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'////// (////////////////// '/////; '/////////////////, W/// ////////////////// '////h '/////////////////. //////. ////////////////// '/////, ' / // / / / / // / // / // / // . /////, Werner Rogers State Superintendent of Schools Georgia Department of Education Georgia Teacher Certification Tests Field 16 Special Education: Interrelated Objectives and Assessment Characteristics Produced by Georgia Assessment Project Georgia State University For Georgia Department of Education Division of Assessment Atlanta, Georgia Objectives effective March 1990 First printing December 1989 First revised printing June 1992 2 The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in Special Education: Interrelated. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 373 special educators statewide provided judgments on a comprehensive set of teaching tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists--teachers, supervisors and teacher trainers--examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over 50 content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that. they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact: Teacher Assessment Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556 Werner Rogers State Superintendent of Schools TeT 16 3 Introduction This guide is designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) in Special Education: Interrelated. Special educators from across the state of Georgia participated in the preparation of these objectives. These objectives became effective with the March 1990 administration of the TCT in Special Education: Interrelated. When preparing for the TCT, you should review each objective, content component and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that 1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer. 2. There are no penalties for guessing. 3. While you will be given 3i hours of actual test time, you may request up to one hour of additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content weighting information given with each objective statement on page 6 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the number of correct answers on the total test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center. Acknowledgements The Georgia Department of Education wishes to express its appreciation to the group of Georgia special educators who volunteered their time and expertise to develop these objective specifications. TO 16 4 Using The Objective Specifications Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective. Statement of the Objective Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies,applies,evaluates); a content term (e.g., principles of student assessment; curriculum content; and instructional strategies); and a context (e.g., instructional environment, academic materials). An objective might read, "The educator identifies and applies principles of student assessment in the context of the instructional environment and academic materials." Assessment Characteristics Assessment characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective. A content component further defines content within an objective (e.g., within Objective 01, "0110 - planning for assessment" is a content component). An indicator describes content within a content component (e.g., in Objective 01, "0121 - informal assessment" is an indicator under the component "0120 - data collection.") Some components have no indicators to subdivide them. Examples Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics. Using the Objective Reference Numbers The objective reference number is a six-digit code which identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written. Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator which they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system. Each digit of the six-digit reference number contains specific information about a test item: The first two digits (012111) identify the objective for which the item has been written. Objective =01- deals with 'Principles of student assessment. The third digit (012111) indicates a specific content component within an objective. All objectives have at least one content component. Content component ~ for this objective refers to data collection. TCT 16 5 The fourth digit (012111) refers to an indicator, if there is one within a content component. Indicator 1 in this case refers to informal assessment. If there are no indicators for the content component,' the fourth digit is Q(e.g., 0412011). The fifth digit (012111) defines the type of handicapping condition addressed in the item: 1. mild mental handicaps 2. specific learning disability 3. behavior disorder 4. general special education The sixth digit (012111) defines the setting of each item: 01 Instructional environment - Items that require the educator to apply knowledge in hypothetical situations 02 Academic materials - Items that relate to factual or academic material. Items that have no setting are considered to be in an academic context. reT 16 6 Field 16 Special Education: Interrelated Objectives Objective 01: The educator identifies and applies principles of student assessment in the context of the instructional environment and academic materials. This objective accounts for approximately 17-23 percent of the items on the test. Objective 02: The educator identifies characteristics of individuals with specific learning disabilities, behavior disorders, and a mild mental handicap, and the implications of these characteristics for learning and educational programming within the context of the instructional environment and academic materials. This objective accounts for approximately 12-18 percent of the items on the test. Objective 03: The educator identifies curriculum content and instructional strategies for students served in a resource program in the context of the instructional environment and academic materials. This objective accounts for approximately 1723 percent of the items on the test. Objective 04: The educator identifies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the instructional environment and academic materials. This objective accounts for approximately 1218 percent of the items on the test. Objective 05: The educator identifies principles related to the development and implementation of the Individualized Educational Program (IEP) in the context of the instructional environment and academic materials. This objective accounts for approximately 12-18 percent of the items on the test. Objective 06: The educator identifies principles of program management for students with mild specific learning disabilities, mild behavior disorders, and a mild mental handicap in the context of the instructional environment and academic materials. This objective accounts for approximately 12-18 percent of the items on the test. Tll 16 7 Teacher Certification Tests Field 16 Special Education: Interrelated Objective 01: The educator identifies and applies principles of student assessment in the context of the instructional environment and academic materials. Assessment Characteristics The phrase principles of student assessment means the recognition and assessment of intra-individual and inter-individual differences, the administration and scoring of formal and informal assessment instruments, and the examination of student information. Student assessment includes applying principles of data collection