FTCE Exceptional Student Education K-12 (Competency 3)

FTCE Exceptional Student Education K12 (Competency 3) Formative Assessment Ans- Refers to this process of obtaining feedback that informs instructional plans and modifications. They tend to be informal and provide qualitative information, although sometimes they may yield quantitative scores. In most cases, the assessments are relatively "low stakes," their main purpose is not to judge student performance but rather to monitor it and identify ways that instruction can be improved overall or tailored to specific students. (Example-at the end of a review session, a math teacher poses questions to students about a particular mathematical operation. If the student's answer incorrectly, the teacher revisits key aspects of the review. If the students answer correctly, the teacher proceeds to a more advanced topic). Summative Assessment Ans- The process of evaluating student achievement at the end of an instructional period. Examples: Scores on a quiz Grades on a student's report card Scores on a "high stakes," state achievement test administered at the end of the school year RTI-Response To Intervention Ans- The ongoing role of assessment in instruction and intervention is illustrated by this educational process. There are 3 levels of intensity, or tiers. ○ Tier 1:students who have been identified as at-risk receive additional, targeted instruction for several weeks. ○ Tier 2: students who have not responded sufficiently to tier 1 interventions receive more intensive, longer-lasting interventions. ○ Tier 3: students who have not responded to tier 2 interventions receive still more intensive, individualized interventions. ○ Students who do not respond to tier 3 interventions will probably be referred for evaluation for disability status, although referral may take place at any time. SBR-Scientifically Based Research Ans- Is distinguished by a number of characteristics: ○ It relies on systematic, empirical (observation)methods. Can be distinguished from theorizing, speculation, traditional beliefs, anecdotal evidence, and so on. ○ Relies on rigorous data analysis that justifies the conclusions that are drawn. Consists of more than just casual observation. Data must be collected as well as carefully analyzed and interpreted. ○ Relies on methods that yield consistent data across measures and studies. Is grounded in replication, results should not be trusted or applied in educational settings until they have been demonstrated more than once across different approaches to measurement and different investigations. ○ Relies on clear, detailed reports of studies in peer-reviewed journals, books, and other sources, or reports that are approved by panels of independent experts. Because replication is critical, clear and detailed reportage is important as well. Experimental Design Ans- An approach to gathering data that reflects several characteristics: Participants are randomly assigned to groups. Pre-test and post-test data are collected. Quasi-Experimental Design Ans- Is like an experimental design except that there is NO random assignment to groups. Existing groups are used. WWC-What Works Clearinghouse Ans- An example of a U.S. government website that provides information about scientifically based research of relevance to instructional practice. The WWC is part of the Institute of Education Sciences, which is the research arm of the U.S. Department of Education. Acquisition Ans- Refers to the initial learning of new content or skills. Maintenance Ans- Refers to the recall of what has been learned. Generalization Ans- Refers to the application of what has been learned to new situations. When a target behavior transfers across settings, persons, and materials. Systematic Instruction Ans- Involves breaking new knowledge or skills into small elements and then presenting them to students in a sequence from simple to complex. It is grounded in 5 types of activities: planning, review, presentation, guided practice, and independent practice. Functional Skills Ans- Allows a person to function independently in real-life domestic, occupational, and social settings. They include, for example, the ability to select, purchase, and cook nutritionally beneficial foods. Content Standards Ans- Indicates what knowledge and skills students at particular grades are required to master in particular subject areas. In Florida, they are known as the Next Generation Sunshine State Standards. These standards indicate core curricular content in 8 subject areas: English language arts, mathematics, science, social studies, physical education, health education, world languages, and fine arts. Florida is currently transitioning to the Common Core State Standards, a set of curricular standards that focus on the essential knowledge and skills for success in life, to which most states voluntarily comply. Achievement Standards Ans- Indicates how students should demonstrate mastery of the knowledge and skills identified in the content standards. Alternative Standards Ans- Following the No Child Left Behind Act of 2001, federal regulations permit schools to develop alternative content and achievement standards for students with disabilities. In Florida, alternative content standards are reflected in the Access Points for the Sunshine State Standards. Access Points were developed for the benefit of students with the most extreme cognitive disabilities who are unable to master the Next Generation Sunshine State Standards (NGSSS) owing specifically to their disabilities. Each Access Point is written at 3 levels of complexity: participatory, supported, and independent. Differentiated Instruction Ans- Refers to the individualization of instruction within the general education setting. The purpose of differentiated instruction, or differentiation, is to meet the educational needs of each student. It is a student-centered approach. It does not apply strictly to individuals but also to particular groups of students. According to a prominent analysis, 4 aspects of instruction can be differentiated: content, process, products, and learning environment. Pre-Referral Team Ans- Helps students who are struggling in the general education setting before referring them for special education assessment. They obtain information about the student's strengths and weaknesses, designs and oversees the implementation of interventions, and evaluates the results of the interventions. This team is legally required in some states but not all. Assessment Team Ans- Evaluates the referral and then designs, implements, and summarizes the results of the assessment. The assessment team takes the lead in determining whether the student has a disability and, if so, what educational supports are needed. IEP Team Ans- Uses the results of the assessment along with other information to create, implement, and monitor the effectiveness of an individualized education plan for the student. This team is mandated by IDEA. Classroom Management Ans- Can be defined as whatever a teacher does to ensure that the classroom environment is positive and allows instructional objectives to be achieved. Homogeneous Groups Ans- Groups of students are similar to each other in the respect. Most commonly, homogeneous grouping is carried out in order to ensure that students of the same ability level work together. Heterogeneous Groups Ans- Groups of students are different from each other in some important respect. The teacher can ensure that each group consists of at least one of the highest and lowest performing students in the class. Scaffolding Ans- Refers to direct support given to students during the learning process by a teacher or some other experienced individual. It can consist of verbal support (giving a hint) or physical support (guiding a student's hand as the student writes a particular letter). Modeling Ans- Refers to the process by which the teacher demonstrates whatever students are intended to learn, and students then attempt to mimic what they have observed. Text Features Ans- Are elements added to a text that facilitate the reader's comprehension. Examples: ○ Table of contents ○ Heading or subheading ○ Figure or table ○ Timeline ○ Index ○ Glossary Text Structures Ans- Consists of the way that information is organized in a text. Examples: ○ Sequential structure ○ Compare and contrast structure ○ Cause and effect structure ○ Problem and solution structure Strategic Competence Ans- Is an aspect of mathematical proficiency. It is the ability to formulate and conduct mathematical problems. Treatment Fidelity Ans- Following the teaching practice as it was provided in the research. Explicit Instruction Ans- Precisely and clearly expressed or readily observable. Topics are taught in a logical order directed by the teacher through demonstration, explanation and practice. Implicit Instruction Ans- Implied though not directly expressed. Teaching a certain topic in a suggestive or implied manner. Rules are inferred from examples presented