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PASS Midterm
Kahoot/Notes
| Question | Answer |
|---|---|
| What is an IEP? | IEP: Individualized Education Program is a legal, written document with the school district’s plan to provide FAPE (Free and Appropriate Education) in the child’s LRE (Least Restrictive Environment). |
| What are the 13 classifications for IEP | Autism Deaf-blindness Hearing Impairment Learning Disability Orthopedic Impairment Speech or Language Impairment Visual Impairment Deafness Emotional Disturbance Intellectual Disability Multiple Disabilities Other Health TBI |
| Hearing Impairment | Any level of hearing impairment above deafness, hearing aids, cochlear implants, etc. |
| Learning Disability | Common Not an easy classification to use Not given to young children - scares parents Hard to prove it very early on Lot of paperwork that the state wants to get that learning disability diagnosis |
| Orthopedic Impairments are not very? | Common |
| Most kids get what as their first classification? | Speech or Language Impairment |
| Visual Impairment | Visual processing disorder Vision so impaired they're not functioning in the classroom Not very common |
| Emotional Disturbance | Not very common Not an easy classification to give a child A child who is very dysregulated emotionally Often time they function on level and have good academic grades but cannot function in the classroom because of their emotional issues |
| Intellectual Disability | Low IQ |
| What is an example of multiple disabilities? | Multiple Disabilities |
| Other Health Impairment | Catch all - aren’t really sure where the disability is going to fit ADHD |
| Traumatic Brain Injury | Need documentation of a medical diagnosis |
| What do PLEPS and PLOPS stand for? | Presents Levels of (Educational) Performance |
| What is in and IEP or a PLOP? | Eval Results Academic Achievement Social Develop Physical Dev Management Needs |
| Eval Results | Always on the IEP Re-evaluation every 3 years (minimum) - replaces initial re-eval |
| Academic Achievement | Areas of reading, writing, math, basic study skills, classroom skills SLP section: How they are doing in speech Mention the student's strengths After the strengths section, there are always needs (always directly correlate to your goals) |
| Social Development | How they interact in the classroom, with peers, with adults, etc. Mention strengths and their needs, if any |
| Physical Development | Where are the functioning currently Strengths Needs, if any (PT, OT) |
| Management Needs | What does any provider need to know about working with this kid Repeat directions, gain the child's attention before talking to them, make sure they sit in the front of the classroom, etc. BIP could be included in this section |
| What are measurable annual goals? | Full school year September-June (unless there is a student that does summer school) SMART Goals - Specific, Measurable, Achievable, Relevant, Time-Bound |
| What is a progress report? | Underneath goals Districts have to let the parents know when they are going to get a report on their progress 3-4 times a school year |
| Special Education Programs and Related Services required to? | Meet the annual goals |
| What programs and services are needed to meet the annual goals? | Supplementary Aids & Services Program Modifications Classroom accommodations Test Accommodations |
| Program modifications include | Modified homework |
| Classroom accommodations include | What do they have to do differently in the classroom Movement breaks (Student would get a 5-minute break after 30 minutes of work) Aid |
| What is TORC? | Time outside the regular classroom |
| Is pull-out speech therapy TORC? | Yes |
| Is push-in speech therapy TORC? | No |
| Is push-in speech therapy in a special class program TORC? | No |
| Role of SLP in Schools | Working across all grade levels Serving a range of disorders Ensuring educational relevance Providing culturally competent services Providing unique contributions to curriculum Highlighting language and literacy |
| What are the responsibilities of school SLP's? | Prevention Assessment Intervention Program design Data analysis and collection Compliance Licensing and certification |
| Prevention | SLPs are integrally involved in the efforts of schools to prevent academic failure in whatever form those initiatives may take; for example, in Response to Intervention (RTI). SLPs use evidence-based practice (EBP) in prevention approaches. |
| Assessment | SLPs can conduct assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP. |
| Intervention | Intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process. The therapy techniques are clinical in nature when dealing with students with disabilities. |
| Program Design | It is essential that SLPs configure schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and that they provide services to other students as appropriate. |
| Data Collection & Analysis | SLPs, like all educators, are accountable for student outcomes. Therefore, data-based decision-making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities. |