and interpretation of data for the purposes of screening determining eligibility developing an IEP identifying the cause of the learner problems planning instruction evaluating instruction planning behavioral interventions Formal, informal, and curriculum-related techniques used to assess social, emotional and cognitive domains and the areas of communication skills, educational achievement, behavioral skills, adaptive behavior, and perceptual motor skills are included in this objective. Formal assessment instruments include standardized norm-referenced and criterion-referenced tests. Informal assessment procedures include observations (systematic and anecdotal), interviews, oral and written teacher-made tests, teacher-made checklists, work samples, and informal conversations. Systematic assessment procedures include precision teaching. Curriculum-related assessment materials include commercially-prepared program mastery tests, textbook tests, and placement tests. Communication skills include verbal and nonverbal expressive language and auditory and visual receptive language. Nonverbal expressive language includes gestures, facial expressions, and body language. Educational achievement refers to students' levels of knowledge and skill within academic areas such as reading, science, spelling, and mathematics. Cognition refers to the mental processes of attention, memory, reasoning, comprehension, evaluation, and judgment. Perceptual-motor skills involve the abilities necessary to receive, interpret, and act upon sensory information in a motoric manner. Specific test names will not be used in item stems or associated stimulus materials. TeT 16 8 Content Component 0110 planning for assessment Items may require the educator to examine information available from such sources as student records, case histories, parent interviews. or assessment reports and to determine what additional information may be needed for screening, determining eligibility, and/or planning instruction. Assessment reports may include information from sources such as the Student Support Team, State Criterion-Referenced Tests (CRT's), and psychological reports. Items may require the educator to determine the appropriate source of information to accomplish a specific purpose such as screening, determining eligibility, or planning instruction. Sources of assessment information may include criterion-referenced achievement tests norm-referenced achievement tests behavior rating scales group administered intelligence tests individually administered intelligence tests language development tests reading and math tests anecdotal records systematic data collection techniques interviews with students, parents, teachers or other professionals educational records Items for this indicator will not ask the educator to recognize or select names of particular assessment instruments. Content Component 0120 data collection Indicator 0121 informal assessment Items may require the educator to select a design, method, or recording technique for collecting data and/or recording student responses during informal assessment. Items may require the educator to recognize appropriate implementation of an informal assessment method including the recognition of appropriate statements for inclusion within anecdotal records. Indicator 0122 formal assessment Items may require the educator to determine, from a description of a testing situation, when formal procedures have been followed or violated. Items may require the educator to read an example of a standardized procedure and select the appropriate sequence of events to meet the requirements for standardized scoring. reT 16 9 Content Component 0130 interpretation Indicator 0131 informal data Items may require the educator to interpret information from informal data collection designs, methods, or recording procedures. Interpretation from informal sources may include reading graphs and charts, analyzing and synthesizing anecdotal record information into a statement of performance, interpreting interview transcripts, or analyzing checklist data. Indicator 0132 standardized scoring Items may require the educator to use examples of tables and/or charts to identify the conversion of raw scores to other scores such as standard scores, percentile ranks, and grade equivalents. Items may require the educator to determine the raw score from a sample test protocol, determine chronological age from birth date information, or determine basal and ceiling scores. Items may include definitions of statistical terms such as .basal and ceiling scores error of measurement confidence interval central tendency (mean, median, mode) standard score percentile normal distribution standard deviation test validity test reliability range Items will not require the educator to compute standard scores. TeT 16 Examples for Objective 01: 011242 use of formal and informal assessment Which is an appropriate source of information to use when assessing a student's adaptive behavior? (A) full scale IQ test score (B) conduct record on report cards (C) standardized achievement test score (D) report from an interview with student's parents 011012 planning for assessment Which evaluation instruments would provide the most relevant information for planning short-term objectives for a student with a mild mental handicap? (A) group administered intelligence test (B) individually administered intelligence test (C) group administered criterion-referenced test (D) individually administered criterion- referenced test 012141 informal assessment Student: Jay Date: Mav 24th Observer: Lucy Ray Time: 9:15 a.m. 1 Jay was stacking blocks. 2 Hank came over and picked up a truck that was near Jay's block construction. 3 Jay hit Hank in anger and screamed, "No, no, no!" 4 Hank put down the truck and walked away. Which sentence is NOT appropriate for inclusion in an anecdotal record? (A) 1 (B) 2 (C) 3 (D) 4 TCT16 10 013241 standardized scoring Joan is a student being tested for eligibility in a program for students with mental handicaps. Her full-scale IQ on a standard intelligence test was 723. The 3 is which type of statistical information? (A) standard error of measurement (B) standard deviation (C) grade equivalence (D) central tendency 013141 informal data A teacher initiated a behavior modification program to reduce Sam's out-of-seat behavior. The teacher identified out-of-seat behavior as the number of times that Sam was out of his seat without permission. To reduce the behavior, social praise for appropriate' behavior was given. These data were collected. Sam's Out-of-Seat Behavior AS? 1 ,! ~Mean = lOA. Mean 10 I- / " - - - / -: " - / \..../ 8 Frequency 6 4 2 o (baseline) : 7 DAYS : (intervention) 7 DAYS The data indicate that Day (A) social praise begins to take effect by Day 10. (B) social praise is effective in decreasing this behavior. (C) social praise is not effective in decreasing this behavior. (D) not enough data have been collected to determine the effect of social praise. 