Domain 1: Data based decision making

lest dangerous assumption

When using universal screening tools, it's better to err on the side of a false positive so as to provide additional support to a student who may not need it, rather than to deny additional support to a student in need as a result of a false negative, provided the support is not stigmatizing.

Curriculum-Based Measurements (CBM)

Evaluation technique for monitoring student progress in core academic areas such as reading, writing, and math

-must align with local norms, benchmarks, and standards

Social determinants of mental health

Adequate housing, safe neighborhoods, equitable jobs and wages, quality education, and equity in access to quality health care.

signs of suicide program

mental health screener that allows users to quickly get a snapshot of which students may need immediate intervention

Response to intervention (RIT)

A multi-tiered approach to identify and support individual needs early on, focusing on providing interventions at increasing levels of intensity based on their responsiveness.

Aim line

Used during CBM; represents the expected rate of academic growth for a student in a given amount of time

-Goal is based on local norms and the classroom comparison norms

mastery measurements (MM)

Assess whether the student has mastered a specific target skill being taught.

formative assesments

sole purpose is to provide you and your students with information on how well students understand the content and meet the objectives.

-The information is used to FORM or adjust an intervention or lesson to maximize students' learning.

General outcome measurements (GOM)

Data are collected to determine whether the student is making progress toward academic or behavioral goals

-Data may include sampling of the entire curriculum or the entire skill

most popular scores used

SS, T-score, and Scaled

standard score

Test score indicating how far a student's performance is from the mean with respect to standard deviation units.

-MEAN 100 SD 15

T SCORE

mean of 50, SD of 10

scaled score

commonly used for subtest scores

mean 10 sd 3

reliability coefficient

consistency of a score

-score should be around or above .80

split half

A measure of reliability in which a test is split into two parts and an individual's scores on both halves are compared.

internal consistency reliability

assesses whether the items on a test are related to one another

convergent validity

scores on the measure are related to other measures of the same construct

NASP discorages non verbal tools

Because they are not completely nonverbal, most rely on some communication and many nonverbal tests are culturally loaded

spearmans 2 factor theory of intelligence

g → General intelligence

s → Skill-based, Specific intelligence (task specific intelligence)

CHC theory

the theory that our intelligence is based on g as well as specific abilities, bridged by Gf and Gc

PASS model of brain function

Planning

Attention

Simultaneous processing

Successive processing

indirect approach to consultation

SP is seen as a facilitator who helps consultee think through issues and implement desired plan