| Compliance | Responsible for meeting federal and state mandates as well as local policies in the performance of their duties. Activities may include IEP development, Medicaid billing, report writing, and treatment plan/ therapy log development. |
| TSSLD Certification | Obtain initial- masters, fingerprint, 5 years Obtain professional- 3 years of work in school Maintain- CTLE, compliance |
| NYS Lisence | Obtain- masters, praxis, supervised, application, registration Maintain- CE hours, professional hours, submit compliance |
| ASHA CCC's | Obtain- masters, praxis, asha certification, CF, application. Maintain- professional development hour, dues, asha registry |
| Why is the PARC vs PA case significant? | Public school cannot deny education to disabled children |
| What is MTSS? | MTSS is a framework schools use to provide targeted support for struggling students. MTSS focuses on the "whole child" and includes areas such as academic, behavior, social-emotional, and attendance. |
| What are the components of MTSS? | RTI and PBIS |
| What is RTI? | Response to Intervention is focused on the academic growth of students. It is a tiered system with increasing levels of support. |
| What is PBIS? | Positive Behavioral Interventions and Support is an approach that promotes school safety and good behavior through the use of positive language. |
| RTI Tier 1 | Supports all students, emphasis is placed on the delivery of high quality, standard based instruction that is differentiated to meet the needs of students |
| RTI Tier 2 | Supports students not responding adequately to Tier 1 instruction. |
| RTI Tier 3 | Supports students who show lack of progress. |
| PBIS Positive Behavioral Intervention and Support | Tertiary Prevention Secondary Prevention Primary Prevention |
| What is the process of MTSS? | Assessment/Screening Analysis Intervention |
| MTSS Assessment/Screening: | Universal screenings are used to track student performance in comparison to peers |
| MTSS Analysis: | Data is reviewed by school teams (Child Study Team, Pupil Personnel Team, Student Intervention Team, Child Assistance Team, MTSS/RTI Team) to determine what support is needed |
| MTSS Intervention: | Intervention plans are created and include a recommended dosage, and evidenced-based support. **THIS IS NOT AN IEP* |
| MTSS and Speech Therapists | Participate in CST, Screen students, provide RTI Tier 2 and 3. |
| How do SLP's participate in CST? | SLP is a member of the Child Study Team. The team meets regularly to discuss the needs and progress of all the students in the school. The SLP can offer a unique perspective to a discussion about student performance. |
| How do SLP's screen students? | The SLP will screen students that might need support in the area of speech and language, A screening might also indicate the need for full evaluation. |
| How do SLP's provide RTI Tier 2 and 3 support? | The SLP can provide Tier 2 and Tier 3 support to students in the area of speech and language, push-in, or small group pull-out. This support would include a specific goal and data would be collected to determine if the intervention is effective. |
| If a child is not progressing with RTI/MTSS Support? | The Child Study Team may decide to refer the child for a Special Education Evaluation to determine if there is an educational disability. |
| What would you do if you are approached by a classroom teacher who is concerned about a student. She reports to you that the child has trouble following directions and misses the mark when responding to questions? | Ask them to put it in an email Parents permission to informally evaluate/screen Observe a CLASSROOM informally |
| What are the parents of a screening? | Teacher/Parent Survey Classroom observation Informal Measures Consent from Parent |
| Teacher/Parent Survey: | Get specific information from the teacher and/or parent about the areas of concern |
| Classroom Observation: | Observe the child' s performance in the classroom. ex. attention, engagement, verbal participation, etc. |
| Informal Measures: | Use informal assessments to look into skill areas that are of concern. How would this student' s performance compare to other students on the same grade level? |
| BOE v. Rowley- 1982 | Amy Rowley is partially deaf and the school provided hearing aids, speech and tutor. Parents feel she needed sign language support but school deemed it unnecessary Rowley's used DUE PROCESS rights, district court ruled in favor of parents b/c of FAPE |
| How did the supreme court rule in the ROE vs BOE case? | In favor of the school district that Amy was receiving free and appropriate education and the Educating Handicap Act was more to open the door to handicap children rather than guarantee a particular level of education |
| What is an Adverse Educational Impact? | Disability (as defined by IDEA) + Adverse Educational Impact + Needs Specially Designed Instruction = Programs and Services on an IEP |
| What happens when a student has not responded to RTI interventions? | The school CST will make a referral to CSE (Committee on Special Education) |
| Who is the Committee on Special Education? | Chairperson Administrator Psychologist General Education Teacher Special Education Teacher and/or Service Provider(s) Parent, and when appropriate, the student Parent Advocate, Interpreter, and/or Lawyer, if necessary |