11 Teacher Certification Tests Field 16 - Special Education: Interrelated Objective 02: The educator identifies characteristics of students with specific learning disabilities, behavior disorders, and a mild mental handicap, and the implications of these characteristics for learning and educational programming within the context of the instructional environment and academic materials. Assessment Characteristics Items may require the educator to identify characteristics of students with specific learning'disabilihes; behavior disorders, and a mild mental handicap that distinguish them from students with other handicapping conditions or are common across handicapping conditions. Included in this objective are characteristics of cognitive development, communication skills, learning processes, social and emotional development, and secondary handicapping conditions that are associated with students with specific learning disabilities, behavior disorders, or a mild mental handicap. Items for this objective do not assess methods for modifying these characteristics. Items for this objective will not require the educator to label a student based on a list of characteristics. Content Component 0210 cognitive development Items may require the educator to identify behaviors or indicators of normal cognitive development in order to identify delayed or aberrant development. Cognitive development includes memory, reasoning (e.g. inductive/deductive, social reasoning), comprehension, and judgment (e.g. social). Items may also require the educator to identify stages of cognitive development such as. sensorimotor, concrete operations, and formal operations. Note: Normal language development and its cognitive components are covered under Content Component 0220. Content Component 0220 language development Indicator 0221 receptive language Items may require the educator to identify normal receptive language development. Items may require the educator to identify the cognitive demands of the normal receptive language development. Items may require the educator to select which characteristic or behavior indicates a delay or disorder in receptive language development. TCT 16 12 Indicator 0222 oral expressive language Items may require the educator to identify stages of normal oral expressive language development. Items may also require the educator to identify the cognitive demands of the stages of normal oral expressive language development. Items may also require the educator to select which characteristic or behavior indicates a delay or disorder in oral expressive language development. Items for this indicator do not include articulation. Indicator 0223 written expressive language Items may require the educator to identify normal written language development by analyzing: samples of student writings. Items may also require the educator to identify normal and abnormal characteristics of written language. Items for this indicator do not include the analysis of handwriting. Content Component 0230 learning processes Indicator 0231 attention Items require the educator to identify attention abilities within students with specific learning disabilities, behavior disorders, or a mild mental handicap. Attention includes the range of behaviors commonly referred to as focusing or coming to attention, selective attention, sustained attention, and attention span. Items may also require the educator to identify characteristics related to visual and auditory attention. Visual and auditory attention include focusing selective attention sustained attention attention span Selective attention, also called scanning, refers to the way in which the learner evaluates a situation, locates the relevant information, and attends to it. Selective attention also includes over-and under-selectivity and figure-ground discrimination. Sustained attention refers to the way in which the learner maintains active cognitive interaction with a task and the ability to deal with distractions. Attention span refers to the length of time in which the learner maintains cognitive interaction with a task. TeT 16 13 Indicator 0232 memory Items may require the educator to identify the effects of memory on the learning process within students with specific learning disabilities, behavior disorders. and a mild mental handicap. Memory is the ability to store and recall information. Items may include references to short and long-term memory, visual and auditory memory, and linguistic, sequential, and motor memory. Indicator 0233 generalization Items may require the educator to identify generalization as a factor affecting the learning process within students with specific learning disabilities, behavior disorders, and a mild mental handicap. Generalization is the application or transfer of knowledge to unique situations. Items may require the educator to determine whether generalization or transfer has taken place within a student's learning. Indicator 0235 information processing Items may require the educator to identify how modality applies to the reception, integration, and expression of information. Information processing describes how different sensory modality strengths and weaknesses operate within students. Sensory modalities refer to channels of learning such as the senses of sight. touch, and hearing, either individually or in combination. Content Component 0240 emotional and social characteristics Indicator 0241 emotional development Items may require the educator to identify and interpret behaviors or indicators of normal and/or abnormal emotional development within a student's given mental or chronological age. Emotional development refers to the learner's degree of emotional balance regarding such factors as frustration tolerance. expression of feelings, self-esteem, attention-seeking behavior, anxiety, withdrawal, and peer relationships. Self-esteem or self-concept. refers to the value that a person attributes to himself/herself (i.e., one's feelings of personal worth). Items may also require the educator to identify how locus of control operates within students with specific learning disabilities, behavior disorders, and a mild mental handicap. TeT 16 14 Locus of control refers to the learner's beliefs regarding the degree of personal control, whether internal or external, in learning and/or performing activities. These beliefs include attributing success in a situation to external factors such as "luck," "a weak opponent," or "an easy question," and failure as a lack of ability, thereby viewing the degree of effort expended as unimportant to the outcome. These beliefs may also include fear of failure, anxiety, or helplessness. Items may assess concepts such as expression of emotions, the recognition of emotions in others, and the relationship of emotions to actions. Indicator 0242 social competence Items may require the educator to identify behaviors associated with social competence within the populations of students with specific learning disabilities, behavior disorders, or a mild mental handicap. Social competence includes social perceptions and demonstrated social skills leading to appropriate behavior in different types of social situations. Social situations may include peer and/or adult interactions. Social perception means the interpretation of information gained in social settings' through gestures, facial expressions, or the content of conversation. Demonstrated social skills means behaviors such as maintaining verbal participation in a conversation, using appropriate language, giving eye contact to others when speaking or when spoken to, using non-aggressive gross motor movements, and reacting in an appropriate manner to another's actions. Content Component 0250 secondary handicapping conditions Items may require the educator to recognize characteristics that indicate the presence of a secondary handicapping condition or health impairment in students with specific learning disabilities, behavior