and provide a place to lie down or rest if necessary. Epileptic seizures can be managed with anticonvulsant medication, although these can cause drowsiness or dizziness. Students with asthma experience difficulty breathing. - ANSWER They may cough or wheeze. Many treat themselves with inhalers filed with medication to open the airways; special educators should seek medical assistance if the student' slips and fingernails turn blue or if the student cannot complete a sentence or has trouble walking. Children with cystic fibrosis show respiratory distress and have frequent lung infection. - ANSWER They may use inhalers to aid in breathing and take pills to aid in digestion. Students with ADHD may take stimulant medication that increases their focus. - ANSWER At proper dosage, these medications are safe and effective. Student with diabetes are at risk of hyperglycemia, or high blood sugar concentration. - ANSWER If it is too high, the student may be excessively hungry or thirsty and may need to urinate frequently; if levels remain high, the student may experience diabetic ketoacidosis, which is life-threatening. If blood sugar falls too low, the student may become dizzy, drowsy, irritable, or faint. To control their blood sugar levels, students with diabetes usually take insulin, administered by injection or a pump, and their diets must be monitored carefully.
Students who use orthopedic devices such as braces - ANSWER May develop sores from pressure of their orthoses Students with Down syndrome often need corrective lenses or have trouble hearing. - ANSWER Many have heart or gastrointestinal disorders, thyroid disorders, or compromised immune systems. Competency 3 - ANSWER Requires knowledge of procedures for selecting, adapting, modifying, designing, and using various types of formal and informal assessments in contest. Assessment Basics - ANSWER Educational assessment is the process of systematically gathering evidence that documents student's knowledge, skills, and behaviors and using this evidence to determine if a student's performance matches expectations and standards. Assessments also involves using the information to make instructional and diagnostic decisions in order to improve student and teacher performance. Formal Assessments - ANSWER Highly structured and provide specific guidelines and procedures for administering scores, and interpreting their results. Include standardized test (e.g., achievement, aptitude, intelligence), standardized adaptive behavior scales, and standardized checklists. Some assessments are designed to be administered to a group of students as a screening tool while others are designed to be administered to an individual student. Advantages of formal assessments - ANSWER Formal assessments have associated data regarding their reliability and validity. Teacher can use one assessment measure to gather the same information from all students and can thus screen a large number of students at one time. Limitation of formal assessments - ANSWER Usually take instructional time to administer. If standardized assessments are used, special education teachers must be sure that they are appropriate and/or adapted for use with their students. Assessments must be administered by staff whoa re trained to do so.
Informal assessments - ANSWER Less structured, nonstandardized methods of evaluating a student's progress, such as teacher-made quizzes and test, observations and interviews. Informal assessment strategies include: - ANSWER Asking students direct questions to see if they understand the material presented in a lesson. Conducting a curriculum-based assessment to measure a student's progress with the curriculum. Observing young children during play. Observing students to see if they are performing skills properly, following safety procedures, or staying on task. Advantages of informal assessments - ANSWER Can be used flexibly and can be tailored to a particular student. Can be integrated into classroom lessons. Teachers can provide quick corrective feedback and adjust instruction as needed. Teachers can create assessments that are directly linked to curriculum and instruction. Disadvantages of informal assessments - ANSWER Can be subject to bias. For example. teachers may have expectations for what they expect to see and may interpret student behaviors based on those expectations. Offers limited comparative data. Takes time to prepare. Criterion-Referenced Assessments vs Norm-referenced assessments. - ANSWER Designed to provide information about whether students have mastered particular educational objectives. Each student is scored against criterion- how much of the content or how many of the goals has the student met? Scores on norm-referenced assessments are determined by comparing a student's performance with the performance of others. Formative vs Summative Evaluations - ANSWER Teachers use formative evaluations to answer the questions, "what are the students learning? What do the students know or what skills are they demonstrating right now?" Formative assessments - ANSWER Involving frequent assessment of student progress in learning the objectives that make up the curriculum in which a student is participating. Class discussions and homework assignments can also be used as formative assessments. One important reason that special education teachers use formative assessment is to monitor students' progress in order to adjust instruction and interventions as needed.
