Module 3 Summary PDF

Module 3 Summary Summary View for Progress Monitoring in MTSS Framework Where does progress monitoring occur within the MTSS framework? Progress monitoring occurs at all tiers of the MTSS framework to assess the effectiveness of interventions and guide instructional decisions. What is progress m...

Module 3 Summary Summary View for Progress Monitoring in MTSS Framework Where does progress monitoring occur within the MTSS framework? Progress monitoring occurs at all tiers of the MTSS framework to assess the effectiveness of interventions and guide instructional decisions. What is progress monitoring? Progress monitoring is a scientifically based practice used to assess students' academic performance and evaluate the effectiveness of instruction. How can progress monitoring help teachers make informed decisions to ensure student growth? Progress monitoring helps teachers: - Identify students who are not making adequate progress. - Adjust instruction to meet students' needs. - Evaluate the effectiveness of interventions. - Communicate progress with students, parents, and other stakeholders. What type of tool is progress monitoring? Progress monitoring is an assessment tool used to measure students' academic performance and growth over time. What must a progress monitoring tool be in order to be utilized to make decisions that will significantly impact student academic progress? A progress monitoring tool must be: - Valid: Accurately measure what it is intended to measure. - Reliable: Provide consistent results over time. What are the two types of progress monitoring? 1. Mastery Measurement (MM) 2. General Outcome Measurement (GOM) How can the two types of progress monitoring (MM, GOM) be used to track student progress in order to adjust instruction for students who are struggling in math and reading? - Mastery Measurement (MM): Tracks progress on specific skills or standards. Teachers can use MM to identify which specific skills a student needs to work on and adjust instruction accordingly. - General Outcome Measurement (GOM): Provides a broader view of student progress toward overall academic goals. GOM helps teachers evaluate overall instructional effectiveness and make broader adjustments to curriculum and teaching strategies. What goes into selecting appropriate progress monitoring tools? 1. Alignment with curriculum 2. Sensitivity to student growth 3. Ease of use 4. Cost-effectiveness 5. Professional development support When should data be collected? Data should be collected regularly, often weekly or bi-weekly, to provide timely information on student progress. How do you assess the fidelity of the progress monitoring results? - Ensure accurate and reliable administration and scoring of assessments. What are measurable annual goals as part of a student's IEP? 1. Specific academic or functional skills 2. Based on the student’s current level of performance 3. Achievable within a 12-month period Measurable annual goals should: 1. Be specific and observable 2. Include clear criteria for measuring progress 3. Be based on baseline data 4. Specify the conditions under which the behavior will occur 5. Define the timeframe for achieving the goal To begin the process of writing measurable annual goals, the IEP team should: 1. Review current performance levels 2. Identify key areas of need 3. Develop specific, measurable goals Define the components of an annual IEP goal: - Target behavior: Specific skill or behavior to be achieved - Condition: Circumstances under which the behavior will occur - Performance criterion: Standard for acceptable performance - Timeframe: Period within which the goal should be achieved Define the components of SMART Goals: - Specific: Clearly defined - Measurable: Quantifiable criteria - Actively phrased: Describes action - Realistic: Achievable - Time-limited: Includes a deadline What does the Endrew decision recognize? - Measurable annual goals must be appropriately ambitious. - Goals must enable a child to make progress in the general education curriculum. Explain how we use graphs for progress monitoring. Graphs visually represent student progress over time, making it easier to track trends, compare performance to goals, and make data-driven decisions. What is the importance of setting a goal? Setting a goal provides a clear target for instruction and helps focus efforts on achieving specific outcomes. Why do we set goal lines? Goal lines provide a visual representation of expected progress, helping to determine if students are on track to meet their goals. Explain the three options for determining an appropriate progress monitoring goal: - End-of-Year Benchmarking: Setting goals based on end-of-year performance standards. - Norms for Weekly Improvement: Using average rates of progress to set incremental