of Special
MTTC
Congratulations! You are nearing the completion of your program of study in special education and are now ready to take the Michigan Test of Teacher Certification.
Remember: You have received your preparation at the very best teacher-training program in the country.
You are prepared!!
Regarding the MTTC:
.
Take the MTTC when you have completed o o
Take the
If you test appropriate are special education earning an elementary in the Planned Program minor.)
90o/o certification, of your academic program.
in your program area major.
take the Elementary Education MTTC. (There is no
If you want to be certified to teach middle school (grades 6-8) in your minor area, you must take the subject area test for that minor. Students who are minoring in Early Childhood Education must also take that test. If you are earning a secondary certification, take the content area test in vour minor.
What to Study: o
Even though this is a test of your knowledge in your major area, it will also test your knowledge in all of your SPGN courses, as well as your EDPS course.
o
Reorganize your notes by topics, rather than by course.
Test-Taking Tips: o
Prepare r
Get a good night's sleep and eat a
.
Arrive at the testing site in plenty light breakfast/lunch of time, but know that you will not be allowed to enter until the time the test is scheduled to begin o
Execute effective multiple-choice test strategies
usually two of the four choices will clearly be incorrect; the other two may both seem to be correct. You'll need to choose the more correct choice.
Many of the questions are scenarios that call for application knowledge. Answer the question solely based on the information given you. Don't read more into the question/scenario.
- Go through the test and answer questions that you know; a second time answer any questions that you have a best guess; a third time to make a reasonable guess on any that you've left blank. Only change an answer if you know you are making a better choice. often your "first guess" is the correct one!
--
Carefully read the question/scenario and pay attention to key words and names.
o
Use positive self-talk. Your thoughts can affect your behavior, so keep them positive. Don't let the test beat you!
Please give us feedback about our courses and about this study session. We are committed to preparing the best special educators in the country! Good luck!
It7 t09

Area I
for
Program Area
Go to the
web site: http:/ir,l'ww.mttc.nesinc.com
Download the
for your major program area'.
Er
(056)
POHI (058)
(0s7)
vr (061)
(063)
Test objectives are divided into major subareas and vary somewhat from test to test:
CI Subarea
I.
Understanding students
CI
Range of
test
Objectives
001-004
20%
Assessing student
CI and developing individualized programs 005-008
Promoting development and learning
students
CI 009-016
Working in the professional environment
017
-020
20%
40%
20%
EI Subarea
I.
Understanding students
EI
Range of
test
Objectives
001-004
28%
Assessing student
EI and developing individualized programs 005-010
27%
Promoting development and learning
students
EI
Working in the professional environment
01
1
-01
017
6
-020
30%
15%
LD Subarea
I.
Understanding students
LD
Range of
test
Objectives
001-005
22%
Assessing student
and developing individualized programs 006-009
Promoting development and learning
students
LD 010-019
Working in the professional environment 020-023
17%
44%
17%
-2-

HI
Subarea
Human development and students
special
Educational needs
Hearing impairments
Assessment
Program development and intervention
Professional knowledse
Subarea
Human development and students
special educational needs
Characteristics of physical and health impairments
Assessment
Program development and instruction
Professional knowledqe
SLI
Subarea
Human development and students
special educational needs
Speech, language, and hearing impairments
III.Assessment
IV.Program development and intervention
Professional knowledge and legal issues
VI
Subarea
Human development and students
special educational needs
Visual impairments
Assessment
Program development and intervention
V.
Professional knowledge and legal issues
o/,
Questions on Test
-3-
20%
20% r6%
31% r3%
o/o
Questions on Test r3%
50%
13%
o/o
Questions on Test
16%
28%
20%
20%
o/o
Questions on Test
20%
16%
34%
16%
Go to the test objectives for your major program area and go over the specifics of each objective.
Match each objective to the course(s) in which you learned the material, and review that material.

