Special Educator as a Qualified Examiner

Resource Guide - ED540 - Unit 3

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Special Educator as a Qualified Examiner von Mind Map: Special Educator as a Qualified Examiner

1. AUTISM

1.1. Academic Performance

1.1.1. KTEA-II (Formal)

1.1.1.1. Appropriate for: Initial, Progress, and 3-year evals

1.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

1.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

1.1.2. CBM (Formal)

1.1.2.1. Appropriate for: Initial, progress, and 3-year evals

1.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

1.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

1.2. Adaptive Behavior

1.2.1. SIB-R (Formal)

1.2.1.1. Appropriate for: Initial, 3-year evals

1.2.1.2. Purpose: Eligibility decisions, a total adaptive behavior package

1.2.1.3. National and state accommodations: N/A

1.2.2. AAMR ABS-2 (Formal)

1.2.2.1. Appropriate for: Initial, Progress, 3- year evals

1.2.2.2. Purpose: assesses degree of independence in daily living skills and degree of individual's maladaptive behavior

1.2.2.3. National and state accommodations: N/A

2. DEAF-BLINDNESS

2.1. Academic Performance

2.1.1. SAT-10 (Formal)

2.1.1.1. Appropriate for: Initial and 3-year evals

2.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired

2.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

2.1.2. WJ-III Achievement Battery (Formal)

2.1.2.1. Appropriate for: Initial, Progress, and 3-year evals

2.1.2.2. Purpose: document an educational deficit, progress monitoring, and academic placement

2.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

3. EMOTIONAL DISTURBANCE

3.1. Academic Performance

3.1.1. KTEA-II (Formal)

3.1.1.1. Appropriate for: Initial, progress and 3-year evals

3.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

3.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

3.1.2. Student Observation (Informal)

3.1.2.1. Appropriate for: Initial, progress and 3-year evals

3.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs

3.1.2.3. National and state accommodations: N/A

4. DEAFNESS

4.1. Academic Performance

4.1.1. SAT-10 (Formal)

4.1.1.1. Appropriate for: Initial and 3-year evals

4.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired

4.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

4.1.2. CBM (Formal)

4.1.2.1. Appropriate for: Initial, progress and 3-year evals

4.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

4.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

5. INTELLECTUAL DISABILITY

5.1. Academic Performance

5.1.1. KTEA-II (Formal)

5.1.1.1. Appropriate for: Initial, progress and 3-year evals

5.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

5.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

5.1.2. CBM (Formal)

5.1.2.1. Appropriate for: initial, progress and 3-year evals

5.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

5.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

5.2. Adaptive Behavior

6. OTHER HEALTH IMPAIRED

6.1. Academic Performance

6.1.1. KTEA-II (Formal)

6.1.1.1. Appropriate for: Initial, progress and 3-year evals

6.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

6.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

6.1.2. Student Observation (Informal)

6.1.2.1. Appropriate for: Initial, progress and 3-year evals

6.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs

6.1.2.3. National and state accommodations: N/A

7. ORTHOPEDIC IMPAIRMENT

7.1. Academic Performance

7.1.1. KTEA-II (Formal)

7.1.1.1. Appropriate for: Initial, progress and 3-year evals

7.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

7.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

7.1.2. CBM (Formal)

7.1.2.1. Appropriate for: Initial, progress and 3-year evals

7.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

7.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

8. HEARING IMPAIRMENT

8.1. Academic Performance

8.1.1. SAT-10 (Formal)

8.1.1.1. Appropriate for: Initial and 3-year evals

8.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired

8.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

8.1.2. CBM (Formal)

8.1.2.1. Appropriate for: Initial, progress and 3-year evals

8.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

8.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

9. SPECIFIC LEARNING DISABILITY

9.1. Academic Performance

9.1.1. KTEA-II (Formal)

9.1.1.1. Appropriate for: Initial, progress and 3-year evals

9.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

9.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

9.1.2. CBM (Formal)

9.1.2.1. Appropriate for: Initial, progress and 3-year evals

9.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

9.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

9.2. Observation

9.2.1. Event Recording (Informal)

9.2.1.1. Appropriate for: Initial, progress, and 3-year evals

9.2.1.2. Purposes: screening and identification, strategies for instructional practices, document further academic need, develop and evaluate IEP goals

9.2.1.3. National and state accommodations: N/A

9.2.2. Behavioral Coding System (Formal)

9.2.2.1. Appropriate for: Initial, progress and 3-year evals

9.2.2.2. Purposes: screening and identification, strategies for instructional practices, document further academic need, develop and evaluate IEP goals

9.2.2.3. National and state accommodations: N/A

10. SPEECH-LANGUAGE IMPAIRMENT

10.1. Academic Performance

10.1.1. KTEA-II (Formal)

10.1.1.1. Appropriate for: Initial, progress, and 3-year evals

10.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

10.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

10.1.2. Student Observation (Informal)

10.1.2.1. Appropriate for: Initial, progress and 3-year evals

10.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs

10.1.2.3. National and state accommodations: N/A

11. TRAUMATIC BRAIN INJURY

11.1. Academic Performance

11.1.1. KTEA-!! (Formal)

11.1.1.1. Appropriate for: initial, progress and 3-year evals

11.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement

11.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

11.1.2. CBM (Formal)

11.1.2.1. Appropriate for: Initial, progress and 3-year evals

11.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

11.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

11.2. Adaptive Behavior

11.2.1. SIB-R (Formal)

11.2.1.1. Appropriate for: Initial, 3-year evals

11.2.1.2. Purpose: Eligibility decisions, a total adaptive behavior package

11.2.1.3. National and state accommodations: N/A

11.2.2. AAMR SBS-2 (Formal)

11.2.2.1. Appropriate for: Initial and 3-year evals

11.2.2.2. Purpose: Assess degree of independence in daily living skills and degree of individual's maladaptive behavior

11.2.2.3. National and state accommodations: N/A

12. VISUAL IMPAIRMENT/BLINDNESS

12.1. Academic Performance

12.1.1. SAT-10 (Formal)

12.1.1.1. Appropriate for: Initial and 3-year evals

12.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired

12.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

12.1.2. CBM (Formal)

12.1.2.1. Appropriate for: Initial, progress and 3-year evals

12.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards

12.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days

13. VOCATIONAL ASSESSMENTS

13.1. Vocational

13.1.1. Strong-Campbell Interest Inventory (Formal)

13.1.1.1. Appropriate for: Initial

13.1.1.2. Purpose: measures personality and interest in various occupations'

13.1.1.3. National and state accommodations: N/A

13.1.2. VPI-R (Formal)

13.1.2.1. Appropriate for: Initial

13.1.2.2. Purpose: measures personality and vocational interests

13.1.2.3. National and state accommodations: N/A

14. Instrument abbreviations: KTEA-II: Kaufman Test of Educational Achievement-II CBM: Curriculum Based Measurement SAT-10: Stanford Achievement Test Series, Tenth Edition SIB-R: Scales of Independent Behavior-Revised AAMR SBS-2: AAMR Adaptive Behavior Scale-Second Edition WJ-III: Woodcock-Johnson-III VPI-R: Vocational Preference Inventory-Revised