Special Education Needs Assessment Quiz

<p>Evaluating a student in all areas of suspected disability (A)</p> Signup and view all the answers

<p>The student's eligibility will be decided. (B)</p> Signup and view all the answers

<p>Determining a student's present level of functioning. (C)</p> Signup and view all the answers

<p>The students scored 15 of 20 questions on his spelling quiz. (A)</p> Signup and view all the answers

<p>They have been validated for the specific purpose they are being used for. (B)</p> Signup and view all the answers

<p>Test should have been validated for the specific purpose they are used for. (A), Decisions about students should be based on more than their performance on a single test. (D)</p> Signup and view all the answers

<p>60 (A)</p> Signup and view all the answers

<p>Dyslexia. (A), Written expression disorder. (B)</p> Signup and view all the answers

<p>Invite the other teacher into the conversation and see if she has any additional insight on how to help the student. (C)</p> Signup and view all the answers

<p>Every Student Succeed Act (D)</p> Signup and view all the answers

<p>Universal (D)</p> Signup and view all the answers

<p>Inform the students' parents of his lack of progress and gain parental consent to begin a special education assessment. (B)</p> Signup and view all the answers

<p>Every year as she enters a new grade. (B)</p> Signup and view all the answers

<p>Regular review of student's performance data. (C)</p> Signup and view all the answers

<p>Training teachers on the selected intervention strategy. (C)</p> Signup and view all the answers

<p>Initiate the referral process for special education. (C)</p> Signup and view all the answers

<p>Section 504 of the Rehabilitation Act of 1973. (C), Individuals with disability Education Act. (D)</p> Signup and view all the answers

<p>The student's level of engagement. (C)</p> Signup and view all the answers

<p>To make instructional decisions (C)</p> Signup and view all the answers

<p>FERPA (C)</p> Signup and view all the answers

<p>Charts (A)</p> Signup and view all the answers

<p>Three times per week to strengthen the overall data. (D)</p> Signup and view all the answers

<p>Precisely defined constructs. (B), Accessible and non-biased items. (C)</p> Signup and view all the answers

<p>Modifications. (D)</p> Signup and view all the answers

<p>Allow the student to present an oral response. (A)</p> Signup and view all the answers

<p>Presentation. (B)</p> Signup and view all the answers

<p>The test being read aloud to a student. (A)</p> Signup and view all the answers

<p>Testing and observation data related to development. (C), Physician Reports. (D)</p> Signup and view all the answers

<p>A local education agency (LEA) a representative. (D)</p> Signup and view all the answers

<p>Parent. (A), School Counselor. (D)</p> Signup and view all the answers

<p>No, it's not a complete evaluation (A)</p> Signup and view all the answers

<p>Test each student individually. (A)</p> Signup and view all the answers

<p>Adjustment scales for children and adolescents. ASCA. (D)</p> Signup and view all the answers

<p>Curriculum based assessments. (A)</p> Signup and view all the answers

<p>Student interviews and dynamic assessment. (C)</p> Signup and view all the answers

<p>Norm-referenced (C)</p> Signup and view all the answers

<p>Time sampling. (A), Rating scale. (C)</p> Signup and view all the answers

<p>The student is not progressing adequately with the supports currently in place. (B), Additional testing is required. (D)</p> Signup and view all the answers

The process of tailoring educational content and teaching strategies to meet the unique learning needs of each student.

A team of professionals, including teachers, specialists, and parents, who work together to support a student with a disability.

These assessments are given to all students to identify those who might need additional support.

This process helps determine if a student meets the criteria for special education services.

This document outlines the student's individual needs and the services they will receive.

This assessment focuses on a student's current abilities and learning challenges.

These are descriptions of how a student behaves or interacts with the learning environment.

Assessments should be appropriate for the purpose of the evaluation, reliable, and sensitive.

A set of laws, including Public Law 94-142, that aim to provide a free and appropriate public education (FAPE) for students with disabilities.

The team has 60 days to conduct an initial evaluation.

Dyslexia and written expression disorder fall under this category according to IDEA.

Collaborative conversations and data review among teachers should be conducted in a way that respects student privacy.

The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act and focuses on student achievement and school accountability.

This tier provides universal support for all students in the classroom, like a foundational core curriculum.

A multidisciplinary team would need to consider a special education evaluation.

Regular assessments are essential to ensure that special education services are effective and meet student needs.

This key component of the RTI model involves regularly reviewing student data to make adjustments to instruction.

