Praxis 5302 key terms

A U.S. federal law that gives parents and eligible students the right to inspect, request correction of, and limit disclosure of education records. Schools generally need written consent before releasing personally identifiable information.

The federal special education law that entitles eligible students with disabilities to a free appropriate public education, procedural safeguards, individualized planning, and services delivered in the least restrictive setting.

A federal civil rights law barring disability discrimination in programs that receive federal funds. It requires schools to provide accommodations giving students with disabilities equal access to learning and activities.

Special education and related services that meet a student's unique needs, are provided at public expense under public supervision, and conform to an individualized education program.

The requirement that students with disabilities be educated alongside nondisabled peers to the maximum extent appropriate, and removed only when supports in the general setting cannot meet their needs.

Formal procedural protections that let families and schools resolve disagreements about identification, evaluation, or services, including mediation and impartial hearings before a third party.

Voluntary written permission for evaluation or services, given by a parent or guardian after a full explanation of purpose, procedures, risks, benefits, and alternatives in understandable language.

A district's ongoing duty to locate, identify, and evaluate children who may have disabilities and need special education, including children enrolled privately, experiencing homelessness, or in foster care.

A change in how a student accesses material or shows learning-such as extended time, large print, or preferential seating-without changing the academic expectations themselves.

A change to what a student is expected to learn or demonstrate, such as reduced content, simplified text, or alternate standards. Modifications alter the curriculum rather than only the delivery.

Proactively adapting content, process, product, or learning environment in response to students' readiness, interests, and learning profiles so each learner works at an appropriate level of challenge.

A planning framework that builds multiple means of engagement, representation, and action or expression into lessons from the start, reducing barriers for the full range of learners.

Temporary supports such as models, prompts, cues, or partially completed examples provided so a learner can succeed on a task, then gradually withdrawn as competence grows.

A structured teaching approach that includes clear modeling, guided practice with feedback, checking for understanding, and independent practice of a well-defined skill.

Frequent, low-stakes checks of student understanding during instruction, used to give feedback and adjust teaching rather than to assign grades.

A schoolwide framework that defines and teaches behavioral expectations, acknowledges appropriate behavior, and uses data to reduce discipline problems across all settings.

A structured process for identifying the events that trigger and maintain a problem behavior and the purpose it serves, so intervention addresses the cause rather than the symptom.

A written, function-based plan specifying strategies to teach replacement behaviors, change antecedents and consequences, and monitor progress for a student whose behavior interferes with learning.

An integrated framework that matches academic and behavioral supports to student need across increasing tiers of intensity, guided by universal screening and progress data.

Brief, repeated measurement of a target skill-often weekly-used to judge whether an intervention is working and to decide when to adjust, continue, or exit it.

Quick, universal measures given to all students to flag those who may need closer examination or additional support. Screening indicates risk; it does not diagnose.

The consistency of scores when a measure is repeated across occasions, raters, or items. Higher reliability means less random error and more stable decisions.

The degree to which evidence supports the interpretations and uses a test score is put to-for example, whether a reading test truly reflects reading skill.

An index of the average amount of error in a set of scores, expressed in score points on the test's own scale; smaller values mean more precise measurement.

A range of scores around an obtained score that probably contains the person's true score, constructed from the standard error of measurement and a chosen confidence level.

A score placed on a distribution with a fixed mean and standard deviation, such as mean 100 and standard deviation 15, allowing comparison across different tests and domains.

The percentage of people in the norm group who scored at or below a given score; it shows relative standing, not the percentage of items answered correctly.

Describes a test whose scores are interpreted by comparing the examinee with a representative sample of peers, usually of the same age or grade.

Short, standardized timed probes of basic academic skills, given repeatedly, whose scores show level and rate of growth and are sensitive to small instructional changes.

The measured level of performance before an intervention begins, used as the comparison point for judging whether the intervention produced change.

Collecting information across settings, people, and tasks to understand how a student's environment, interactions, and demands affect performance and behavior.

Using screening, assessment, and progress data systematically-at the student, classroom, and school level-to choose, modify, or discontinue interventions.

A collaborative problem-solving relationship in which a professional works indirectly with teachers or caregivers to design, implement, and evaluate strategies for a student.

Planned, ongoing collaboration with families that treats their knowledge of the child as essential, shares power in decisions, and adapts communication to their language and culture.

Recognizing how culture, language, and experience shape learning and behavior, and adapting assessment, instruction, and communication so they are equitable rather than one-size-fits-all.

The ethical and legal obligation to protect student information, sharing it only with those who have a legitimate educational interest or with proper written consent.

A team of educators who meet regularly to examine student data and their own practice, plan changes, and hold one another accountable for improved outcomes.

The boundary of practice set by a professional's training, supervised experience, and credentials; issues beyond that boundary should be referred to a qualified colleague.

A group of professionals from different specialties who share information and coordinate evaluation and planning for a student, often including teachers, specialists, and families.