NYSTCE 060 study plan

Sequence the major legal and historical developments in special education on a timeline, naming the specific requirement each law or case added.

Classify all IDEA disability categories by defining characteristics, typical identification age, and one common misconception for each.

Rank placements along the least restrictive environment continuum and justify a placement decision for five short student vignettes.

Distinguish IDEA, Section 504, and the ADA by eligibility criteria, funding mechanism, and the remedies each provides.

Diagram the referral-to-placement sequence and label every legally required timeline, including evaluation, annual review, and reevaluation deadlines.

Explain each procedural safeguard (informed consent, prior written notice, due process, mediation, surrogate parents) and state which party holds the corresponding right.

Differentiate child find, prereferral intervention within an MTSS framework, and eligibility determination in writing.

Match eight assessment instruments or measurement types to the purpose each serves: screening, diagnosis, eligibility, or progress monitoring.

Differentiate norm-referenced, criterion-referenced, curriculum-based, and informal measures by purpose, administration format, and reporting metric.

Interpret standard scores, percentile ranks, stanines, and age and grade equivalents, and explain in writing why age equivalents mislead.

Evaluate types of reliability and validity evidence and identify the specific threat in six flawed assessment scenarios.

Describe the tiers of an RTI/MTSS model and state data-based decision rules for movement between tiers.

Identify cultural, linguistic, and socioeconomic sources of assessment bias and name one safeguard for each.

Complete a 40-item timed practice set covering Domains 1 and 2 and score at least 80 percent.

Categorize every missed item by sub-topic and error type: knowledge gap, misread stem, or distractor trap.

Convert each missed concept into a one-line flashcard and recite the deck until recall is 100 percent.

Re-teach from source material any sub-topic that produced two or more misses.

Distinguish accommodations from modifications and correctly classify 20 classroom adjustments.

Apply the three UDL principles (engagement, representation, action and expression) to design one lesson with three options in each area.

Select assistive technology matched to six functional needs: reading, writing, communication, mobility, organization, and hearing.

Describe differentiation by content, process, and product, giving one concrete classroom example for each.

Write five measurable IEP goals that each contain condition, observable behavior, criterion, and baseline.

Contrast proactive behavior supports with reactive consequences and script a four-step response to escalating behavior.

Outline transition-planning requirements and list the categories of measurable postsecondary goals required by age 16.

Differentiate the six co-teaching models and select the best-fitting model for five described classroom situations.

Map the distinct roles of the general educator, special educator, paraprofessional, related service providers, and administrator across the IEP cycle.

Apply a five-step communication and conflict-resolution protocol to three parent-disagreement scenarios.

Identify confidentiality obligations under FERPA and IDEA and flag four common violation scenarios.

Plan culturally responsive family engagement strategies that address language, literacy, and scheduling barriers.

Complete a full-length 80-item mixed practice exam under timed conditions.

Audit the Week 4 and Week 8 error logs for recurring sub-topics and rank the top three weak areas.

Recite from memory a one-page summary sheet of high-yield legal citations, score types, and co-teaching models.

Build a seven-day final review calendar keyed to the three ranked weak areas.