Training teachers on effective intervention strategies is crucial for maintaining the quality and effectiveness of the intervention model.

If Tier 2 support isn't enough, the team should consider initiating a referral for special education.

The Individuals with Disabilities Education Act (IDEA) and No Child Left Behind Act of 2002 paved the way for MTSS by promoting inclusive and individualized education.

An extended observation can provide insights into a student's specific challenges and learning patterns.

Graphs help teachers visually analyze student progress and make informed instructional decisions.

The Family Educational Rights and Privacy Act (FERPA) ensures that parents have control over their child's educational records.

Charts are effective for organizing and displaying assessment data in a clear and concise format.

Progress monitoring should be done regularly to gather accurate and timely information about a student's learning.

Universal design assessments are created to be accessible and fair for all students, regardless of their abilities or disabilities.

Modifications change the content of an assessment, which could alter the intended focus, potentially leading to inaccurate results.

Providing an oral response is an appropriate accommodation that preserves the purpose of the assessment while addressing the student's learning disability.

Reading the assessment aloud is an example of an accommodation that changes the presentation of the assessment, making it more accessible to the student.

Reading the assessment aloud is an appropriate accommodation for the presentation of an assessment.

This team draws information from various sources like assessments, observations, and medical reports to make eligibility decisions.

The LEA representative is a mandatory member of the multidisciplinary team and plays a crucial role in eligibility meetings.

Parents, school counselors, and specialists are valuable members of the multidisciplinary team.

A teacher's screening is not a full evaluation; comprehensive assessments are needed for special education eligibility.

Test administrators should always test students individually to maintain privacy, confidentiality, and ensure accurate assessment.

The Adjustment Scales for Children and Adolescents (ASCA) is a tool used to determine the presence of behavioral disorders.

Curriculum-based assessment is a form of evaluation that uses the school's own curriculum to gauge student progress.

Multiple sources of information, including informal evaluations, student interviews, and observations, need to be gathered when evaluating a kindergarten student.

Norm-referenced assessments compare a student's performance to a large group of similar students, which can potentially introduce bias.

Rating scales and time sampling are examples of informal assessment, where data is collected through observation and analysis.

The scatterplot that represents a perfect positive correlation (+1.00) shows a straight line moving upwards from left to right.

Criterion-referenced assessments don't compare students to each other, but rather focus on their mastery of specific learning objectives.

A correlation coefficient of r = -0.92 indicates a strong negative correlation between two variables.

Standard deviation is a measure of dispersion, showing how spread out data points are around the mean.

Reliability refers to the consistency of an assessment measure, ensuring that repeated assessments yield similar results.

Calculating a student's chronological age is crucial for accurate interpretation of assessment results, as it impacts score comparisons.

Norm-referenced assessments compare a student's performance to a large group of similar students, allowing for comparison of relative strengths and weaknesses.

A standard score of 87 on a test with a mean of 100 and standard deviation of 15 indicates that the student scored slightly below average.

Teachers should choose assessments that align with learning objectives, and they need to be reliable and valid.

The basal level represents the point on a test where a student is likely to answer all the easier items correctly.

The comprehensive assessment report summarizes all the information gathered about a student, including observations, assessments, and medical records.

The learning support classroom and the general education classroom are appropriate learning environments to provide special education services.

Attending a specialized school full-time is considered the most restrictive environment, meaning it's the least integrated setting.

Complete intellectual assessments and reading assessment results are key to determining if a student has a reading disability.

The data shows that the student is not progressing adequately with current supports, meaning additional interventions may be needed.

The LRE considers where and how services can best be provided to the student, taking into account the least restrictive setting.

Confidence intervals show a range of scores where the student's true score is likely to fall, providing a margin of error in assessment results.

Frequent absences from school can negatively impact a student's performance during testing, leading to inaccurate assessment results.

The IEP team, including teachers, parents, and administrators, is responsible for making decisions about special education services and programming for students with disabilities.

A student with a behavioral disorder must display inappropriate behavior, an inability to build relationships, and an inability to learn that's not explained by other factors to be eligible for IDEA.

Annual goals have a time condition, a measurable criteria, and a behavior condition, ensuring clear objectives and progress tracking.

Before a student reaches the age of majority, the IEP must indicate that the student has been informed about their rights and responsibilities.

The time condition in a goal is often indicated by a specific time frame, like

The IEP must provide a justification for why the student is unable to participate in regular assessments, explaining the need for a different assessment format.