-4-
Area
is suggested that students review and understand the
general terms and concepts:
I.
Types of tests, inclusive assessment, and accommodations
A.
Criterion referenced tests - there is
more
in accommodations here - however, accommodations should not interfere
the evaluation of the specific
in question - they should be introduced to take away
B. Norm referenced test - in assessment for
we are conducting a standardized assessment in reference to a normal reference
This means that we do not provide accommodations in terms of the modification of test materials. We do, however, select test instruments that are appropriate to the nature of the assessment we are conducting and known handicapping
For example, we would not assess intelligence of a student
visual impairment using visual materials or a student
hearing impairment using auditory materials..
this point, however, things do get a
Although we may be more inclined to use visual materials
an individual
hearing impairment, we
necessarily have norms for this specific
In reporting results, this caution should be stated.
and
A.
- does the test measure what
supposed to measure?
(truthfulness) Types:
1. content - how
the test covers the content area
supposed to measure
2. criterion - how
the test
some other, independent outcome
3. construct - how
the test measures a theoretical construct
(e.g. intelligence)
B. Reliability - consistency
1. test-retest
2. alternate form
3.
4. inter-rater

-5-
III.
Statistics -
(for purposes of this course, we are not teaching inferential statistics)
A.
Measures
Central Tendency l.
Mean
2.
Median -
income levels are reported as median (e.g.
$43,O00/family
state of Michigan)
3.
Mode - may be most appropriate
skewed data
B.
Measures
Dispersion l.
Range (Rank)
2.
Interquartile range
3.
Variance
4.
Standard Deviation
C. The Normal
Areas under the curve standard
- note symmetry of distribution/explain relation to deviation (see next page)
D. Correlation
Can vary from +1 (perfect positive correlation) to -1 (perfect negative correlation) - statistic used to measure
of test
Most published tests show
in the range of +.8 to +.96 - the higher the
the smaller the measurement error.
E.
Standard Error of Measurement (SEM or "Confidence
Is expressed as a range or "confidence
and is based on the
of the test - in fact,
is the likelihood that the "true score" is captured
the range but is often expressed as
"if we retested your child there is a (e.g.) 90% chance they
score in this range."
IV.
Describing performance on tests:
A.
Raw Score
B. o/o conect (assumes that test either comprehensively covers or systematically samples from body of material.
C. Developmental scores - assumes that the test assesses abilities
some order of developmental sequence utterance
- e.g. crawling precedes walking, of certain sounds precedes the utterance
other sounds. These scquences may speech is
atypical children (e.g. autistic child whose
sentences).
D. Age and Grade Equivalency scores
They describe the average number
- these are not developmental scores.
items correct at a specific age or grade. Disadvantages/cautions - the use of these scores is not recommended by professional or ganizations.

-6-
E.
F.
Percentile ranks - important to distinguish from percent
Usually described as
"if we tested 100 children, you
score would rank among the lowest
These correspond
Standard Scores (85'n percentile always colresponds
SS I 15).
Standard scores - most accurate description, from a statistical point
These scores can be and are used
mathematical calculations.
Problem is that to understand these requires some background
statistics.
1.
Standard or Wechsler Score
2.
T-scores - based on a mean
mean:100, standard deviation
15
50, standard deviation
3.
Z-scores - reports in units
standard deviation - mean standard deviation
1
4.
NCE - rough approximation of percentile but statistically
: manipulated so that units have equal intervals (has a mean
0
50 and a standard deviation of
21 .06)
Note: Review Chapter 11, Assessing Behavior, in the text book,.4ssessing Students with
Special Needs by Venn.

-7-
of
of
Pe rcent oI cases under portions
the normal curve
Standard
Deviat ions
Cumulative
Pcrce n tag,e s
4<r
0 . I
jTo
-,(
I I
lVo
I
I
I
1c/
_
-/o ll
.5wo
I
15 gVc l6Vo
)4.
I JVo
I
0
I
I
50 V7o
5Wo
Jt l37o
I
+
I
lqo
84Vc t)
59%o ,IH
I\2 ,t4vo 0 l
I
I
97 1Vo
98%
I
99 Wc
Pcrcentile
Equ ivalents
Stanford-Binet
Wechsler lQs
Wechsler Subtest scores z
5COre5 f scores
Stanines
Pcrcent in Slanrnc
1.0
4Vo tl0
+
1.0
60
')
L l t .{ 5
6
1
I
8
l7
Vo
2OVo l7
Vc ll7o
7
%
+ 1.0
9

