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FTCE Exceptional Student Education K-12 (Competency 3) (Verified)
1. Formative Assessment
: Refers to this process of obtaining feedback that informs instructional plans and modifications. They tend to be informal and provide qualitative information, although sometimes they may yield quantitative scores. In most cases, the assessments are relatively "low stakes," their main purpose is not to judge student performance but rather to monitor it and identify ways that instruction can be improved overall or tailored to specific students. (Example-at the end of a review session, a math teacher poses questions to stu- dents about a particular mathematical operation. If the student's answer incorrectly, the teacher revisits key aspects of the review. If the students answer correctly, the teacher proceeds to a more advanced topic).
2. Summative Assessment
: The process of evaluating student achievement at the end of an instructional period. Examples: Scores on a quiz Grades on a student's report card Scores on a "high stakes," state achievement test administered at the end of the school year
3. RTI-Response To Intervention
: The ongoing role of assessment in instruction and intervention is illustrated by this educational process. There are 3 levels of intensity, or tiers. Ë Tier 1:students who have been identified as at-risk receive additional, targeted instruction for several weeks. Ë Tier 2: students who have not responded sufficiently to tier 1 interventions receive more intensive, longer- lasting interventions. Ë Tier 3: students who have not responded to tier 2 interventions receive still more intensive, individualized interventions. Ë Students who do not respond to tier 3 interventions will probably be referred for evaluation for disability status, although referral may take place at any time.
4. SBR-Scientifically Based Research
: Is distinguished by a number of charac- teristics:
: An example of a U.S. government website that provides information about scientifically based research of relevance to in- structional practice. The WWC is part of the Institute of Education Sciences, which is the research arm of the U.S. Department of Education.
8. Acquisition: Refers to the initial learning of new content or skills.
9. Maintenance: Refers to the recall of what has been learned.
10. Generalization: Refers to the application of what has been learned to new sit- uations. When a target
behavior transfers across settings, persons, and materials.
11. Systematic Instruction: Involves breaking new knowledge or skills into small elements and then
presenting them to students in a sequence from simple to complex. It is grounded in 5 types of activities: planning, review, presentation, guided practice, and independent practice.
12. Functional Skills: Allows a person to function independently in real-life do- mestic, occupational, and
social settings. They include, for example, the ability to select, purchase, and cook nutritionally beneficial foods.
13. Content Standards: Indicates what knowledge and skills students at partic- ular grades are required
to master in particular subject areas. In Florida, they are known as the Next Generation Sunshine State Standards. These standards indicate core curricular content in 8 subject areas: English language arts, math- ematics, science, social studies, physical education, health education, world lan- guages, and fine arts. Florida is currently transitioning to the Common Core State Standards, a set of curricular standards that focus on the essential knowledge and skills for success in life, to which most states voluntarily comply.
14. Achievement Standards: Indicates how students should demonstrate mas- tery of the knowledge
and skills identified in the content standards.
15. Alternative Standards: Following the No Child Left Behind Act of 2001, fed- eral regulations permit
schools to develop alternative content and achievement standards for students with disabilities. In Florida, alternative content standards are reflected in the Access Points for the Sunshine State Standards. Access Points were developed for the benefit of students with the most extreme cognitive dis- abilities who are unable to master the Next Generation Sunshine State Standards (NGSSS) owing specifically to their disabilities. Each Access Point is written at 3 levels of complexity: participatory, supported, and independent.
16. Differentiated Instruction: Refers to the individualization of instruction within the general education
setting. The purpose of differentiated instruction, or differen- tiation, is to meet the educational needs of each student. It is a student-centered approach. It does not apply strictly to individuals but also to particular groups of students. According to a prominent analysis, 4 aspects of instruction can be differentiated: content, process, products, and learning environment.
17. Pre-Referral Team: Helps students who are struggling in the general educa- tion setting before
referring them for special education assessment. They obtain information about the student's strengths and weaknesses, designs and oversees the implementation of interventions, and evaluates the results of the
19. IEP Team: Uses the results of the assessment along with other information to create, implement, and
monitor the effectiveness of an individualized education plan for the student. This team is mandated by IDEA.
20. Classroom Management: Can be defined as whatever a teacher does to en- sure that the classroom
environment is positive and allows instructional objectives to be achieved.
21. Homogeneous Groups: Groups of students are similar to each other in the respect. Most commonly,
homogeneous grouping is carried out in order to ensure that students of the same ability level work together.
22. Heterogeneous Groups: Groups of students are different from each other in some important respect.
The teacher can ensure that each group consists of at least one of the highest and lowest performing students in the class.
23. Scaffolding: Refers to direct support given to students during the learning process by a teacher or
some other experienced individual. It can consist of verbal support (giving a hint) or physical support (guiding a student's hand as the student writes a particular letter).
24. Modeling: Refers to the process by which the teacher demonstrates whatever students are intended
to learn, and students then attempt to mimic what they have observed.
25. Text Features: Are elements added to a text that facilitate the reader's com- prehension. Examples:
Ë Table of contents Ë Heading or subheading Ë Figure or table Ë Timeline Ë Index Ë Glossary
26. Text Structures: Consists of the way that information is organized in a text. Examples:
Ë Sequential structure Ë Compare and contrast structure Ë Cause and effect structure
Ë Problem and solution structure
27. Strategic Competence: Is an aspect of mathematical proficiency. It is the ability to formulate and
conduct mathematical problems.
