RTI+Glossary

|| ||  ||  ||  || =__** Accommodation **__: A change made to instruction and/or assessment that does not change the content being measured or the rigor level required for the student to demonstrate proficiency.= =__ Adaption __: An adjustment to the instructional content or performance expectations for students with disabilities from what is expected or taught to students in the core program.= =__ Adequate Yearly Progress (AYP) __: The minimum student achievement levels schools are expected to make annually, according to an accountability system mandated by the No Child Left Behind Act of 2001, defined by individual states, and approved by the U.S. Department of Education.= =__ Aimline __: A line on a graph that represents expected student progress of over time.=
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 * =__** A **__=

=__ B __= = = =__ C __= =__ Core __ __Curriculum__: A basic course of study deemed critical and usually made mandatory for all students of a school or school system. Core Curricula are often instituted by school boards, state departments of education, or other administrative agencies charged with overseeing education. Core curricula must be scientific and research-based.= =__ Criterion-referenced Assessment: __ An assessment that measures what a student understands, knows, or can accomplish in relation to specific performance objectives rather than to other student's performance (same as Norm-Referenced).= =__ Curriculum-based Assessment (CBA): __ CBA is a broader term than Curriculum-based Measurement (CBM), and meets three requirements: (1) measurement of materials are aligned with the school's curriculum; (2) measurement occurs frequently; and (3) assessment information is used to formulate instructional decisions.= =__ Curriculum-based Measurement (CBM) __:= =CBM is an approach to measurement that is used to screen students or to monitor student progress in math, reading, writing, and spelling. With CBM, teachers and schools can assess individual responsiveness to instruction. When a student proves unresponsive to the instructional program, CBM signals the teacher/school to revise the program. CBM is a distinctive form of CBA because of two additional properties: (1) Each CBM test is an alternate form of equivalent difficulty; and (2) CBM is standardized, with its reliability and validity well documented.= = = || ..... || =__ D __= =__ Data-Driven Decision-Making __: A continuous process of regularly collecting, summarizing, and analyzing information to guide development, implementation, and evaluation of an action; most importantly, this process is used to answer educational or socially important questions.= =__ Data Points __: Points on a graph that represent student achievement or behavior at a specific time relative to a specific assessment.= =__ Dependable Variable __: Any factor that may be influenced or modified by some treatment or exposure.= =__ Differentiated Instruction __: Differentiated instruction refers to educators tailoring the curriculum, teaching environments, and practices to create appropriately different learning experiences for students in order to meet each student's level. To differentiate instruction is to recognize students' varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. There are four elements of the curriculum that can be differentiated: content, process, products, and learning environment.= =__ Disproportionality :__ Disproportionality is the over- or under-representation of racially, culturally, ethnically, or linguistically diverse groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g., suspensions and expulsions) in comparison to other students.=

=__ E __= =__ Early Intervening Services (EIS): __ Preventative intervention services for students in the early elementary grades that are designed to ameliorate their academic difficulties before referral to determine eligibility for special education becomes necessary; EIS is recommended by IDEIA 2004.= =__ Early Literacy Skills: __ The reading readiness abilities in letter naming and letter sounds upon which beginning reading is built.= =__ Early Numeracy Skills: __ The math readiness abilities in oral counting, number identification,and missing number recognition upon which beginning math is built.= =__ English Language Learner (ELL): __ A student whose home language is not English and who has not attained proficiency in English as measured by standardized tests.= =__ Evidenced-based Practice: __ Educational practices and instructional strategies supported by scientific research.= =__ Explicit Instruction: __ A systematic instructional approach that includes a set of design and delivery procedures derived from effective schools research and behavioral analysis; essential components of well-designed explicit instruction include a) implicit instructional design principles and assumptions that make up the content and strategies to be taught and b) visible delivery features of group instruction with a high level of teacher-student interaction.= = = =__ F __= =__ Fidelity of Implementation: __Fidelity refers to the accurate and consistent provision or delivery of instruction in the manner in which it was designed or prescribed according to research findings and /or developers' specifications. Five common aspects of fidelity include: A DHERENCE, EXPOSURE, PROGRAM DIFFERENTIATION, STUDENT RESPONSIVENESS, and QUALITY OF DELIVERY.= =__ Formative Assessment: __Classroom and curriculum evaluations used to monitor student progress toward learning outcome and to inform instructional decision-making.= =__ Functional Analysis Assessment (FAA) __ : Assessments that use a variety of techniques to 1) diagnose the cause(s) of a behavior and 2) to identify interventions that might address the cause(s).= =__ Functional Behavioral Assessment (FBA): __A process to identify a student's behavioral problem, determine its function or purpose, and develop interventions to teach acceptable alternate behaviors,= = = = = = = || ..... || =__ G __= =__ H __= =__ I __= =__ IDEIA __ (Individuals with Disabilities Education Improvement Act of 2004):= =__ Inclusion __: The policy of placing students with special needs in general education classes for the majority of the day.= =__ Instructional Support Team (IST) __: A group who meets regularly to recommend and implement strategies to assist students who are experiencing difficulties. The group may include administrators, teachers, psychologists, special education staff, and parents.=

