Brooklyn College City University of New York School of Education Graduate Program in School Psychology

Fall 2012 EDUC 7910X Cognitive and Academic Assessment I Wednesday: 4:30-8:50 RM TBD 45 hours lecture, 30 hours laboratory; 4 credits Esther Solomon, MA, M.S.Ed. 718-951-5876 esteesolomon@yahoo.com Course Description This course will focus on measurement of intelligence, aptitude, and achievement. Administration, scoring, and interpretation of such tests through lecture and laboratory work. Critical perspectives on psycho-educational assessment including limitations of contemporary instruments and potential adverse effects of testing policies will be examined. Observation, clinical history, and non-standardized assessment approaches will be addressed. This course is designed to cover the basic skills needed to administer, score, and interpret individual cognitive tests, such as the Wechsler Intelligence Scale for Children, Fourth Edition Integrated and the Stanford-Binet Intelligence Scales, Fifth Edition. In addition to standardized tests, students will develop skills necessary for ecological assessment such as Response-toIntervention, curriculum-based assessment and measurement, observation-based assessment, rapport-building, record review, and interviewing, and knowledge of culturally and linguistically diverse assessment. In order to assess children it is important to have a background in child development, tests and measurement, statistics, and exceptional children. Review these areas concurrently with your study of the instruments covered in this course. Excellent written communication skills are also necessary. Mission Statements/Conceptual Framework
School Psychologist Program Mission Statement: This course is consistent with the mission of the Brooklyn College, School Psychologist Graduate Program, which is to meet community needs for professionally competent school psychologists to work in the schools as direct service providers, advocates for children, their families and communities, and as consultants on psychological aspects of learning and mental health. The program provides students with opportunities to apply theory to practice for prevention, assessment, and intervention that promote psychological well being and educational achievement for all children in our schools. Through teaching, research, and collaboration, we develop our students capacities to meet the needs of the diverse school population by creating socially just, intellectually vital, and compassionate communities that value equity, excellence, access and rigor. The program also develops in students, personal and social responsibility, an appreciation for critical self-reflection, and a commitment to ethical practice. School of Education Mission Statement: The School of Education at Brooklyn College prepares teachers, administrators, counselors, and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond. Through collaborative action, teaching and research, we develop our students' capacities to create socially just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in 1

Office Hours: By appointment

consultation with local schools in order to provide our students with the opportunity to develop the knowledge, proficiencies and understandings needed to work with New York City's racially, ethnically and linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection, openness to new ideas, practices and technologies, and that focuses on the individual learner's needs and promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to educate our students to the highest standards of professional competence. Conceptual Framework: The Conceptual Framework offers an overview of the salient themes culled from our mission statement. While these themes do not address every aspect of our program, they do reflect the most pressing commitments of our faculty and the philosophical orientations of the School of Education. The themes that follow are meant to provide students with a substantive sense of our work at the School of Education and in the schools we serve. Collaboration: The School of Education embraces the philosophy that preparing and supporting high quality educators is a collaborative process that requires sustained dialogue between relevant parties at all levels of our future practitioners academic and professional lives. This course provides candidates with an opportunity to establish rapport with students and their families and work closely with peers to share materials, practice administration, and problem solve case material. Critical self-reflection and reflective practice: The School of Education is committed to fostering critical selfreflection and reflective practice. We view the work of educators as a recursive activity that involves reflection on both personal knowledge and professional practice. As a faculty, we recognize the importance of reflecting critically on our own educational endeavors and understanding the complicated nature of educational experience. The laboratory component of this course provides candidates with an opportunity to reflect on their practice and the practice of others and design alternative behaviors. Social Justice: Because democracy requires a substantive concern for equity, the faculty of the School of Education is committed, in theory and practice, to social justice. We believe that an education centered on social justice prepares the highest quality of future school psychologists to assume an active role in shaping the social, cultural, and political future of their communities and beyond. Candidates acquire an appreciation of the limitations of and the biases inherent in standardized assessment. Diversity: Throughout the programs, curricula, practices and in the ethos of the school itself, the School of Education is committed to addressing issues of race, ethnicity, class, cultural and linguistic diversity, religion, gender, sexuality and special needs, as well as to accommodating learner differences and styles. Candidates share case material reflecting the diversity nature of students in New York City.