disorders, or a mild mental handicap, which might impact on their academic progress. Secondary handicapping conditions may include language disabilities, speech disorders, health impairments, sensory disorders, and physical disabilities. TeT 16 Examples for Objective 02: 023211 memory Karen, a seven-year-old student with a mild mental handicap, is able to write the letters of the alphabet in sequential order. However, she cannot recite the alphabet. In which area is Karen most likely exhibiting a processing deficit? (A) visual memory (B) auditory memory (C) visual discrimination (0) auditory discrimination 023241 attention When the starting bell rings for class and several students are still out of their seats, Mrs. Jones signals the students by turning the lights on and off several times. Which attending behavior is she addressing? (A) focusing (B) generalizing (C) skimming (0) sustaining 15 023311 generalization Anna, a seventh grade student with a mild mental handicap, has adequate communication skills. Anna is able to make change confidently with bills and coins up to ten dollars when she works as cashier in the classroom store. However, she is unable to perform the task when she goes to work in a school shop even though no bills larger than ten dollars are accepted there. Anna is exhibiting a deficit in her ability to (A) remember her lessons on money. (B) generalize her lessons on money. (C) use appropriate social skills. (0) articulate her needs. 023242 memory Information which can be recalled after learning new material is retrieved from (A) the sensory register. (B) short-term memory. (C) long-term memory. (0) metamemory. reT 16 16 Teacher Certification Tests Field 16 . Special Education: Interrelated Objective 03: The educator identifies curriculum content and instructional strategies for students served in a resource program, in the context of the instructional environment and academic materials. Assessment Characteristics Items for this objective assess the educator's ability to analyze and adapt curriculum content, instructional strategies, and materials for students with mild handicapping conditions. This includes taking into consideration such factors as on-task behaviors, perseverance, accuracy of student performance and speed of student performance. Items may include initial presentation, practice, maintenance, and generalization within the curriculum domains of academics affective education learning strategies career education Items may require the educator to identify functional elements involved in task analysis. Task analysis refers to analyzing an assigned activity in such a way as to divide the task into component parts' which can then be taught to the student in incremental steps. Items may also require the educator to identify curriculum modifications appropriate for a particular type of student or a specific student. Curriculum modifications refer to alterations to a set curriculum or to a specific task or set of materials within a curriculum that a teacher makes in order to adapt the curriculum to the learning styles and characteristics of the student(s). Learning strategies refers to step by step strategies designed to enable a student to learn, to solve problems. and to complete tasks independently. Learning strategies teach students how to learn and how to perform academic tasks. Items may also refer to metacognition. Metacognition is one's self-awareness of how one thinks and/or approaches problems. Items may require the educator to analyze the appropriateness of commercially-available material for a particular student or group of students based on student information, taking into consideration factors such as age appropriateness interest level learner needs cost effectiveness ease of use bias or stereotyping elements Items will not require the educator to analyze, select, or adapt material for a specific student or group of students when only given a label such as behavior disordered or mildly mentally handicapped. reT 16 17 Content Component 0310 academics Indicator 0311 reading Items may also require the educator can identify curriculum content and instructional strategies, methods, and activities related to reading. The term reading includes readiness skills as well as developmental reading, remedial reading instruction, and functional reading instruction. The term developmental reading refers to reading skills which include sight words and skills involved in decoding, comprehension, and word recognition. The term remedial reading instruction refers to a reading program which addresses a specific problem in the student's ability to decode, comprehend, or recognize words. The term functional reading instruction refers to a reading program which prepares a student to handle life related skills including specific vocational situations. Reading comprehension includes following directions understanding a sequence of events through reading recalling details getting the main idea making inferences and drawing conclusions Critical reading includes making judgements evaluating what is being read Reading material includes basal readers, remedial programs, magazines, and subject-area materials such as science, social studies, health and safety, and life-skills textbooks, workbooks, etc. Indicator 0312 oral and written language Items require the educator to identify curriculum content, instructional strategies, methods, and activities used to teach language arts to students with specific learning disabilities, behavior disorders, or a mild mental handicap. Language arts includes oral and written communication skills. Written communication includes the writing process, composition, grammar, mechanics, and usage. Stages of the writing process include prewriting, drafting, revising, editing, proofreading, and final copy (publishing). Components of written composition include content or the development of ideas and details, organization, and style. Grammar includes parts of speech, types of sentences, and parts of sentences. TCT16 18 Mechanics include spelling, capitalization, punctuation, and format. The rules and principles of usage/syntax conform to those of American English usage. Oral communication skills are those which influence the student's effective use of language expressively (oral) and receptively (listening), such as conversational turn-taking and adapting vocabulary and sentence complexity to meet the needs of the listener. Receptive listening skills include listening comprehension and critical listening. Listening comprehension includes following directions understanding a sequence of events through listening recalling details getting the main idea making inferences and drawing conclusions Critical listening includes making judgments evaluating what is being said Indicator 0313 mathematics Items may require the educator to identify content, instructional strategies, methods, and activities to teach mathematics to students with specific learning disabilities, behavior disorders, or a mild mental handicap. Mathematics includes math readiness basic arithmetic operations mathematical concepts math reasoning measurement personal finance Math readiness may include shapes, classification, one-to-one correspondence, and number concepts. Basic arithmetic operations involve computation processes such as addition, subtraction, multiplication, division of whole and/or fractional numbers, and decimals. Mathematical concepts include concepts such as