NYSTCE SDBL (105/106) study plan

Build a one-page reference chart mapping each major federal law (IDEA, Section 504, ADA, ESSA, FERPA) to its eligibility standard, key procedural safeguards, and the New York State implementation rule that carries it out

Explain in writing the IEP process end to end, from referral and evaluation through development, implementation, annual review, and triennial reevaluation, naming the timeline and the required team member for each stage

Draft five LRE scenarios and justify the placement continuum decision for each using the legal standard rather than personal preference

List the high-leverage instructional practices most strongly supported for students with disabilities and write one sentence on the evidence behind each

Design three explicit-instruction lesson segments that each include modeling, guided practice with corrective feedback, and independent practice with a stated mastery criterion

Write measurable IEP-style goals from present-level statements, including condition, behavior, and criterion, for reading, writing, and math

Adapt one grade-level general education lesson for three different learner profiles using the same content but varied scaffolds

Sequence a unit that embeds cumulative review and interleaved practice rather than single-pass coverage

Compare the defining learning and behavioral characteristics of the high-incidence disability categories (specific learning disability, ADHD, emotional disturbance, speech-language impairment) and note one instructional implication for each

Explain how characteristics of low-incidence disabilities (deafness/hard of hearing, blindness/visual impairment, deafblindness, orthopedic and multiple disabilities, autism) change access to instruction, and name two concrete accommodations per category

Differentiate instruction for a student with an intellectual disability and a student with a learning disability using the same content standard

Describe the role of executive function, working memory, and language in academic failure and connect each to an instructional support

Distinguish screening, progress monitoring, diagnostic, and summative assessment and state the decision each type is meant to inform

Interpret a provided set of curriculum-based measurement scores to set a goal and a decision rule for adjusting instruction

Explain the discrepancy and response-to-intervention approaches to identifying specific learning disability, including how each handles exclusionary factors

Select and justify accommodations versus modifications for three case vignettes, keeping the grade-level standard intact wherever the law requires it

Build a classroom management plan that specifies routines, physical arrangement, and a tiered behavior support structure with a stated response for each tier

Write a functional behavior assessment summary and a behavior intervention plan for one target behavior, including an operational definition, hypothesized function, and replacement behavior

Design a social-emotional learning sequence of four lessons tied to specific student needs rather than a generic curriculum

Describe de-escalation and crisis-response steps consistent with least-restrictive intervention principles and the reporting obligations that follow an incident

Prepare a family-conference script that opens with strengths, presents data plainly, and handles disagreement without defensiveness

Map the roles of general education teacher, special education teacher, related service providers, paraprofessional, and administrator in implementing one IEP, and identify where coordination typically breaks down

Explain confidentiality, consent, and record-access rules as they apply to sharing information with outside agencies and during transition planning

Draft a transition-planning agenda that involves the student, family, and community agency from the first required year onward

Analyze three ethical dilemmas (advocacy versus district policy, grading fairness, mandated reporting) and defend a course of action using a professional code and legal obligation

Write a reflective self-assessment identifying two instructional weaknesses and a concrete improvement plan with a timeline

Outline a structured response to a constructed-response prompt: restate the demand, take a position, cite evidence, and connect to practice

Complete two timed constructed-response drafts under exam conditions and score them against a self-built rubric

Complete a full-length timed practice test and log every missed item by domain and by error type (content gap, misread, reasoning error)

Re-teach the three weakest subareas using the week 1 through 7 deliverables as source material

Write two more constructed responses and revise the week 7 rubric based on what the scorer rewarded

Build a one-page exam-day plan covering timing per section, constructed-response budgeting, and a pre-test routine