NASP Domains of School Psychology Training and Practice

2.1 Data-Based Decision-Making and Accountability: School psychology candidates will develop knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. 2.3 Intervention and Instructional Support to Develop Academic Skills: School psychology candidates will develop knowledge of biological, cultural, and social influences on academic skills; learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. 2.5 School-Wide Practices to Promote Learning: School psychology candidates have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidencebased school practices that promote learning and mental health. 2.8 Diversity in Development and Learning: School psychology candidates have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influence related to diversity. 2.6 Preventive and Responsive Services: School psychology candidates utilize their knowledge of principles and research related to resilience and risk factors in learning and mental health; services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. 2

Course Objectives Candidates will administer, score and interpret psychoeducational tests for individuals of different ages, exceptionalities, and cultural backgrounds. They will become competent in building rapport with examinees, interviewing families, observation of behavior, and interviewing. Candidates will integrate psychometric and ecological data into an understanding of a student and be able to write psychological reports linking data to relevant interventions. Candidates will be able to 1. establish rapport with examinees. (NASP 2.1, 2.5, 2.7) Assessed: in class observation 2. observe test behavior and link observations to standardized assessment data. (NASP 2.1, 2.5, 2.7) Assessed: observation assignment/outlines/reports/final examination 3. interview family member and link historical data to standardized assessment data. (NASP 2.1,
2.5, 2.7)

Assessed: outlines/reports/final examination 4. administer and score major tests of intelligence. (NASP 2.1, 2.5) Assessed: observation/protocols/ test presentation 5. use assessment skills to plan Response to Interventions. (NASP 2.1, 2.2, 2.5, 2.7, 2.10) 6. interpret assessment data in well-written psychological reports understood by school professionals and families. (NASP 2.1, 2.2, 2.5, 2.7) Assessed: outline/reports/final examination/ case conference 7. use data to make specific recommendations that relate to strengths and needs of student. (NASP
2.1, 2.2, 2.5, 2.7)

Assessed: outlines/reports/case conference/final examination 8. integrate into assessments knowledge of current issues that are related to the use of psychoeducational tests such as ethical issues, labeling, bias in testing, response to interventions, and assessment of minorities. (NASP 2.5, 2.10) Assessed: outlines/reports/final examination/article presentation/ class discussion Requirements and Evaluation: Candidates are expected to attend each lecture and laboratory session. Grades will be adjusted downward for absenteeism. For class be prepared to ask questions and contribute your experience and knowledge of the readings. Grades are based on the following. Protocols Outlines/Reports Lab Participation Final Examination Article/Reaction Paper Case Conference Observation 30% 30% 15% 15% 5% 5% P

Each candidate will be observed testing a student. Candidates will be provided with a rubric informing them of what behaviors will be observed. A passing grade is essential on this activity in order to pass the course. Statistics Test P A passing grade on this activity is essential in order to pass the course.