goals. - Intra-Individual Framework: Setting goals based on the individual student's past performance. Discuss the collection and organization of assessment data so that it can be easily retrieved and used to make instructional decisions and report student progress. Data should be systematically collected, organized, and stored in a manner that allows for easy access and analysis. This includes using digital tools and maintaining accurate records. Why is assessment type, frequency, and purpose important in the selection of a system for managing student data? Different types of assessments provide different information, and their frequency and purpose determine how data is used to inform instruction and measure progress. What is the importance of using a trend line in progress monitoring? A trend line helps identify long-term progress patterns and determine if students are making adequate progress toward their goals. Steps to evaluate student progress when given a goal line and trend line: - Four Point Method: Compare the last four data points to the goal line. - Trend Line Analysis: Compare the slope of the trend line to the goal line. What is the IEP Team’s role in making decisions about accommodations and modifications as part of the student’s IEP? The IEP Team identifies and decides on the necessary accommodations and modifications to support the student’s access to the curriculum and achievement of IEP goals. What are test accommodations? Adjustments to the way a test is administered or responded to by the student, without altering the test content. Identify the eight domains of the accommodation organizational framework: 1. Presentation 2. Response 3. Timing 4. Setting 5. Test Scheduling 6. Test Directions 7. Test Format 8. Test Materials Identify some of the four common types of accommodations: 1. Presentation: Providing test in Braille 2. Response: Allowing oral responses 3. Timing: Extended time 4. Setting: Testing in a separate room What is Dynamic Assessment of Test Accommodations (DATA)? DATA is a method to evaluate the effectiveness of accommodations in improving test performance for students with disabilities. Identify key differences between accommodations and modifications: - Accommodations: Adjustments that allow students to access the same curriculum and assessments as their peers. - Modifications: Changes to the curriculum expectations and assessments to better fit the student’s abilities. What is the team approach? A collaborative method where various stakeholders work together to make decisions and support the student’s educational needs. Who makes up the team and what is their role? According to IDEA, what decisions must be made using a team approach? 1. Eligibility for special education services 2. Development of the IEP 3. Placement decisions 4. Determination of necessary accommodations and modifications What are the legal and ethical requirements for handling, maintaining, storing, and sharing information you collect? - Adhere to FERPA regulations which protect the privacy of student education records. What is “Directory” information? Information that can be disclosed without consent, such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. What are the State laws and federal laws about the amount of time teams have to complete the different assessment tasks? Test 3 Multiple-Choice Test with Case Studies and Scenarios Section 1: Specific Individual Academic Achievement Tests 1. Case Study: John is a third-grade student who struggles with reading and math. His teacher suspects he may have a learning disability and wants to assess his academic skills comprehensively. Question: Which test would be most appropriate for diagnosing John's learning disabilities? Options: A. Woodcock-Johnson Tests B. Wechsler Intelligence Scale for Children (WISC) C. Differential Ability Scales (DAS) D. Ages and Stages Questionnaires: Social-Emotional (ASQ)  2. Scenario: Emily is undergoing an academic assessment to identify her strengths and weaknesses in various subjects. Question: Which test will provide detailed information about Emily's academic strengths and weaknesses? Options: A. Wechsler Intelligence Scale for Children (WISC) B. Kaufman Test of Educational Achievement (KTEA) C. Stanford-Binet Intelligence Scales D. Behavior Assessment System for Children (BASC) Section 2: Tests of Cognitive Ability 3. Case Study: Mike's teacher is concerned about his general intellectual ability and wants to identify any intellectual disabilities. Question: Which test should the teacher consider for assessing Mike's general intellectual ability? Options: A. Woodcock-Johnson Tests B. Wechsler Intelligence Scale for Children (WISC) C. Kaufman Test of Educational Achievement (KTEA) D. Ages and Stages Questionnaires: Social-Emotional (ASQ) 4. Scenario: A psychologist is planning to