Students with Disabilities Exam Workshop

May 6, 2016

Agenda

•  NYSTCE online site and sample materials

•  Competencies and Performance Indicators-

•  Prioritize Your Studying Activity – Establish Your Baseline

•  Test/Question Format- DBQs

•  Constructed Response (Written Assignment)

•  Sample Constructed Response

•  Study Resources

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STUDENTS WITH DISABILITIES CERTIFICATION TEST May 6, 2016

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NYSED Website for Test

DO YOU HAVE INTERNET ACCESS? •  http://www.nystce.nesinc.com/NY_PM.asp?t=060

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ABOUT THE STUDENTS WITH DISABILITIES TEST

Handout # 1

•  The NYSTCE SWD tests 7 overall Competencies and the Performance Indicators included under each Competency

•  The test contains 90 selected responses questions and 1 constructed response (written) assignment.

• You will have 195 minutes to complete the exam. • You are advised to spend 60 minutes on the 90 items, and •  135 minutes on the constructed response. •  The highest score for the exam is 300. 220 is considered

passing.

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Competencies Areas of

Knowledge

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Statements of important knowledge and skills that define the content of the test.

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Prioritize Your Studying

Activity – Establish Your Baseline Review each Competency and its Performance Indicators- flag for study.

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Handout # 2

Test/Question Format

Factual questions- reasonably simple, straightforward answers based on obvious facts or awareness. “Which of the following disabilities is a neural-behavioral disorder of the central nervous system?”

versus

Convergent Questions -comprehension, application, analysis, based on material read, presented or known. (DBQs) Applying your knowledge to a set of exhibits. “After presenting students with new information and skills, a teacher wishes to provide them with an opportunity for guided practice. Which of the following scenarios is an example of a guided practice activity?”

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Analyze any exhibits. (There might be 1-2- exhibits in the selected response section.) What’s the scenario? Identify the Competency.

Post Mortem versus Pre-Mortem

What’s the issue? What’s the problem? (Not the same!) Who’s involved in the problem?

(Are the issues and problems in more than one exhibit?)

Develop a solution.

What are the steps in the solution?

Who’s involved in the solution?

(teacher, co-teacher, specialist, parent, peers)

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1 2

3 4

Exhibits

Taking Notes Dry erase board or sheet, and magic marker.

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Competency 0003 Assessment and Individual Program Planning 3. Use the information below to answer the question that follows. Dominic is a seven-year-old student who was referred for a special education evaluation due to a lack of progress in mathematics despite receiving Response to Intervention (RtI) intensive interventions. The Committee on Special Education (CSE) determines that he is eligible for special education services due to a learning disability in mathematics. Excerpts from his evaluations and teacher observations are shown below.

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Anecdotal Teacher Observation, November Dominic is able to rote count to 20. He is not able to complete the daily calendar skills or count the number of students in class (e.g., 12 boys, 11 girls) despite the fact that I have demonstrated these skills every day since September. Dominic does not recognize numerals 1–10, match quantities of items, or indicate which group of items has more or less, even when using highly motivating objects (e.g., stickers, toy animals). On the basis of the information provided, which intervention should the special education teacher recommend for Dominic? •  Daily curriculum-based probes focused on developing computational

fluency •  Intensive practice that incorporates interactive mathematics

software focused on developing counting and matching skills •  Multisensory instructional techniques focused on developing number

concepts •  Weekly self-charting of progress focused on developing mastery in

basic mathematics skills

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Answer •  Correct Response: C. This question requires the examinee to apply

knowledge of how individual evaluation assessment information is used to make eligibility, program, and placement decisions for students with disabilities; evaluate instruction; monitor progress of students with disabilities; and make responsive, research-based, and timely adjustments to instruction. Research shows that students learn, understand, and remember material that is presented to them in a variety of modalities. Individuals with disabilities respond well to mutisensory teaching methods that involve active learning. By attending to the available assessment data on a student, informed decisions can be made about the nature and types of interventions that are most likely to help the student make progress.