Case Conferences: Each student will present a case during the second to last class. Make sure to include relevant history, observations, test results, and interventions. Students are only allowed to use a score appendix sheet during the presentation. Be prepared to answer questions. Readings: Learning assessment is an ongoing process. In order to grasp the difficult concepts and later apply them, it is essential to do all of the readings. Each week you are required to participate in discussions about the readings. Article Presentation: Each class will begin with a 15-minute presentation of an article that students will select during the first class. It is your responsibility to facilitate a discussion after teaching the class about the content of the article. Attendance and Lateness Policy: Attendance is mandatory and participation grades will be adjusted downward after the first unexcused absence. Three lateness are equivalent to one absence. Cell Phone Policy: Cell phone use (i.e., phone calls, texting, facebook, and/or internet browsing) is not permitted during class time. Students using cell phones will be penalized in their lab participation grade. Disability Statement: Please inform the professor if you have a disability or any other situation that may require Section 504/ADA classroom accommodations. The faculty and staff will attempt to work out whatever arrangements are necessary. Policy on Academic Integrity: It is considered unethical and grounds for expulsions to falsify data on protocols and reports. Please see the Brooklyn College Student Handbook for more information on academic integrity. Required Texts: (available in College Book Store, but I suggest you shop around for the best prices) Barram, A.R., & Roid, G. H. (2004). Essentials of Stanford-Binet intelligence scales (SB5) assessment. New Jersey: John Wiley & Sons. (may be ordered online www.wiley.com/essentials or from BN.com) Brown-Chidsey, R, & Steege, M.V. (2010). Response to intervention: Principles and strategies for effective practice, second edition. New York: The Guildford Press. Flanagan, D.P., & Kaufman, A. S. (2009). Essentials of WISC-IV assessment. New York: Wiley. (may be ordered online www.wiley.com/essentials or from BN.com Lichtenberger, E. O., Mather, N., Kaufman, N. L. & Kaufman, A. S. (2004). Essentials of assessment report writing. New York: Wiley. (may be ordered online www.wiley.com/essentials or from BN.com) Sattler, J. M. (2008). Assessment of children: Cognitive foundations. San Diego: Jerome M. Sattler. Sattler, J. M., and Hoge, R. D. (2006). Assessment of children: Behavior social, and clinical foundations. San Diego: Jerome M. Sattler.
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Required Articles (can be downloaded from Blackboard) Barrera, M. & Liu, K. (2010): Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners, Theory Into Practice, 49:4, 273-280 Beecher, C. & Marino, M, (2010). Conceptualizing RTI in the 21st century in secondary science classrooms: video games potential to provide tiered support and progress monitoring for students with LD. Learning Disability, 33, 299 311. Braden, J .F., & Show, S. R. (2009). Intervention validity of cognitive assessment. 20, 106 115. Brown, J., Skow, K., & the IRIS Center. (n.d.) RTI: Progress monitoring. Retrieved on [August 19, 2009], from http://iris.peabody.vanderbilt.edu/case_studies/ICS011.pdf. Cameron, H. (2005). Asking the tough questions: a guide to ethical practices in interviewing young children. Early Child Development & Care, 175, 6, 597 610. Crisp, C. (2007). The efficacy of intelligence testing in children with physical disabilities, visual impairments and/or the ability to speak. International Journal of Special Education, 22, 137 141. Croizet J. The pernicious relationship between merit assessment and discrimination in education. In Adams, G., Biernat, M., Branscombe N.R., Crandall, C.S., Wrightsman, L.S. (Eds.). (2008). Commemorating Brown The social psychology of racism and discrimination (pp. 153-172). Washington, D.C.: American Psychological Association Deno, S. J. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 3, 184 192. Diamond, L. (2005). Assessment driven instruction: a systems approach. Perspectives: The International Dyslexia Association. Farrell, P. (2010). School psychology: learning lesson from history and moving forward. School Psychology International, 31, 581 598. Gravois, T. A., & Giclking, E. E. (2008). Best practices in instructional assessment. In A. Thomas & J. Gimes (Eds.). Best practices in school psychology V (pp. 503518). Bethesda, MD: National Association of School Psychologists.

