NYSTCE 074 cheat sheet

NYSTCE 074 is the Content Specialty Test for Students with Disabilities (All Grades); it assesses knowledge of disabilities, assessment, IEP development, instruction, and professional practice rather than a single academic subject.

Five disability categories most heavily tested: learning disabilities, emotional/behavioral disorders, autism spectrum disorder, intellectual disability, and other health impairment (including ADHD); know defining characteristics and instructional implications of each.

IDEA's 13 disability categories govern eligibility; a student must meet one category and, because of the disability, need special education and related services to benefit from instruction.

Continuum of services runs from least to most restrictive: general education with consultation, co-teaching, resource room, special class, specialized school, home/hospital, residential placement.

IEP required components: present levels of performance, measurable annual goals, short-term objectives/benchmarks (for students assessed on alternate achievement standards), progress measurement, services, least restrictive environment justification, accommodations, and transition plan by age 16 (or younger in some states).

Response to Intervention (RtI)/MTSS: tiered general education support (Tier 1 universal, Tier 2 targeted small-group, Tier 3 intensive) used before or alongside referral; data from tiers informs eligibility decisions.

Legislation timeline: PL 94-142 (1975) established free appropriate public education; IDEA amendments (1990, 1997, 2004) added transition, discipline protections, and accountability; Section 504 of the Rehabilitation Act covers accommodations without special education eligibility.

Key procedural safeguards: prior written notice, parental consent for evaluation and placement, right to independent evaluation, due process hearing, and stay-put provision during disputes.

Norm-referenced tests compare a student to same-age peers (standard scores, percentile ranks, stanines); criterion-referenced tests measure mastery of specific skills against a standard, not peers.

Standard score mean is typically 100 with SD of 15 on most cognitive/achievement measures; a score of 85 is one SD below the mean, roughly the 16th percentile.

Curriculum-based measurement (CBM) uses brief, repeated probes (e.g., words read correctly per minute, digits correct) to monitor progress and adjust instruction; aim lines set expected growth.

Accommodations change how a student accesses content (extended time, read-aloud, preferential seating, graphic organizers) without altering what is measured; modifications change content or performance expectations.

Behavior intervention: functional behavioral assessment (FBA) identifies antecedents, behavior, and consequences; the resulting behavior intervention plan (BIP) uses positive supports, replacement behaviors, and reinforcement.

Explicit instruction sequence: review prior knowledge, state objective, model (I do), guided practice (we do), independent practice (you do), and cumulative review with feedback.

Co-teaching models: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching; each has distinct planning and grouping demands.

Universal Design for Learning (UDL) principles: multiple means of engagement (why), representation (what), and action/expression (how); apply proactively to reduce barriers for all learners.

Transition planning uses age-appropriate assessments (interest inventories, work samples, situational assessments) to build postsecondary goals in education/training, employment, and independent living.