greater than/less than, negative numbers, percents, exponential factors, decimals, geometric figures, and the interpretation of charts and graphs. Math reasoning involves word problems to which the student must apply mathematical reasoning and logical thinking skills in order to determine which computation process(es) to apply to solve the problem. Measurement involves the application of time and units of measurement. Units of measurement may include metric units. TeT 16 19 Indicator 0314 other academics Items may require the educator to identify content, instructional strategies, methods, and activities to teach other academic areas such as science and history, covered by Georgia's Quality Core Curriculum, K-12th grade. Content Component 0320 learning strategies/teaching techniques Items may require the educator to identify learning strategies designed to enhance psychological learning processes in such areas as attention, memory, organization, and reasoning skills. Note: Items for this content component do not address a specific academic area or areas of instruction covered by other content components or indicators in this objective. Items may require the educator to identify learning strategies. These may include mnemonic techniques drill self-monitoring verbal mediation verbal rehearsal questioning strategies clustering/grouping Items will not require the educator to label a specific learning strategy. Items dealing with general information about task analysis are covered under this content component. Items may require the educator to identify appropriate strategies to address descriptions of different levels of instruction. Levels of instruction include acquisition or initial instruction practice or drill maintenance or independent practice generalization Items may require the educator to identify at what level the student should be instructed based on a description of the student's performance. Content Component 0330 life skills/affective education Items may require the educator to identify curriculum content. instructional strategies. and activities to teach problem solving and life skills. Items may also require the educator to identify instructional strategies and content involved in analysis and exploration of occupations and career preparation. Problem solving includes strategies aimed at solving problems which arise in daily living situations through the use of behaviors such as request for clarification, organization, priority setting, and decision making. Note: Mathematical problem solving is covered under 0313. TeT 16 20 Analysis of occupations includes learning about careers and career opportunities, such as exploring the range of possibilities and responsibilities within any job title such as "office worker". Items may also require the educator to identify instructional strategies and curriculum content to develop life skills throughout the educational program (kindergarten through 12th grade). Life skills include computer literacy family living skills time management skills for employment Family living skills include parenting, home maintenance, and home making. Skills for employment include those skills, values, and attitudes required to secure a job and maintain employment. It may also include career guidance. Career guidance includes occupational decision making (i.e., matching individual student characteristics, interests, and abilities to the requirements of specific occupations). Items may also require the educator to identify community resources or employment opportunities to provide skill training for career preparation. Items may also require the educator to identify curriculum content, instructional strategies, methods, and activities to provide a program in affective education. A program in affective education includes developing the student's self-concept, encouraging relationships with peers and authority figures, and teaching students to interpret social situations and respond appropriately. Items may also require the educator to identify instructional strategies, methods, and activities to develop social competence. Instructional strategies may include role playing, group discussion, and modeling skills. Social competence includes self-direction and initiative as well as skills leading to appropriate behavior in various types of social situations. Appropriate behavior in various types of situations includes appropriate affect. Appropriate affect refers to the demonstration of facial expression(s), gesture(s), body language. and voice tone which is appropriate to the social situation. reT 16 Examples for Objective 03: 031341 mathematics Michael, a seven-year-old student, is learning how to add. Which is the most appropriate material to use while Michael is at the acquisition level of learning? (A) a number line (B) animal counters (C) marks on a page (lines) (0) pictorial representations 21 031142 reading The addition of a visual-stimulus prompt to a vocabulary word followed by the subsequent dimming of the prompt is referred to as stimulus (A) fading. (8) shading. (C) shadowing. (0) shaping. 031311 mathematics Anna, a seventh-grade student with a mild mental handicap, has adequate communication skills. Anna is able to make change confidently with bills and coins up to ten dollars when she works as cashier in the classroom store. However, she is unable to perform the task when she goes to work in a school shop even though no bills larger than ten dollars are accepted there. Which would be the appropriate first step in teaching Anna the skill of making change in the school shop? (A) pairing Anna with a peer and allowing her to try the task again in the school shop (B) asking Anna to do additional practice of this skill for homework (C) having Anna practice the skill in classroom for longer period of time (0) having Anna repeat the activity in the school shop the next day while the teacher observes TCT 16 22 Teacher Certification Tests Field 16 - Special Education: Interrelated Objective 04: The educator identifies principles of state and federal laws, rules, regulations and policies that apply to special education in the context of the instructional environment and academic materials. Assessment Characteristics: Principles of state and federal laws. rules, regulations and policies refer to those legal.documents and decisions related to the educational rights of students with special educational needs including the impact of compliance and recording procedures. Federal law includes P.L. 94-142 and its 1986 amendment. P.L. 99-457. State law includes the Quality Basic Education Act and Georgia Regulations and Procedures for special education. Items may include only information contained in P.L. 94-142, P.L. 99-457, as interpretted in Georgia Regulations and Procedures for special education. Information contained in School Standards, Georgia State Board of Education minutes, or changes made in policy due to state or federal court cases is not included unless the information is also found in one of the above mentioned documents. Items do not ask the educator to select or identify the specific number of days between legal processes or time-lines specified in the law. Content Component 0410 local education agency responsibility Items may require the educator to identify the legal rights, requirements and responsibilities of local education agencies concerning the identification and placement of students with specific learning disabilities, behavior disorders, and