| Who can make a CSE Referral? | Child Study Team/ School Team - Following a process of RTI Parent - The parent is able to request a special education evaluation at any time |
| Parent making a CSE referral includes | Submit the request in writing Area of concern The district has 10 calendar days to hold a meeting to review After 10 day if the parent wants to pursue the evaluation, the district has 60 calendar days to complete the testing and hold a CSE meeting |
| CSE evaluations include what professionals? | Cognitive psychologist Academic Special Education Teacher or Psych Speech and Language Motor- OT, PT Other: |
| What happens at the CSE meeting? | Parent will have the opportunity to express their concerns Teachers and Evaluators will have an opportunity to share classroom observations and testing results The CSE will determine if the child is eligible for an IEP |
| Possible CSE outcomes | Does not have an educational disability and is ineligible for an IEP Has an educational disability and the team will continue the meeting to create an IEP The CSE cannot come to an agreement; most often the parent will request an IEE |
| Creating the Initial IEP | Determine the Classification Review the Child' s Needs Create Annual Goals Determine the Program and Related Services Discuss Accommodations and other needs related to the disability |
| NYS Law Ch. 408 | Requires school districts to create a process that will ensure that all staff that are responsible for implementing a student' s IEP have access to the document and have reviewed it prior to working with the child. |
| What are other types of CSE meetings? | Requested review Annual review Re-evaluation Transition |
| What is a requested review? | Any member of the CSE may call for this meeting to review the current IEP and discuss possible changes |
| What is an annual review? | MUST be held once per year to update the IEP and review the child' s progress Some schools will have annuals throughout the school year and others will set them all for the end of the year |
| What is a re evaluation? | MUST be held every 3 years to get updated standardized testing, review progress, and discuss the continued eligibility for an IEP A parent may refuse the standardized testing |
| What is transition? | MUST be held every 3 years to get updated standardized testing, review progress, and discuss the continued eligibility for an IEP A parent may refuse the standardized testing |
| What is included in special education paperwork? | Student Files Writing Reports Writing IEPS Data Collection |
| Student Files | Every student should have a permanent file in your file cabinet. The previous SLP should leave you all active files for students on your caseload. |
| What is in a file? | Test protocols Evaluation reports Annual progress reports or data *(only finalized data) Important information for that specific student Files may be subpoenaed during a legal case, so only store necessary documents |
| What are meeting notes? | Meeting Notes can act as a cover letter for all annual documents Keep items in chronological order (newest documents at the front of the file) Write contact information on folder for easy access |
| What are working files? | Individual students, or by group IEP at a glance sheet, or goals Store data sheets, attendance, unfinished work, visuals and supports specific to child or group |
| How to maintain files? | ORGANIZE PERMANENT FILES- grade & alphabetize ADD DOCUMENTS IMMEDIATELY TO THE FRONT OF THE FILE AFTER ANNUAL REVIEW: TIDY UP FILE END OF YEAR: SHIFT FILES TO NEXT GRADE LEVEL, SEND FILES TO NEW PROVIDER IF NECESSARY, DEAL WITH OLD FILES |
| What to write in present levels of IEPS under rationale? | IDEA requires a present levels page to be in every IEP that summarizes both academic and functional performance. Essential components include strengths, weaknesses, baseline data, a statement on how the disability impacts student’ s ability in education |
| What are the first steps in writing IEPs? | Collect the necessary information Therapy data forms Progress monitoring forms, grade-level curriculum informal measure Self rating scales for students Teacher input forms/ conversation |
| Tips for Writing IEP's | Use the child's legal first name and not a nickname Keep the wording OBJECTIVE Keep the wording PARENT-FRIENDLY Include all necessary information about the child's communication skills and abilities Use templates to save time if possible |
| What is the Elementary and Secondary Education Act (1965)? | Free and reduced lunch program provisions Initiatives to help low income families Additional teachers for low income schools |
| What is the Vocational Rehabilitation Act & Section 504 (1973)? | Prohibits discrimination against students with disabilities in terms of federal funding Provides a definition for the term appropriate education |
| What is the Educational Amendments Act (1974)? | Gives students and their families the rights to due process in special education classes Grants federal funding for gifted and talented students |
| what is the Education for All Handicapped Children Act (1975)? | Defines the Least Restrictive Environment (LRE) Individualized Education Programs Requires free and appropriate public education for students w disabilities |