Kaufman, J. C., Kaufman, S. B., & Lichtenberg, E. O. (2011). Finding creative potential on intelligence tests via divergent production. Canadian Journal of School Psychology, 26, 83 100. Kleinert, Browder, & Towles-Reeves (2009). Models of cognition for students with significant cognitive disabilities: implications for assessment. Review of Educational Research, 79, 1, 301 326. Klinger, J. K., & Edwards, P.A. (2006). Cultural considerations with response to interventions models. Reading Research Quarterly, 108 -117. Kuentzel, J., Hetterscheidt, L. A., & Barnett, D. (2011). Testing intelligently includes double-checking Wechsler IQ scores. Journal of Psychoeducational assessment, 39 46. Maerlender, A. & McCluskey, G. (2005). The WISC-IV integrated. In Prifitera, A., Saklofske, D., & Weiss, L., WISC-IV clinical use and interpretation (pp.101-135). Burlington, MA: Elsevier Academic Press. Nuttall, E. V., Li, C., Agnieszka, D, M., Ortiz, S. O. Armengol, C. G., Walton, J. W., & Phoenix, K. (2007). Cognitive assessment of culturally and linguistically diverse students. In G. B. Esquivel, E. C. Lopez, & Nahari, S., Handbook of multicultural school psychology(pp. 265-288). Mahwah, NJ: Lawrence Erlbaum Associates. Ortiz, S. (2004). Comprehensive Assessment of Culturally and Linguistically Diverse Students: A Systematic, Practical Approach to Nondiscriminatory Assessment. http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf. Pelco, L. E., Ward, S. B., Coleman, L., & Young, J. (2009). Teacher ratings of three psychological report styles. Training and Education in Professional Psychology, 3, 1, 19-27. Phillips, M. (2006). Standardized tests arent like t-shirts: one size doesnt fit all. Multicultural Education, 14, 1, 52 55. Restori, A. F., Gresham, F. M., & Cook, C. R. (2008). Old habits die hard: past and current issues pertaining to response to intervention, The California School Psychologist, 13, 67 78. Shearer, B. (2004). Multiple intelligence theory after 20 years. Teachers College Record, 106, 1, 2-16. Skiba, R., Simmons, A., Ritter, Gibba, A., Rausch, M., Cuadrado, J., Chung, C. (2008). Achieving equity in special education: history, status, & current challenges. Council for Exceptional Children, 74, 3, 264 288. Stambor, Z. (June 2006). Lowered expectations. Monitor on Psychology. Sternberg, R. (2010). The Flynn effect: so what? Journal of Psychoeducational
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Assessment, 28, 434 440. Weishaar, M.K., Scott, V.G. (2006). Practical cases in special education for all educators. New York, NY: Houghton Mifflin. The case study is in Chapter 5, titled "Cases Involving Students with Learning Disabilities" p 56-61. Supplementary Texts Mather, N. & Wendling, B. (2009). Essentials of evidence-based academic interventions. John Wiley & Sons, Hoboken, New Jersey. Additional Articles TBA Required Materials: Protocol Packet (available in the Program Office) Stopwatch Clipboard Additional Information: You are responsible for finding children, adolescents and adults to test. (See Course Guidelines for fuller explanation.). This is always challenging, but part of being a school psychology graduate student. One individual must be a culturally and linguistically diverse learner. This is a course requirement. The lab sessions will involve acquiring skills in the following areas: 1) Effectively conducting an interview in order to obtain a history 2) Rapport building. 3) Use of role-playing to sharpen observational and assessment skills. 4) Examination of inquiry, scoring, and interpretation. 5) Collaboration, communication and report writing skills. 6) Presentations of test administrations. All students will be graded on their administration skills. Course Guidelines Examinees 1. All examinees must be volunteers unless you have specific permission from the instructors to test in a school, clinic, hospital, or institution. For testing children, parent's permission must be must be secured. Copy the standard permission form and submit with the protocol for each child you test. Test protocols will not be graded if the permission form is missing. No persons except you and the instructors are to know the score of any examinee unless the instructor gives permission. Parents must be told prior to testing that the test results cannot be disclosed to them. General comments, such as "She's doing well," should not be made. Tell the parent (or examinee in the case of a young adult or adult) that you are
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2.

simply learning how to administer the test and beginning psychologists often make mistakes in administering and scoring tests. You can also emphasize in recruiting examinees that the session will be interesting and challenging, and a learning experience. Parents often appreciate the fact that the test will be a pleasant and positive learning experience for their child. 3. Similarly, you make no recommendations for psychological or medical treatment to the examinee or parents based on your evaluation. (You will make such recommendations in your written report to the course instructor.) If you have difficulty in coping with an anxious parent or examinee who is pressing you for advice or results, consult the instructor. Do not test students at the school where you teach, your own children, or children of close friends or relatives. However, other class members can test your children or children of close friends. On the test protocols and written reports, designate examinees by their first name only. If others in the class may recognize the first name, disguise the name. If you test a person close to another graduate student, do not engage in discussion of the case in class. The material that you obtain from your examinee as well as material shared by classmates about examinees and their families is confidential. You are expected to treat it as such. Do not discuss the examinee or any of the test results outside of class. Violation of the above may lead to prompt dismissal from the course.