a mild mental handicap. The legal rights, requirements and responsibilities of local education agencies include confidentiality of personally identifiable information the role and responsibility of the eligibility committee the role and responsibility of the placement committee placement procedures, including the role of the Student Support Team as a regular education initiative Items may require the educator to identify program eligibility requirements for students with specific learning disabilities, behavior disorders, or a mental handicap. This may include definitions of intellectual functioning and adaptive behavior. Items may require the educator to identify the type of handicapping condition based on IQ scores, adaptive behavior scores, and student information. Items may require the educator to identify the age range of students who must be provided with special education services. reT 16 23 Items may require the educator to identify regulations on least restrictive environment. Items may require the educator to recognize the variety of placement alternatives as established by Georgia Regulations and Procedures for special education. Items do not require the educator to identify the least restrictive educational placement for a student based on student information. Items do not require the educator to select the appropriate placement alternative based on student information, but may require the educator to select appropriate groups for consideration. Items do not require the educator to identify when the eligibility report is completed. Items do not require the educator to identify legal class size standards or age ranges within classrooms. Content Component 0420 comprehensive evaluation Items may require the educator to identify components of a comprehensive evaluation consistent with the intent of state and federal laws, rules, regulations and policies, including non-discriminatory testing. Components of a comprehensive evaluation include multi-disciplinary team assessment in all areas related to the suspected disability the incorporation of cultural, language and adaptive factors into the evaluation so it is not racially or culturally discriminatory hearing and vision screening before formal evaluation adaptation for handicapping condition Items may also require the educator to identify specific assessment requirements for determining -eligibility in programs for students with a mental handicap, specific learning disabilities, and behavior disorders. Content Component 0430 procedural safeguards of parent rights Items may require the educator to identify procedural safeguards of parent rights as defined by state: and federal laws, rules, regulations, and policies. Procedural safeguards of parent rights include written notice to parents before the public agency proposes to initiate or change the identification, evaluation or educational placement of a student signed, informed, parental consent before evaluation, and the parental right to information during the referral process, including the parents' right to refuse to have their child evaluated for special education services signed, informed consent for placement in a special education program before placement can occur notification to the parents that they may secure an independent evaluation of their child at public expense parental appeal and hearing rights if they disagree with local education decisions or actions an opportunity to examine, amend, and secure a copy of their child's school records. reT 16 24 Items do not require the educator to identify specific information needed in the consent for evaluation or consent for placement notice. Items do not require the educator to identify membership or procedures for local mediation, local hearings, or state hearings. Items may also require the educator to identify circumstances where a surrogate parent needs to be assigned to a student. Items may also require the educator to identify the role that a surrogate parent may play in relation to the student's education. Items may also require the educator to identify who may legally be a surrogate parent. Parent participation in the development of an Individualized Education Program (IEP) is covered under this content component. Content Component 0440 individualized educational program (IEP) Items may also require the educator to recognize the legal content of an Individualized Educational Program (IEP). Legal content includes present level of educational performance annual goals short-term instructional objectives specific special education placement related services projected dates for initiation and anticipated duration of services appropriate objective criteria and evaluation procedures and schedules for determining on at least an annual basis whether the short-term instructional objectives are being achieved specific amount of time in regular education Items may also require the educator to identify the purpose of an IEP appropriate participants at an IEP meeting the appropriate procedures for IEP development Note: Applied questions concerning the IEP are covered under Objective 05. Note: Parent Participation in the development of an IEP is covered under Content Component 0430. TCT 16 Examples for Objective 04: 041022 local education agency responsibility What screening must be completed prior to evaluations by related service personnel? (A) achievement (8) hearing and vision (C) intelligence (0) speechHanguage 25 044021 individualized educational program Which is NOT included on an Individualized Educational Program(IEP)? (A) initiation/duration dates for service (8) present level of performance (C) teaching strategies (0) related services 041042 local education agency responsibility A student has been determined to be eligible to receive services for students with mental handicaps. Who decides which delivery model will meet the student's needs? (A) Student Support Team (8) evaluation committee (C) placement committee (0) eligibility team 042012. comprehensive evaluation Which is NOT required as part of the comprehensive evaluation to determine a student's eligibility for the mental handicaps program? (A) work samples (8) behavior information (C) vision and hearing results (0) two or more corroborating IQ scores 043021 procedural safeguards of parent rights To insure that parent rights are not violated prior to initial referral, parental consent must be obtained prior to (A) group screening. (8) individual evaluations. (C) administration of a cumulative reading test. (0) administration of state-wide CriterionReferenced Tests (CRTs). TCT 16 26 Teacher Certification Tests Field 16 . Special Education: Interrelated Objective 05: The educator identifies principles related to the development and implementation of the Individualized Educational Program (IEP) in the context of the instructional environment and academic materials. Assessment Characteristics Individual development and implementation of the IEP means creating an individual education program for students based on formal and informal assessment information, case histories, student records, analysis of work samples, and observational data. Items require the educator to answer questions based on student assessment information. This information may include but is not limited to medical, psychological, psychiatric observation, adapted physical education and educational information; physical therapy, speech therapy, or occupational therapy reports; formal and informal