=__ Intensive Intervention __: Intensive academic and/or behavioral interventions are characterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of implementation. Within RTI, intensive is sometimes referred to as tertiary intervention.= = = || || ||  ||  ||  || = = =__ K __=
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=__ L __= =__ Learning Rate __: A student's average progress over a period of time.= =__ Local Education Agency (LEA) __: A specific school district or a group of school districts in a cooperative or regional configuration.= = = ||  || =__ M __= = __MiBLSi__: Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities project (MAP), funded under the //Individuals with Disabilities Education Act// (IDEA) through the Michigan Department of Education, Office of Special Education. MiBLSi creates capacity for an integrated, k-12 Behavior and reading Multi-Tiered System of Support. MiBLSi focuses on evidence-based practices implemented with fidelity, sustainable over time and utilizes data-based decision making at all levels of implementation support.=

=__ N __= =__ No Child Left Behind __ : Federal standards for students in elementary,, middle, and high schools, as prescribed by the No Child Left Behind/Elementary and Secondary Education Act.=

=__ Norm-Referenced Assessment __: An assessment designed to discover how an individual student's performance or test result compares to that of an appropriate peer group (see criterion-referenced assessment).=

=__ O __= ||  || =__ P __=

= __Positive Behavioral Interventions and Supports__: A tiered system of schoolwide practices that encourage and reward positive student and adult behavior.=

=__ Probes __: Brief, timed samples of a student's proficiency in reading, math, early literacy, or early numeracy, aligned to grade-level standards.=

=__ Problem-Solving Approach __: Assumes no given intervention will be effective for all students and is sensitive to individual student differences; generally has four stages: Problem identification, problem analysis, plan implementation, and plan evaluation); success depends on the fidelity of implementing interventions.=

=__ Problem-Solving System __: A form of RtI that utilizes staff members' input and examines diagnosed student needs to formulate individualized student plans.=

=__ Problem-Solving Team __: A group of education professionals who collaboratively consider student-specific data, brainstorm possible strategies and interventions, and develop a plan of action to address a student-specific need.=

=__ Progress Monitoring __: A scientifically based practice to assess student's academic performance and evaluate the effectiveness of instruction that can be used with individual students, small groups, or an entire class. Also, the process used to monitor implementation of specific interventions.=

=__ Pyramid of Interventions (POI) __: A systematic program of supports that became increasingly more directive, intensive, and targeted. Named after the intervention program created by Adlai E. Stevenson High in Lincolnshire, Illinois.=

=__ Pyramid Response to Intervention (PRTI) __: The practice of implementing the structures and procedures of response to intervention within the culture of a professional learning community; PRTI combines the regulatory requirements of response to intervention with the time-proven effectiveness of the pyramid of interventions.=

=__ Q __= =__ R __= = __Research-based Instruction__: Curriculum and educational interventions that have been scientifically proven to be effective for most students.= = __Response to Intervention (RtI)__: A Multi-Tiered System of Supports (RtI-MTSS): RtI-MTSS is an integrated, multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all learners. MDE has identified eleven essential elements to clarify the definition of RtI-MTSS. In order for a system to be identified as RtI-MTSS in Michigan all elements must be present and implemented with fidelity.= = = || || ||  ||  ||  ||
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 * =__ S __=

= __Scaffolding__: An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without adult assistance.= = __Specific Learning Disability (SLD)__: As defined by IDEIA 2004, a learning deficit in which the child, despite being provided with appropriate learning experiences and instruction, does not achieve adequately for the child's age or meet state-approved grade-level standards in one or more of the following areas: oral expression; listening comprehension; written expression; basic reading skills; reading fluency skills; reading comprehension; mathematics calculation; or mathematics problem-solving.= = __Summative Assessment__: A comprehensive evaluation that measures a student's level of learning at the end of a unit of study.= = __Supplementary Intervention__: Supports that augment primary instruction to directly address an area of need; often implemented in small group settings but may be individualized; associated with Tier 2.= = __Systematic Data Collection__: A planned time frame for administering appropriate assessments to set baselines and monitor student progress.= = __Systemic Reform__: Change that occurs in all aspects and levels of the educational process and that impacts all stakeholders within the process--students, teachers, parents, administrators, and community member--with implications for all components, including curriculum, assessment, professional development, instruction, and comprehension.= =__ T __=

=__ Tier: __A level in a pyramid of interventions or an RtI system that includes interventions and supports for a clearly defined group of students.= =__ Tiered Model: __ An educational model that delineates three or more levels of instructional interventions based on gaps in student skills.= =__ Title I __ : The first major section of the No Child Left Behind Act, which funds and specifies compensatory programs for socioeconomically disadvantaged students.= = __Trendline__: A line on a graph that connects data points to compare a student's academic progress against his or her aimline to determine the student's responsiveness to intervention.=

=__ U __= = __Universal Screening__: A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks and learning standards; also, the practice of assessing all students in a school with valid measures in the major curricular areas, so that no student at risk falls through the cracks.= ||  || =__ V __=

=__ Validated Intervention __ : An intervention shown by educational research to be effective in meeting a set of identified student needs.= =__ Validity __ : An indication that an assessment instrument consistently measures what it is designed to measure.=

=__ W __= =__ X __= ||  || =__ Y __= =__ Z __= ||