Summative Evaluation - ANSWER When teachers want an overall summary of what students have learned, such as at the end of an instructional unity, they use summative evaluation. Final exams are summative assessments; so are high-stakes achievement test. As with all assessments, it is critical that any measure design for summative assessment adhere closely to the learning objectives. Assessment Methods - ANSWER Effective assessments align with the learning objectives, and certain kinds of assessments fit best with certain lessons or assignments. Written test may be the most commonly used assessment measures in a general education classroom, but alternative assessment approaches are often more effective for evaluating students with disabilities. Observations - ANSWER Assessments are typically records of behaviors but can also involve observation of the environment (e.g., ecological assessments). Highly structured and require training to a level of high inter - rater reliability, or they may be informal observational notes by a teacher, parent/guardian, or other member of student's IEP team. Achievement and aptitude tests - ANSWER Achievement test are designed to measure academic progress-what students have learned. Aptitude test are designed to predict academic success. Most commonly standardized test. Standardized procedures include giving all students the same amount of time, having students take the test in the same room, and giving students the same instructions before beginning. Rating scales - ANSWER Is an instrument that requires an observer to evaluate a student's behavior using an ordinal scale (e.g., never, sometimes, always). Are structured and may be standardized so that ratings can be compared to a norm reference sample or a criterion. The evaluations are based on raters' subjective observations, and different raters do not always interpret the scales or rate behaviors int eh same way (e.g., one rater may score a behavior exhibited three times each week as occurring sometimes and another may interpret the behavior as often). Portfolio assessments - ANSWER Are collections of a student's work systematically collected over an extended time period. Includes many kinds of items, such as writing samples, projects, photographs, audiotapes, or videotapes.
Performance assessments - ANSWER Best used for assessment of procedural knowledge (e.g., skills). Well suited for evaluating motor skills and adaptive skills (e.g., ability to take public transportation from home to a work environment). Teacher can observe how students perform a particular skill, such as whether they use one or two hands to bounce a ball or whether they accurately balance a checkbook. Curriculum-based measruement - ANSWER CBM refers to an assessment method in which teachers regularly evaluate student performance on a particular skill (e.g., reading comprehension, spelling, and math). Typically, the student is tested weekly on a small selection of material from the general education curriculum. Selecting Appropriate Assessments - ANSWER Special education teachers must consider the type of information needed to make the decisions that are driving the assessment, as well as individual student characteristics. Example: behavioral assessments, adaptive behavior scales, intelligence tests, or achievement test scores may be needed to diagnose a particular disability. Example of Characteristics that Teachers should consider when making a selection includes: - ANSWER Whether the assessment instrument was designed for all/or normed for use with similar students. Whether the instrument is reliable and valid. The length of time the assessment requires. Whether special training is needed for administration. Assessments may be adapted so that they are conducted in a student's home language or preferred mode of communication (e.g., sign language). Accommodation used for students with disabilities - ANSWER Students with learning disabilities benefit from extended time to c complete an assessment, having a person or a computer read the instructions and questions aloud, using a calculator for assessments that require computation, and having the test presented via computer. Students with intellectual disabilities benefit from extended time to complete an assessment. Students with ADHD benefit from taking breaks during testing and a testing environment with few distractions. Strategies for reducing bias during assessments. - ANSWER Considering each student's needs and background individually to ensure that assessment measures are appropriate. Following guidelines in the IEP without introducing other accommodations that are not specified. Recording oral responses for later review by an additional rater.
Rapport - ANSWER A close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well. Strategies for establishing and maintaining rapport: - ANSWER Introducing oneself, if necessary. Explaining to the student the goal/purpose of the assessment, providing instructions, and ensuring that the student understands what the assessment involves. Introducing and/or modeling any technology, including assistive technology, if necessary. Paying careful attention to nonverbal signals such as posture, attention, and fatigue, and adjusting the testing procedures as necessary. Functional Behavior Assessments - ANSWER Common tools for special educators. Procedures for conducting FBA: - ANSWER Identifying the target behavior and defining it in terms that are specific, observable, and measurable. Identifying factors that may contribute to the behavior. Developing a method for collecting data regarding the behavior and/or the contributing factors. Competency 4 - ANSWER Requires an understanding of eligibility procedures, the IEP components and process, the process for developing and implementing related plans such as transition plans and behavioral intervention plans, the continuum of placements and services available to students with disabilities, and effective strategies for selecting and implementing curricula and technologies for students with disabilities. Prereferral - ANSWER General education teacher often provide support and interventions for students who are falling behind their peers academically or socially in the general education classroom. Helps reduce the number of referrals of students who are ultimately not eligible for special education. Prereferral interventions are conducted by a multidisciplinary team usually composed of professionals such as special education teachers and specialists who collaborate with a presenting teacher. Response to interventions (RTI) - ANSWER Is a schoolwide instructional model for preventing learning or behavioral difficulties and provides a framework for monitoring the progress of all students, particularly those with difficulties. Provides interventions within multi-tiered levels of instructions.