measures of adaptive behavior; audiological and ophthalmological assessments; vocational assessments; family information; and transportation needs. Information may be directly stated or may require the educator to answer questions after synthesizing various pieces of information. Content Component 0510 present level of performance Items may require the educator to analyze or interpret information from case histories, observational reports, student records, student assessment reports, and analysis of work samples in order to identify the present level of performance of a student. The present level of performance statement describes a student's strengths and weaknesses. Content Component 0520 annual goals Items may also require the educator to identify appropriate annual goals based on information from case histories, student records, assessment information, observational reports, and statements of present level of performance. An annual goal is a statement that describes what the student can reasonably be expected to accomplish within an academic year. There should be a direct relationship between the annual goal and a statement of the student's present level of performance (GDE). TCT 16 27 Content Component 0530 short-term objectives Items may also require the educator to identify appropriate short-term objectives based on information from case histories, student records, assessment information, observational reports, present level of performance, and annual goals. Items may also require the educator to recognize behaviorally-stated, short-term objectives. Items may also require the educator to identify appropriate criteria that indicate mastery of shortterm objectives and the methods by which the student is to be evaluated. Short-term objectives are measurable, intermediate steps between the student's present levels of performance and an annual goal. Short-term objectives are written in observable terms and must include schedules and criteria for mastery (GDE). Content Component 0540 instructional support services and special programs Items may also require the educator to identify appropriate roles and functions of instructional support services for implementation of the IEP. Instructional support services are services offered to students that enhance their educational program. Instructional support services must be specifically mentioned in the student's IEP. Instructional support services to students include physical education for handicapped students school psychological services transportation related services Related services are those services which are required to assist a student with a handicap to benefit from special education or to receive a free appropriate public education. Related services and related service providers may include occupational therapy physical therapy audiology nursing care orientation and mobility instructor Items do not require the educator to distinguish between services provided by occupational and physical therapist. Items do not require the educator to determine whether a service is an instructional support service or a related service. . TCT16 28 Examples For Objective 05: 051042 present level of performance Which gives the clearest indication of a child's present level of performance for inclusion in an Individualized Education Program? (A) reading 1.1 grade equivalency; math 1.4 grade equivalency; can write his name (B) good language and self-help skills; relates well to people; recognizes all of the manuscript alphabet (C) expressive language equivalent to mental age; receptive language equivalent to six-year-old; age appropriate social skills (0) recognizes 80% of cursive alphabet; counts to 100; adds math facts to 10; writes his full name; recognizes 15-20 sight words 053011 short-term objective Which is an appropriately stated short-term behavioral objective for a student with a mild mental handicap and an attention deficit? (A) Student will complete daily assignments within an allotted time period. (B) Student will improve attention span by 20 minutes within an alloted time period. (C) Student will increase attention span by 70% within a three-month period. (0) Student will complete daily classroom assignment(s) independently with 70% accuracy during a scheduled time period. 054042 instructional support services and special programs Which specialist would be most helpful in developing a program to improve a student's fine-motor skills? (A) orientation instructor (B) occupational therapist (C) teacher of the multi-handicapped (0) adapted physical education teacher reT 16 29 Teacher Certification Tests Field 16 - Special Education: Interrelated Objective 06: The educator identifies principles of program management for students with specific learning disabilities, behavior disorders, and a mild mental handicap in the context of the instructional environment and academic materials. Assessment Characteristics Principles of program management include strategies and practices aimed at providing a safe and positive instructional climate. These practices encompass the areas of behavior management. and personnel management. Content Component 0610 behavior management Indicator 0611 group management Items require the educator to select teacher behaviors that facilitate compliance and appropriate behaviors in students within the instructional environment. Teacher behavior may include creating classroom rules and procedures with student participation posting classroom rules and procedures reviewing classroom rules maintaining consistency in management establishing group token economies negotiating group contracts using natural consequencies focusing on positive peer influence Items may require the educator to identify strategies to manage student behavior through management of the classroom or instructional environment. Management of the environment includes such factors as room arrangement so as to reduce: distraction and seating arrangement to reduce inappropriate student interaction during instructional time. Indicator 0612 increasing appropriate behavior Items may require the educator to identify strategies to increase and maintain appropriate behaviors. These behaviors may include academic and social skills. Strategies may include behavioral and cognitive strategies. TeT 16 30 Items may also require the educator to select the least intrusive strategies to reduce disruptive or inappropriate behavior. Strategies may include behavioral cognitive strategies, and the uses of physical management techniques. Behavioral strategies may include positive reinforcement (supplying a consequence that the learner deems desirable when behavior is appropriate) and negative reinforcement (removing a consequence in order to increase or maintain the response). Cognitive strategies may include role playing, games, discussions, and cognitive behavior modification or cognitive modeling. This may include interviewing and counseling techniques. Counseling techniques may include active listening, reflection, problem solving, and decision making. Items may also require the educator to select strategies to teach self-management and identify situations where the use of such strategies would be appropriate. Strategies to teach self-management may include verbalizations, role playing in groups or individual sessions, physical and verbal modeling, and social reinforcement. Items do not require the educator to label techniques such as reality therapy or life space interviews. Content