SFL 420 Midterm

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Anonymous
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178499
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SFL 420 Midterm
Updated:
2012-10-19 21:31:09
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SFL 420
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Dr. Barbara Smith's class
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  1. OHI- Other Health Impairment
    • Eligibility:
    • ●     must adversely affect the student’s educational performance
    • ●     must require special education and related services
    • ●     determined that that students other health impairment is the
    • student’s primary disability
    • ●     requirements of rule 11.1 must be met (that students with
    • disabilities 0-21 be identified, located and evaluated.
  2. ED/Emotional Disturbance
    • Eligibility:
    • ●emotional disturbance
    • must adversely affect the student’s educational performance.
    • ●student with emotional
    • disturbance must require special education and related services.
    • ●team must determine
    • that an emotional disturbance is primary disability
    • ●inappropriate behaviors
    • are not due to an intellectual disability, vision or hearing impairments, or
    • other medical conditions.
  3. SLD/specific Learning Disability
    • Eligibility:
    • ●process based on student’s
    • response to scientific, research-based intervention.
    • ●     identification of a
    • severe discrepancy between intellectual ability and achievement
  4. DD- Developmental Delay
    • Eligibility:
    • ●     team must prove it’s DD
    • and not another disability category.
    • ●     DD must adversely
    • affect student’s educational performance
    • ●     student with DD must
    • require special education and related services
    • ●     significant delay or
    • deficit in: cog. dev., physical/motor dev., language dev., social/emotional
    • dev., self-help/adaptive behavior.
  5. ID- Intellectual
    Disability
    • Eligibility:
    • ●     intellectual disability
    • must adversely affect the student's educational performance
    • ●     student with ID must
    • require special education and related services
    • ●    team must determine
    • that an intellectual disability is the primary disability
    • ●     intellectual, academic,
    • and adaptive assessment results demonstrate consistently low profiles across
    • measures.
  6. Raw score
    • simple numerical result
    • of assessment, typically number of items answered correctly. 
  7. Functional Limitation
    • physical or mental condition that
    • substantially influences their ability to participate in testing. If a student has
    • a functional limitation, they can qualify for accommodations on tests.
  8. Percentile Rank
    • indicates the percentage
    • of people an individual did better than in a norming or reference group. For
    • example, a test score that is greater than 75% of the scores of people taking
    • the test is said to be at the 75th percentile.                        
  9. Relative Proficiency Index
    • predicts a student's level of proficiency on tasks that
    • typical age- or grade-peers would perform with 90% proficiency. For example, an
    • RPI of 55/90 on the Letter-Word Identification subtest would indicate that on
    • similar tasks, the student would demonstrate 55% proficiency, whereas age- or
    • grade-peers would demonstrate 90% accuracy.

    • The RPI can document a performance deficit that may not be
    • apparent based on the peer comparison (standard score, percentile rank).
  10. Standard Score
    • comparing deviation of
    • individual scores from the mean or average score with the scores of students in
    • a norm group of the same chronological age or scholastic grade level. Enable
    • comparison of performance across tests.
  11. Grade Equivalent
    • attempts to
    • describe a student’s score in terms of a grade level and month the student is
    • functioning.
  12. Reliability
    • overall consistency of a
    • measure. A measure is said to have a high reliability
    • if it produces similar results under consistent conditions.
  13. Age Equivalent
    • calculated based on the age that an
    • average person earns a given score within the tested population. For example, a
    • 4th grade student may earn a score on an exam that is the age equivalent of a
    • 5th grade student because the average student earns that score in the 5th
    • grade.
  14. Validity
    • degree to which the tool
    • measures what it claims to measure
  15. Cognitive Academic Language Proficiency (CALP)-
    • used to
    • describe a student’s proficiency in the english language, particularly those
    • aspects of language related to cognition and academic performance.
  16. Mean, Median, Mode
    • mean is the average score, median is the middle
    • number, and mode is the most repeated /common number
  17. Standard Deviation
    • shows how much variation or "dispersion"
    • exists from the average (mean,
    • or expected value). A low standard deviation indicates that the data points
    • tend to be very close to the mean,
    • whereas high standard deviation indicates that the data points are spread out
    • over a large range of values.
  18. Guidelines for giving accurate standardized
    assessments
    • uniform procedures for using the assessment so that
    • observation, administration, equipment, materials, and scoring rules will be
    • the same for every student to whom it is administered
  19. norm-ref
    • interprets
    • student performance in relation to the performance of others by comparing an
    • ind. score with the average score of corresponding students in a norm sample
    • group.
  20. criterion ref
    • explains
    • results in relation to a functional level of performance rather than in
    • relation to the performance of others. All scores from curriculum-based
    • assessments, including teacher-made tests, are criterion-referenced.
  21. curriculum-based assessment
    • Using content from the currently used curriculum to
    • assess student progress.- informal methods of assessment.
  22. Pillars of Assessment
    Norm referenced test, interviews, observations, informal assessment

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