Area
you
have the State
IEP Manual, you should download and copy it.
Go to http://rnvrv.michisan.sor,/n:rde and type in the search box: lL,P Manual
Read through the document and concentrate on the vocabulary and initials.
-8-
What
are some highlights from the
The numbers to the right refer to the section and the page:
1-1
Post-school transition considerations are
at what age;
at what age?
l-2
What happens when a student reaches the
OF
l
How often do you hold an annual
-3
Who
be at the IEP meeting?
re-evaluation?
l-4
Who else CAN?
2-l
What 2 conditions need to be met for a student to be elisible?
3-1
What factors need to be considered
FAPE?
3-2
You need 4 elements in a
What are they?
3-3
Are PE services required
students
disabilities?
3-4
Students need to be involved in the transition planning for post secondary. Does this include
community agencies?
3-5
the participating agency fails to provide agreed-upon transition services from the IEP, whose responsibility is
to
meet the needs of the student?
4-l
LRE means services available.
.
...
5-1
Supplementary aids, services, and personnel includes:
6-1AgoalisdesignedtodescribetheprogreSSastudentcanreaSonablymakei''-
6-2
Each goal gets at least two objectives, which describe what progress can reasonably be
7 made in shorter time periods: need evaluation procedures, evaluation schedules,
7-l
a resource teacher does not have the endorsement of a student in the room, what happens?
-2
What are some related services? What is Extended School
What happens to
8-
9-
1 students on IEP who go to a nonpublic school?
Be aware that the IEPT decides about
8-4
most
students take the MEAP?
and Ml-Access testing accommodations
1
an IEP Team member disagrees
the determination of
what is supposed to happen?
1
10-1
The IEP Addendum
be used
3 types of meetings. What are they?
0-3
How are parents invited to attend an IEP meeting? What happens
the parents choose not to attend the IEP meeting?
I2-l
2004 requires a Manifestation Determination Review by the IEP Team
schools days
any decisions to change the placement of the student because of a
code
student
Two requirements include.
. ...

-9-
I2-2
a Manifestation Determination,
the misconduct was due to one of two conditions, then
is deemed to be a manifestation of the student's
These 2 things are what?
l2-3
IS a manifestation, then the IEP team shall do 3
What are these?
13-1
Interim Alternative Educational Setting for 45 school days is used when?
I3-2
What is "serious
Area
Go to http://wwu'.michigan.gov/mde and type in the search box: Administrative Rules
Special Education
This document is too lengthy to download and copy, but please skim through
and
the sections that apply to your program area major.
Most importantly, you should look at how
is determined
your specific disability.
Area
Focus on the vocabulary and
transition.
There may be some specific questions about agencies.
The home page for the Michigan Rehabilitation Services web site follows:
Area VI
CEC
There may be a question about the Council
Exceptional Children Code of Ethics.
This information follows
:

