NYSTCE SDBL (105/106) cheat sheet

IDEA entitles eligible students aged 3–21 to a free appropriate public education (FAPE) in the least restrictive environment (LRE); Part C covers infants and toddlers birth–3 through an IFSP.

Six IDEA procedural pillars: child find, evaluation, IEP, LRE, parent participation, and procedural safeguards (prior written notice plus due process).

Section 504 (Rehabilitation Act) and the ADA prohibit disability discrimination; 504 requires FAPE but not an IEP, and covers students who do not need specially designed instruction.

Evaluation timelines: initial evaluation within 60 days of parental consent in most states; IEP developed within 30 days of eligibility determination; annual review at least every 12 months, reevaluation at least every 3 years.

Discipline: a removal over 10 cumulative school days is a change of placement; within 10 school days of that decision the team conducts a manifestation determination.

Stay-put: during a due process hearing the student remains in the current placement unless the parent and district agree otherwise; unilateral private placement may be reimbursed if the district's IEP was inadequate.

Purposes of referral: to determine presence of a disability, educational need, and present levels - not to confirm a pre-existing placement or diagnosis.

Confidentiality under FERPA: parents may inspect records within 45 days; consent is required before disclosure except for school officials with legitimate educational interest.

Related services (IDEA) include speech-language, OT, PT, counseling, transportation, and school health services when required for the student to benefit from special education.

Specific learning disability: average or above cognition with an unexpected academic deficit; processing disorders in phonological, visual, or executive domains; RTI/MTSS or discrepancy models may be used for identification.

Dyslexia affects word-level decoding and phonological awareness; dysgraphia affects written expression and handwriting; dyscalculia affects number sense and fact retrieval.

ADHD (OHI category) is characterized by inattention, hyperactivity, and impulsivity; executive function deficits affect organization, time management, and self-monitoring.

Autism spectrum disorder: deficits in social communication plus restricted or repetitive behavior; interventions target joint attention, visual supports, and social skills.

Emotional disturbance: one or more of five characteristics (inability to learn not explained by other factors, relationship problems, inappropriate behavior, unhappiness/depression, physical symptoms) over a long period.

Intellectual disability: significantly subaverage IQ (typically ≤70) with concurrent adaptive behavior deficits in conceptual, social, and practical domains.

Speech/language impairment: articulation, fluency, voice, or language disorders; language impairment affects receptive or expressive syntax, semantics, or pragmatics.

Sensory/physical: hearing loss (deaf/hard of hearing), vision loss (blind/visually impaired), deaf-blindness, orthopedic impairment, traumatic brain injury, and other health impairment.

Twice-exceptional students have high ability plus a disability; the disability can mask the strength and vice versa, so both need to be assessed.

Assessments must be valid for the purpose, administered by trained personnel, nondiscriminatory, and given in the student's native language or mode of communication.

Norm-referenced tests compare a student to peers (standard scores, percentiles); criterion-referenced tests measure mastery of specific skills; curriculum-based measurement (CBM) tracks progress over time.

Reliability = consistency; validity = measuring what it claims; standard error of measurement (SEM) gives the confidence band around a score.

Present levels of academic achievement and functional performance (PLAAFP) are the foundation of every IEP goal and must be data-based and specific.

SMART goals: specific, measurable, achievable, relevant, time-bound; each goal states baseline, target, and how progress will be measured.

The IEP team includes the parent, at least one regular education teacher (if the student is or may be in general education), one special education teacher, an LEA representative, someone who can interpret evaluation results, and the student when appropriate.

Least restrictive environment: placement decisions follow goals, not the reverse; the continuum runs from general education with supports to homebound or residential placement.

Transition planning begins by age 16 (earlier in some states) and must address postsecondary goals in education/training, employment, and independent living.

Explicit instruction: model, guided practice, independent practice, with clear objectives, frequent checks, and cumulative review.

Direct instruction (DI) uses scripted, teacher-directed lessons with high response rates and immediate corrective feedback.

Universal Design for Learning (UDL) provides multiple means of representation, engagement, and action/expression.

Scaffolding fades: prompts, cues, and graphic organizers are removed as the student gains independence.

Cooperative learning structures (e.g., pairs, jigsaw) build peer interaction; grouping should be flexible and data-driven.

Accommodations change how a student accesses content (extended time, read-aloud, preferential seating); modifications change what is taught or expected.

Differentiation: content, process, product, and environment; tiered assignments and learning stations support mixed-ability classrooms.

Progress monitoring with CBM and graphing data informs instructional adjustments; aim for at least three data points before changing an intervention.

A positive behavior support (PBS) continuum: universal (Tier 1), targeted (Tier 2), and intensive (Tier 3) interventions.

Functional behavior assessment (FBA) identifies antecedents, behavior, and consequences (ABC) to determine the function of behavior; the BIP is built from the FBA.

Reinforcement increases behavior; punishment decreases it; negative reinforcement removes an aversive stimulus to increase behavior.

Prevention strategies: clear expectations, routines, visual schedules, proximity control, and active supervision reduce problem behavior.

Social-emotional learning (SEL) targets self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Crisis response: de-escalation first; restraint and seclusion are last resorts, must be documented, and are prohibited in many states except for imminent danger.

Classroom management must be culturally responsive and avoid disproportionate discipline of students of color and students with disabilities.

Self-regulation supports: calm corners, breathing techniques, choice menus, and predictable transitions.

Family-centered practice: families are partners, not recipients; cultural and linguistic diversity must be respected.

The IEP team is a collaborative decision-making body; consensus is preferred, but the LEA representative has final responsibility for placement.

Related service providers (speech, OT, PT, counseling) integrate goals into the classroom through consultation and co-teaching.

Interagency collaboration: vocational rehabilitation, developmental disabilities agencies, and community mental health provide transition and adult services.

Communication with families should be proactive, jargon-free, and available in the family's preferred language.

Paraprofessionals support instruction under teacher direction; supervision and training are the teacher's responsibility.

Confidentiality in collaboration: share only need-to-know information and obtain consent before releasing records to outside agencies.

Reflective practice: examine data, student outcomes, and instructional decisions to adjust teaching; use video, journals, and peer feedback.

Professional development should be job-embedded, sustained, and linked to student data rather than one-shot workshops.

Ethical standards: honesty, confidentiality, respect for diversity, and avoidance of dual relationships with students and families.

Mandated reporting: educators must report suspected child abuse or neglect to designated authorities; failure to report can carry legal consequences.

Advocacy: educators advocate for students' rights, appropriate services, and equitable access to the general curriculum.

Collaboration with colleagues through professional learning communities (PLCs) and data teams improves instruction.

Maintain accurate records and documentation; falsifying records is a serious ethical and legal violation.

Read the prompt fully and identify the verbs (describe, explain, analyze, evaluate) and the required number of parts.

Structure responses with an introduction, body paragraphs addressing each required component, and a brief conclusion.

Use specific, concrete examples from the scenario or classroom practice; avoid vague generalities.

Cite relevant legal or theoretical frameworks (IDEA, UDL, FBA/BIP, RTI) accurately and briefly.

Address all parts of a multi-part prompt; missing a component loses points even if the rest is strong.

Write in clear, organized prose with transitions; use headings or numbered parts when the prompt has multiple questions.

Manage time: allocate roughly proportional time to each part and leave a few minutes to review for completeness.