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OHI- Other Health Impairment
- ● 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.
- ●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.
SLD/specific Learning Disability
- ●process based on student’s
- response to scientific, research-based intervention.
- ● identification of a
- severe discrepancy between intellectual ability and achievement
DD- Developmental Delay
- ● 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.
- ● 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
- simple numerical result
- of assessment, typically number of items answered correctly.
- 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.
- 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.
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).
- 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.
- attempts to
- describe a student’s score in terms of a grade level and month the student is
- overall consistency of a
- measure. A measure is said to have a high reliability
- if it produces similar results under consistent conditions.
- 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
- degree to which the tool
- measures what it claims to measure
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.
Mean, Median, Mode
- mean is the average score, median is the middle
- number, and mode is the most repeated /common number
- 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.
Guidelines for giving accurate standardized
- 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
- 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
- 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.
- Using content from the currently used curriculum to
- assess student progress.- informal methods of assessment.
Pillars of Assessment
Norm referenced test, interviews, observations, informal assessment