assess a student's cognitive abilities for educational planning. Question: Which test is designed specifically for this purpose? Options: A. Stanford-Binet Intelligence Scales B. Differential Ability Scales (DAS) C. Wechsler Individual Achievement Test (WIAT) D. Behavior Assessment System for Children (BASC) Section 3: Classroom Behavior Assessments 5. Case Study: Sarah's teacher notices that she has difficulty building and maintaining satisfactory interpersonal relationships. The teacher suspects Sarah might have an emotional disturbance. Question: Which characteristic of emotional disturbance does Sarah's behavior illustrate? Options: A. Inability to learn not explained by intellectual, sensory, or health factors B. Inability to build or maintain satisfactory interpersonal relationships C. Inappropriate behaviors or feelings under normal circumstances D. Pervasive mood of unhappiness or depression 6. Scenario: A school counselor wants to evaluate and understand student behavior to inform interventions and support strategies. Question: Which of the following is the primary purpose of classroom behavior assessments? Options: A. Measure cognitive abilities B. Evaluate and understand student behavior C. Assess academic skills D. Diagnose learning disabilities Section 4: Rating Scales and Checklists 7. Case Study: David's teacher is using a checklist to monitor his progress in social skills. Question: Which of the following is an example of a checklist used for this purpose? Options: A. Behavior Assessment System for Children (BASC) B. Connors’ Rating Scales C. Ages and Stages Questionnaires: Social-Emotional (ASQ) D. Vanderbilt ADHD Diagnostic Rating Scale  8. Scenario: A teacher wants to assess a child's social-emotional development and decides to use a standardized assessment. Question: Which assessment is specifically designed for evaluating social-emotional delays in young children? Options: A. Wechsler Intelligence Scale for Children (WISC) B. Ages and Stages Questionnaires: Social-Emotional (ASQ) C. Differential Ability Scales (DAS) D. Behavior Assessment System for Children (BASC) Section 5: Curriculum-Based Assessment 9. Case Study: Mrs. Johnson is using an assessment method that evaluates student performance based on the curriculum being taught in her class. Question: What type of assessment is Mrs. Johnson using? Options: A. Formative assessment B. Summative assessment C. Curriculum-based assessment D. Diagnostic assessment 10. Scenario: A teacher is designing an informal inventory to assess her students' knowledge in science. Question: Which step should the teacher take first in designing the informal inventory? Options: A. Select the content areas B. Develop the items C. Define the purpose D. Pilot the inventory Section 6: Adaptive Behavior Skills 11. Case Study: Maria is being assessed for her ability to perform daily living activities like eating and dressing. Question: Which concept of adaptive behavior skills does this assessment focus on? Options: A. Practical Skills B. Social Skills C. Conceptual Skills D. Emotional Skills 12. Scenario: A psychologist is conducting an adaptive behavior assessment that involves interviews, observations, and standardized questionnaires. Question: Who typically completes these assessments? Options: A. Students B. Teachers, parents, and caregivers C. School administrators D. Peer students Section 7: Descriptive Statistics 13. Case Study: A researcher is summarizing a large data set to understand patterns and trends. Question: Why are descriptive statistics essential in this process? Options: A. They provide detailed individual scores B. They predict future performance C. They summarize large amounts of data D. They compare test scores across different groups 14. Scenario: In a data set of student test scores, the middle value when arranged in ascending order is needed. Question: Which measure of central tendency is this? Options: A. Mean B. Median C. Mode D. Standard deviation Section 8: Norm-Referenced and Criterion-Referenced Assessments 15. Case Study: A student takes a standardized test, and their performance is compared to a norm group. Question: What type of assessment is this? Options: A. Criterion-referenced B. Norm-referenced C. Curriculum-based D. Formative 16. Scenario: A driver's license exam measures a person's ability to meet a fixed set of criteria. Question: What type of assessment is this? Options: A. Criterion-referenced B. Norm-referenced C. Curriculum-based D. Summative Summary This test assesses knowledge and application of academic achievement tests, cognitive ability tests, behavior assessments, curriculum-based assessments, adaptive behavior skills, and descriptive statistics, integrating case studies and scenarios to reflect practical situations educators and psychologists might encounter.