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Terms of office for newly elected Board members began Jan, 1, 2009.
eEa'sfgbllagq[$€atilqg- Npw4va
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I able on
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Don't mlss CEC's 2009 catalog, packed publlcatlons such as
*'Survlvlng wlth
Graduate new
Study ln,
Special Educatlon," reduced prices on old favorltes like
"A Prlnclpal's Gulde to Speclal Educatlonr" and more.
Forgot ltassword? Slgn
U1r
Aeere-dttatlQ n & Llcen s__u-re
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Eveeptlonallly_
Evi d e n ce : b ase d P_raEU ee nln.aneial Ald
I n s tru ctl qn al.-S.tf ate gles
Pro_fesglonaJ_R_o_[e
Profes$lqnal frae_tlse andlnfe laples
Prq f.eE$lq[€L stonderds
SubjectlUea.-s
SgBpartlqrilea.ehcrE
Teach-ers.*Blqgg
A r_ e_
Jp u_an.
E a rly-
_B i rd3
_
CEC's 2009 Conventlon & Expo wlll take place April
4 In Seattle
1-
- have yo.u reglstqssfl yet? The early blrd dlscount deadllne ls fast approachlng. Reglster by Jan.
LZt 2049t to save up,to $100 off onslte reglstratlon,
Ne-W_-eECIqda y :
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In the December 2008 CECToday, yotJ wlll read about assesslng dlverse students for learnlng dlsablllties and a cfassroom-based model for nurturlng dlffer:entlated
Instructlon, Thls lssue also includes a mes$age from the CEC Presldent,
C EQ-Q
B pe sslMewjg@cted
I-qEucs
Read CEC's
Part B surnmary and analysls of the new IDEA regulatlons lssued by the U,S, Department of
Education, consent whlch focus on parental revocatlon of for speclal educatlon servlces, representaHon by non-attorneys In due process hearlngs, and allocatlon of funds students to school dlstrlcts not servlng wlth dlsabllltles,
C E
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U r gesjc pafi ne n!*afGdusatje" n to
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Eurdencqnn q.Preqe
I r
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In response to the U.S. Department of EducaHon,s proposed changes d u re s to the IDEA State Perforrnance
Plan/Annual Performance Revlew,
CEC has called better balance between data collectfon/repor,Ung requlrements and IDEA's emphasls on lmproved outcornes for chlldren wlth dlsablllHes, for Asshllvc-Teghrclagyfhree Sesslon Weblnar
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Feb. L2-26l 2009
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CLILI
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CLr{i {lods of Lithi*s fbr ijducators o{'Persons with Exceptionalities
W^
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Professlonal Trnlning
Professiorral Standards
Ethlcs & Practice
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Speclsl Ed
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Home * Profosslonal Doveloprhent".+ Professlonal Standards ".,r Ethlcs & Practlce Stendards
CEC Code of Ethics for Educators of Persons
Exceptionalitles
We declare the following prlncipleQ to be the Code of Ethlcs for: educators of persons wlth exceptlonalltles, Members of the speclal educatlon professlon are responslble,for upholdlng and advanclng these prlnciples.
Members of The Councll
Judged by for Exceptlonal Chlldren agree to Judge and be them ln accordance wlth the splrlt and provlslons of thls Code.
Special eclucatlon professlonals are commlttocj to developlng the hlghest educatlonal and quallty of llfe potentlal of Indlvlduals wlth exceptlonalltles,
Speclal educatlon professlonals promote and malntaln a high level of competence and Integrlty In practlclng thelr professlon,
Speclal educatlon professlonals ongage ln professlonal actlvltles whlch beneflt Indlvlduals wlth exceptlonalltles, thelr famllles, other colleagues, students, or research subJects.
Speclal educatlon professlonals exerclse obJectlve professlonal
Judgment ln the. practlce of thelr professlon, l
Speclal educatlon professlonals strlve to advance thelr knowledge arid skllls regarding the educatlon of .lndlvlduals wlth oxceptlonalltles,
Speclal educatlon professlonals work wlthln the standards and pollcles of thelr professlon
Speclal educatlon professlonals seek fo uphold and lmprove where necessary the laws, regulations, and pollcles governlng the dellvery of speclal educatlon and related servlces and the practlce of thelr professlon.
Speclal educatlon professlpnals do not condolte or particlpate lr, unethlcal or lllegal acts, nor vlolate professlonal standards adopted by the Delegate Assembly of
CEC.
The Councll for Exceptlonal Chlldren. (1993).
CEC Pollcy lvlanual,
Sectlon Three, part 2
(p, 4). Reston, VA; Author,
Orlglnally adopted by the Dolegate Assembly of The Councll
Exceptlonal Chlldren ln Aprll tg83, for
The CEC Web slte complles wlth the W3C- AAA accesslblltty standards,
O 2006*2007 Councll for Exceptlonal Chlldren (CEC). All rlghts reserved.
ftlyaqy--PalEr I Terms of $-ervlce htto://www.cec.sned.ors/Content/'NlavisatinnMenu/Professionall)evslonment/ProfessionalSt... ll5l200g