Component 0620 professional/parent communicaton Items may require the educator to identify activities, materials, and strategies designed to promote cooperative' interactions with regular classroom teachers, other educational experts, parents, and paraprofessionals. This includes mainstreaming strategies for studenfs'andpublic'relations for the purpose of promoting a positive image of learners with mild handicaps. Items may include conferencing or consulting. Conferencing or consulting may involve making appropriate referrals or providing information related to agencies for respite care, medical care, adaptive equipment, counseling services, financial aid/assistance, child protection and advocacy. Conferencing or consulting may also involve providing instruction to parents and other educators in effectively dealing with the child in the home, in the classroom or in the community. Strategies to confer may include checklists, written communication, school based conferences, home visits, and phone calls. Items may include communication and observational skills. Communication skills include but are not limited to the identification of the steps that lead to and assist one in employing constructive criticism such as utilizing open and reflective listening, sharing ideas, and speaking without using technical jargon. Observational skills include but are not limited to being able to analyze a situation, record observational behavior, and interpret data for professionals outside the classroom or for parents. Items and associated stimulus material do not name specific commercial programs or specific instruments for training. TCT 16 31 Indicator 0621 educational personnel Items may require the educator to recognize modifications in teaching style, student placement within the classroom, or materials and activities that should be used by a regular education teachers with mainstream students. Items may also require the educator to identify strategies for instructing, collaborating with, or determining appropriate procedures, for an aide or paraprofessional to use within the classroom. Indicator 0622 parents Items require the educator to identify appropriate modifications to the home or to family interactions such as suggesting to parents when and how to provide additional academic and social support in the home and/or the community. These suggestions include, but are not limited to, setting aside fixed study times and providing an appropriate study environment, behavior management plans, and increased communication between the school and home. Indicator 0623 other professionals Items may require the educator to identify activities, materials, and strategies needed in order to conference, collaborate, consult with or instruct professionals outside the field of education for the purpose of gaining or showing information about a particular student as a part of the provision of an individualized education program. Professionals outside the field of education may include medical doctors Department of Family and Children Service personnel public health agency personnel Youth Development Center personnel persons working for charitable organizations TeT 16 32 Examples for Objective 06: 061341 behavior reduction techniques A teacher initiated a behavior modification program to reduce Sam's out-of-seat behavior. The teacher identified out-of-seat behavior as the number of times Sam was out of his seat without permission. To reduce the behavior, social praise for appropriate behavior was given. These data were collected. Sam's Out-ot-Seat Behavior 1 ~ _Mean=1o.A, ~ Mean~_57 10 ~ / ' - - / -: " - / \..../ 8 Frequency 6 4 2 o (baseline) : 7 DAYS : (intervention) 7 DAYS Day The behavior modification program initiated is an example of (A) a token economy. (8) contingency contract. (C) the use of primary reinforcers. (D) reinforcement of an incompatible behavior. 061111 increasing appropriate behavior David, a 10-year-old student being served in a resource program, always argues with the teacher when she gives him an assignment. She feels that the behavior is increased by the attention she pays him for misbehaving. Which technique would NOT be appropriate to modify this behavior? (A) ignoring David when he argues (8) verbally reprimanding David when he does not comply with a request (C) praising other children when they comply with a similar request (D) praising David when he complies with a request within 10 seconds without arguing 061111 increasing appropriate behavior Debbie, a 16-year-old student with a mild mental handicap, talks out of turn in class, even though the class rule is to raise one's hand and be called on before speaking. One of Debbie's goals is to increase self-control. Which behavior management approach would best help Debbie reach her goal? (A) establish a token economy for Debbie(8) verbally reprimand Debbie every time she talks out (C) ask Debbie to mark a self-recording sheet every time she raises her hand for attention (D) ask another student to mark a recording sheet every time Debbie raises her hand for attention rer 16 Examples for Objective 06: 063111 education personnel Sharon is an eight-year-old student with a mild mental handicap. Sharon is easily distracted, both visually and auditorally, and benefits from a highly structured program. Sharon is reading at a first grade level. She has problems remembering 2-step directions and does not relate well with peers. Which would be an appropriate recommendation for the special education teacher to make to the regular education teacher for managing Sharon's off-task behavior? (A) assign different activities (B) suggest teacher tutor her individually (C) suggest behavior management program (0) provide a peer tutor to work with her in class 061221 increasing appropriate behaviors Jim, a twelve-year-old student with a specific learning disability, does not stay on task unless the teacher is in proximity. In the past, social reinforcement has been successful in managing Jim's behavior. Which would be the most appropriate method to increase on-task behavior? (A) praising Jim for being on-task (B) ignoring Jim's off-task behavior (C) reprimanding Jim each time he gets off task (0) establishing a token reinforcement system for on-task behavior 33 061221 increasing appropriate behaviors A teacher wants to teach Ashley, a fourteenyear-old student with a specific learning disability, a self-monitoring strategy to help her turn in homework assignments. Which is an appropriate strategy? (A) have Ashley's parents sign all of her homework papers (B) give Ashley five minutes of free time when she completes homework (C) have Ashley mark a checklist every time she turns in completed homework (0) praise Ashley every time she turns in a completed homework assignment reT 16 9lDl 35 Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title 11 ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy. Title 11- Billy Tidwell, Vocational Equity Coordinator Title VI- Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title 11, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for CIVil RIghts. Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201. leT 16 Division of Research, Evaluation and Assessment Georgia Department of Education 'ld6 TwI" T. . .rl ..... Atlanta, Georgia 30334-~030 FIRST CLASS Division of Research, Evaluation and Assessment Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556 Werner Rogers State Superintendent of Schools 1992