4.

5.

6.

7.

Reports and Other Guidelines 1 Proofread reports carefully. After the third grammatical error, reports will be returned to student without a grade. Rubrics must be submitted with each assignment. 2. Use the outline in Chapter 21-of Assessment of Children and the Essentials of Assessment Report Writing and the Lichtenberger book as a GUIDE for report writing. You will also have access to sample reports, and instruction will be given during lecture and lab. Every report must contain the following sections: background, behavioral observations, results, summary, recommendations, and an appendix with scores. 3. Always submit the entire protocol (when assigned) at the beginning of the lecture on the date due. A hard copy of your report should be submitted on the day it is due. Late reports and protocols will be lowered of a point from the rubric for each day late. 4. Test materials that you have signed out are due on the dates announced in class there are no exceptions. You are also responsible for bringing assessment materials you have borrowed to each lab meeting. Test kits are quite expensive, so please take good care of them, because you are financially responsible. 5. You need a stopwatch and clipboard; purchase or borrow. Bring them to lab each week. 6. Record all of the examinee's responses neatly and in pen. Scoring cannot be checked unless the protocol is readable.
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Grades 1. 2. Number grades will be assigned to each protocol and report as follows: 1-5. A final exam covering all the material in the course will be given on the last class meeting. B+ = 86-89 B = 82-85 B- = 80-81 C+ = 76-79 C = 70-75 F = <70

Final Grades A+ = 98-100 A = 93-97 A- = 90-92

Brooklyn College School Psychologist Graduate Program EDUC 7910X Cognitive and Academic Assessment I Rubric for Psychoeducational Reports

Student:___________________________ Evaluator:__________________________

Date:________________________ Instrument:____________________

Accurate spelling and grammar are prerequisite requirements for each report. A report with more than 3 spelling or grammatical errors will be returned for revision. Rating Scale: 1= Unacceptable, does not meet minimal expectations 2= Requires a good deal of improvement 3= Average, meets minimal expectations and moderate revision will improve report 4= Good, surpasses expectations and minimal revision will improve report 5= Excellent, indicates no revision necessary ______Circle One Observations (clearly stated, relevant, 1 2 3 4 logical inferences) 1 1 1 2 2 2 3 3 3 4 4 4

1.

_ 5 5 5 5

2. Background (clearly stated, relevant) 3. 4. Results (clearly presented, issues influencing) reliability and validity of results) Interpretations (reasonable and accurate, traced sources, comprehensive, responding to specific referral question) Integration of test results with background and observation data Recommendations (clear, realistic) Summary (covers essential facts, interpretations and recommendations) Style and Communication (readable, clichs and jargon absent, neither overly complicated or sophisticated) 9. Organization (logical presentation of data)

5. 6. 7. 8.

1 1

2 2

3 3

4 4

5 5

1 1

2 2

3 3

4 4

5 5

Total______________

10

45-40 5

39-36 4.5

35-30 4

29-26 3.5

25-23 3

24-18 2

<17 1

Brooklyn College School Psychologist Graduate Program EDUC 7910X Cognitive and Academic Assessment I Rubric for Protocols

Student:___________________________ Evaluator:__________________________ Rating Scale: 1= Unacceptable 2=Below Average

Date:________________________ Instrument:____________________ 3= Average 4= Above Average 5= Excellent ______Circle One 1 2 3 1 1 1 5 4 1 1 1 30-27 3 Adequate in all areas 26-20 2 Various areas require more work 2 2 2 5 2 2 2 2 <20 1 Inadequate/Several areas need more work 3 3 3 3 4 4 4 4 5 5 5 5 3 3 3 _ 5 5 5

1. 2. 3. 4.

Descriptive behavioral observations (adequate amount) Protocol is complete (all areas are filled-in). Basal is correctly established on all subtests. Ceiling is reached on all subtests.