Tier 1 - ANSWER General education teachers provide evidence-based instruction or behavioral support to all students in the classroom. Tier 2 - ANSWER Interventions supplement the core curriculum taught or support it in the classroom as part of the general education program. End of a fixed duration (e.g., 12 weeks), The team examines the data to answer the following questions: - ANSWER Is the student making good progress and should he or she return to Tier 1- only instructions? Is the student making some progress, but not enough to move to Tier 1? Should he or she continue in Tier 2? Is the student making very little progress, thereby requiring him or her to be moved to Tier 3, the tertiary level with intensive curricular interventions? Tier 3 - ANSWER Intervention appear to meet ineffective to meet the student's needs (i.e., do not result in improved student behavior or increased achievement) the team uses this information as the basis for a referral to a multidisciplinary team for a complete, formal individualized evaluation. This referral details concerns regarding the student's academic or behavioral performance in school. Steps in conducting an evaluation: - ANSWER First step in conducting an evaluation is to review the existing data from the parents/guardians, classroom teachers, and any prereferral interventions. Federal law mandates that comprehensive individual evaluation involve multiple sources of information, including a review of student records, informal observations, and results of formal assessment instruments. The evaluation team must then determine whether additional data are needed to identify whether the student has a disability that requires special education and, if so make relevant education decisions. Assessment Involve - ANSWER Assessment generally involves gathering information about a student's strengths and needs in all areas of suspected disability. Often evaluations for special education eligibility include individualized intelligence test, individualized achievement test, curriculum-based assessments, rating scales, direct observations, ecological assessments, portfolio assessments, and/or interviews. Assessment procedures must be free of cultural bias, and the student's performance must be evaluated in a way that takes into account all areas of suspected disability.
When scheduling and conducting the IEP meeting, the school staff must: - ANSWER Contact the participants, including the parents/guardians. Notify parents/guardians early enough to make sure they have an opportunity to attend. Schedule the meeting at a time and place mutually agreeable to parents/guardians and the school. Tell the parents/guardians the purpose, time, and location of the meeting. Federal law - ANSWER Mandates that students with disabilities must be reevaluated at least every three years. IDEA Amendments - ANSWER States that data for triennial evaluation are collected only in the areas that the IEP team members decide they need in order to determine continued eligibility and the student's current educational needs. The student must be reevaluated more often if conditions warrant or if the student's parents or an educator request and updated evaluation. The use of Assessments to inform decision making - ANSWER The comprehensive evaluation provides the IEP team members with assessment data used to determine a student's eligibility for special education services and, if so, the types of environment and services that will vest meet the student's strengths and needs. At the eligibility meeting, the special education teacher might discuss the results of formal and informal tests with the parents/guardians and other professionals. When the IEP team is determining program and placement decisions, they discuss assessment results in the contest of the: - ANSWER Students strengths. Parents'/guardians' concern and ideas for enhancing their child's education. Results of recent evaluations or reevaluations. Student's performance on state and district-wide tests. Special factors to be considered (as defined in the next sections). Supports the student needs to advance toward the annual goals. Be involved in and progress in the general curriculum. Formal assessments - ANSWER Academic achievement and diagnostic test can be used to inform eligibility and placement decisions and to develop goals for specialized instruction. Results from these assessments are most useful to teachers, parents/guardians, and other members of the IEP team when presented in meaningful terms with specific recommendations for instructional methods and strategies to improve the student's academic and/or behavioral performance.