| What is the Education of Handicapped Act Amendments (1986)? | Free and appropriate education for students with disabilities (3-5) Early intervention programs for children with disabilities from birth age to two years old |
| What is the Americans with Disabilities Act (1990)? | Prohibits discrimination against people with disabilities in the work force Provides Equal Opportunity to employment, accommodations, services, transportation, etc… |
| What is the Individuals with Disabilities Education Act IDEA (1990)? | Transition Program at age 16 Bilingual Education Programs Extends special education services to include social work, rehabilitation Due Process in education Confidentiality in student info |
| What is the Individuals with Disabilities Education Act IDEA (1997)? | Mediation to resolve differences General Ed teacher part of IEP Team Students with disabilities take state tests Behavior Management Plans Students with disabilities continue services even if they are expelled from school |
| What is the No Child Left Behind Act (2001)? | Early Intervention Reading Programs School choice for students from failing schools Highly qualified teachers Increased accountability on schools |
| What is the IDEA Improvement Act IDEIA (2004)? | Higher standards for special education teacher license/certification Increased funding to early intervention services Use of (RTI) Response to Intervention |
| What is the Every Student Succeeds Act - ESSA (2015)? | Gives more control to the states in terms of the standardized testing & consequences for low performance Only 1 percent of students overall can be given alternative assessments Bullying prevention plans |
| What is the Honig v. DOE case? | Schools cannot expel students for behaviors related to their disability |
| What is the Hudson v. Rowley case? | Schools must provide sufficient, but NOT the best possible education for FAPE |
| What is the Parc v. Pennsylvania case? | States cannot deny mentally retarded children access to free public education |
| What is the Mills v. B.O.E.? | Schools must provide supplemental services needed for children to attend school at no cost to the parent |
| What does IEP stand for? | Individualized Education Plan |
| The Vocational Rehabilitation Act (Section 504) provides: | Classroom accommodations |
| The Education for All Handicapped Children Act came about in 1975. | True |
| Which law first introduced the need for an IEP? | Education for All Handicapped Children’s Act |
| The 2 main findings in PARC v. Commonwealth of P.A. were..? | LRE and FAPE for children with intellectual disabilities |
| What is MTSS? | A framework schools use to support struggling students |
| PBIS and RTI fall under the framework of MTSS? | True |
| Tier 1 interventions under RTI would include: | Speech and language support strategies for the classroom teacher |
| When asked to conduct a speech and language screening, you should always use standardized assessment tools: | FALSE |
| Rowley v. BOE findings indicate that IEP supports should help a student reach their full academic potential: | mic potential: FALSE |
| Who is NOT a member of a Child Study Team? | Parent |
| Which person is NOT required for a CSE meeting? | Parent Advocate |
| An IEP guarantees ______ for a student. | FAPE |
| Which is NOT an educational classification? | Other Disabilities (Other health impairments is) |
| The section of an IEP with a student’s academic achievement is called? | Present Levels of Performance |
| TORC is a measure of the time a student is outside of the general education classroom. | TRUE |
| Which is NOT the role of a school SLP? | Instructing students in early reading |
| SLPs are responsible for identifying students with speech or language disorders? | TRUE |
| School SLPs are NOT responsible for using data to make decisions about student interventions. | nterventions. FALSE. They have to take data |
| An occupational therapy evaluation is necessary for all special education evaluations. | FALSE. |
| The purpose of a CSE meeting is to determine eligibility and create an IEP. | TRUE |
| Chapter 408 is a NYS law that requires schools to share a student’s IEP with all staff in the building. | FALSE. Only the staff that will be working directly with the student gets access. |
| What should NOT be left in a student’s permanent file? | Anecdotal notes from various therapy sessions |
| When writing an IEP, you should use the child’s preferred nickname? | FALSE. Legal name |
| Language in an IEP should be scientific, even if it is confusing to the parents and other professionals. | FALSE |
| Is this goal measurable? Student will follow 5 two-step directions with basic concepts with 70% accuracy. | NO, trying to measure 5 steps with 70% accuracy - doesn’t match up |
| Is this goal measurable? Student will produce final /th/ in single words with 80% accuracy. | YES |
| NYS has modified the Common Core Standards | TRUE |
| Why should SLPs have basic understanding of the state education standards? | To ensure the educational relevance of their therapy. |
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jacklynsanabria
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