4 4 4 4 3

5. 6. 7. Total Score Criteria

Raw scores are correctly computed (subtests). 4 5 Items are given the correct number of points. Scaled and composite scores are correct. 35-34 5 Perfect Protocol 33 4.5 Almost Perfect 33-31 4 Exceptional in most areas

Total______________

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Brooklyn College School Psychologist Graduate Program EDUC 7910X Cognitive and Academic Assessment I Consent Form

I hereby give permission for a Brooklyn College graduate student, , in Cognitive and Academic Assessment I (Ed.7910X) to administer to my child, an intellectual and/or achievement assessment instrument. Understand that the graduate student will follow standardized test administration guidelines. Since this is a practice administration, meant to help in the training of graduate students, the results cannot be discussed with your child, or you. The results will be kept confidential by not including identifying names when the course instructor or her teaching assistants check the accuracy of the assessment protocol. In addition, after checking that consent was given, this form will be separated from assessment material.
If you have any questions regarding your childs participation, you can contact the instructor of the course Esther Solomon at 718 951-5876. Before deciding whether to allow your child to participate, please read the following: 1. Once the testing is completed you can receive oral debriefing from the graduate student examiner about the general nature of the test administered. The examiner will answer questions you have about the test. 2. However, no feedback about your childs performance on the test can be given since the administrator is a student. For both practical and ethical reasons, such feedback is only given in actual testing and counseling situations with actual clients. 3. Also note, participating in this testing process may have an effect on the validity of any future intelligence testing that your child may need in the near future. 4. Should you allow your child to participate, you may withdraw permission at any time if you so desire. ********************************************************************* I agree to allow my child, ____________________________________, to participate in the testing program in accordance with the conditions above. SIGNATURE: ____________________________________________ (parent/guardian of minor child) DATE:_________________________

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Brooklyn College School Psychologist Graduate Program EDUC 7910X Cognitive and Academic Assessment I Rubric for Test Administration

Test Administration Presentation

Examiner_____________________ Instrument______________________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Rapport building & maintenance Encouragement Organization of testing area and materials Position of record form and manual Introductory remarks Reads instructions verbatim Speaks clearly Maintains a steady pace Repeats and /or clarifies instructions correctly Uses appropriate basal (reversals) and ceilings Uses teaching items correctly Scoring accuracy, discretion, and unobtrusiveness 13 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3

36-31 5

30-25 4

24-19 3

18-13 2

<12 1

Brooklyn College School Psychologist Graduate Program EDUC 7911X Cognitive and Academic Assessment I Grading Rubric for Presentation

Article Presentation
Student_____________________

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Criteria Clarity of summary of article (2 pts) Clear Logical Organized Easy to follow Discussion of article (1 pt) Facilitates a high quality discussion Asks relevant questions to class Solicits one or more answers to each discussion question Keeps conversation on task Wraps up discussion effectively Presentation style (2 pts) Eye contact Limited reading from notes/ article Takes appropriate amount of time

Points

Websites and List Serves: http://www.schoolpsychology.net/ - Sandra Steingart's School Psych Resources http://www.interventioncentral.org/ - Jim Wright's Intervention Central http://alpha.fdu.edu/psychology/ - Dumont/Willis on the Web http://groups.yahoo.com/group/IAPCHC/ - IAP list home page valuable documents http://www.iapsych.com/ - Institute for Applied Psychometrics http://www.wrightslaw.com/ - excellent parent-oriented sped law web site
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http://www.kidsource.com/kidsource/content2/dyslexia.2.html#Interventions http://www.associatedcontent.com/article/849831/strategies_for_teaching_kids_with_attention.ht ml?cat=4 http://74.125.93.132/search?q=cache:El-twME-wi0J:www.ahionline.com/SchoolPsychHandouts2008/LasVegas/AHI2008ReevesInterventionResourcesAJCase Study..doc+academic+intervention+strategies&cd=8&hl=en&ct=clnk&gl=us&client=firefox-a http://schools.nyc.gov/Offices/District75/Departments/AIS/InstructionalStrategies/default.htm APA Interdivisional Task Force for Child and Adolescent Mental Health http://ucoll.fdu.edu/apa/ Text and Regulations for IDEA (2004). Downloads from: http://www.ed.gov/offices/OSERS/IDEA/regs.html http://www.ed.gov/policy/speced/guid/idea/idea2004.html http://www.ed.gov/policy/speced/guid/idea/index.html

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