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Constructed Response (Written Assignment) Handout #3

Use the information in the exhibits to complete the task that follows. •  Analyze the information provided in the exhibits, using

evidence from all of the exhibits to support your ideas, and write a response of approximately 400–600 words in which you:

•  Describe one area of need Karl has that is related to academics, and one area of need that he has that is related to study skills;

•  Recommend one research-based or evidence-based strategy/intervention that you would use to address the academic need that you have described, and explain why this strategy/intervention would be appropriate; and

•  Recommend one research-based or evidence-based strategy/intervention that you would use to address the study skills need that you have described, and explain why this strategy/intervention would be appropriate.

•  Be sure to use evidence from all exhibits in your response. (These may consist of an IEP AND other documents.

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Exhibit 1: Student Profile Karl is a nine-year-old fourth-grade student who has recently been classified with a learning disability in math reasoning and calculation and diagnosed with attention deficit hyperactivity disorder (ADHD). He attends a general education fourth-grade class for most of the day. He will be receiving special education services for mathematics in the resource room with Mr. Fiske. He also will be receiving consultant teacher (CT) services in his classroom to address organizational skills. The Committee on Special Education (CSE) recently met to review and discuss the results of Karl's initial evaluation, progress monitoring from Response to Intervention (RtI) (see Exhibit 2: "IEP Excerpt and Initial Evaluation"), a student work sample, and teacher observations (see Exhibit 3: "Work Sample and Teacher Observations"). During the meeting, the committee members discussed Karl's academic history, present levels of performance, and current behavioral issues. At the end of second grade, Karl's teacher noticed his difficulty in operation skills and math problem-solving skills. In third grade, Karl received Tier 2 and Tier 3 RtI interventions, but did not make adequate progress in most areas. Karl was then referred to the CSE and he was determined to be eligible for special education services. He was classified with a learning disability in math, and he was referred for additional services (see Exhibit 2: "IEP Excerpt and Initial Evaluation").

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Active Studying Students with Disabilities

Create similar charts for “Classifications of English Language Learners”,

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# 4 Study Guide and Topics : MKSanford.wikispaces.com Special Education Guide (Glossary)

•  http://www.specialeducationguide.com/

Instruction

•  http://www.interventioncentral.org/

Study Resources

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Teaching Children With Developmental Disabilities: Classroom Ideas http://www.interventioncentral.org/response-to-intervention Learning Disabilities Association of America -- Support and Resources for Educators http://ldaamerica.org/educators/ Accomodations and Modifications Guide

Literacy Instruction READING ROCKETS Center For Parent Information And Resources http://www.parentcenterhub.org/

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*Co-Teaching Model for Special Education http://www.youtube.com/v/8pIe6CZX6PM?

version=3&f=videos&c=gdataSample-YouTube-1&app=youtube_gdata Early Childhood http://www.edweek.org/ew/articles/2010/04/23/30lep-preschool.h29.html?tkn=SXWFSshF%2Bu3IBlCG0c2mBrZP4kTu76qD0CqL&cmp=clp-edweek

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ORGANIZE YOUR STUDY •  Study Materials •  Using the websites •  Exchange contact information

•  NYSTCE Students with Disabilities (060) Book + Online (NYSTCE

Teacher Certification Test Prep) •  http://www.amazon.com/NYSTCE-Students-Disabilities-Teacher-

Certification/dp/073861145X/ref=sr_1_1?ie=UTF8&qid=1461604788&sr=8-1&keywords=nystce+students+with+disabilities

• 

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• EXAM Edge •  http://www.csttestprep.com/test_home.cfm?

go_to_anchor=anchor_748&CFID=49292332&CFTOKEN=6715f557b26ad47a-100CA1E4-

FF36-6185-79B5BFFB53007CC3#anchor_748

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The Art of Memory: Daniel Kilov -Macquarie University at TED.com https://www.youtube.com/watch?v=VQKt58kuEnk&feature=youtu.be MKSanford.wikispaces.com Drmksan@gmail.com

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