|
|
 |
 |
 |
Accommodation
|
Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
|
|
Adaptation
|
An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
|
|
Aimline
|
Line on a graph that represents expected student growth over time.
|
|
AYP - Adequate Yearly Progress
|
A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
|
|
Core Curriculum
|
A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, 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. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
|
|
Curriculum-Based Assessment (CBA)
|
Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
|
|
Curriculum-Based Measurement (CBM)
|
Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
|
|
Data Points
|
Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
|
|
Data-Based/Data-Driven Decision Making
|
A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
|
|
Dependent Variable
|
Element that may be influenced or modified by some treatment or exposure.
|
|
Differentiated Instruction
|
Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
|
|
Discrepancy
|
a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
|
|
Disproportionality
|
The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
|
|
Early Intervening Services (EIS)
|
|
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
- Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
-
- Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
|
|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
|
|
Evidence-Based Practice
|
Educational practices/instructional strategies supported by relevant scientific research studies.
|
|
Explicit Instruction
|
Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
|
|
Fidelity of Implementation & Instruction
|
Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
|
|
Formative Assessment/Evaluation
|
Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
|
|
Functional Assessment
|
|
Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
|
|
IDEA
|
|
Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
|
|
Inclusion
|
|
(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
|
|
Independent Variable
|
Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
|
|
Integrity of Intervention Implementation
|
See Fidelity.
|
|
Intensive Interventions
|
Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
|
|
Learning Disability
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
|
|
Learning Rate
|
Average progress over a period of time, e.g., one year’s growth in one year’s time.
|
|
Local Education Agency (LEA)
|
Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
|
|
NCLB/ESEA
|
|
No Child Left Behind/Elementary and Secondary Education Act.
See ESEA/NCLB.
|
|
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. (Compare to criterion-referenced assessment.)
|
|
Over-Identification
|
Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
|
|
Over-Representation
|
Refers to over representation of students in specific disability-related categories that is above state and national averages.
|
|
Positive Behavior Support
|
A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
|
|
Positive Behavior Supports
|
Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
|
|
Primary Levels of Intervention
|
Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
|
|
Problem-Solving Approach to RTI
|
Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
|
|
Problem-Solving Team
|
Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
|
|
Progress Monitoring
|
A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
|
|
Remediation
|
Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
|
|
Response to Intervention (RTI)
|
|
also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
|
|
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.
|
|
Scientific, Research-Based instruction
|
Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
|
|
Screening
|
See Universal Screening.
|
|
Secondary Levels of Intervention
|
Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
|
|
Specific Learning Disability (SLD)
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
|
|
Standard Protocol Intervention
|
Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
|
|
State Education Agency (SEA)
|
Refers to the department of education at the state level.
|
|
Strategic Interventions Specific to Need
|
Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
|
|
Summative Assessment/Evaluation
|
Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
|
|
Systematic Data Collection
|
Planning a time frame for and following through with 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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
|
|
Tertiary Levels of Intervention
|
Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
|
|
Tiered Instruction
|
Levels of instructional intensity within a tiered model.
|
|
Tiered Model
|
Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
|
|
Trendline
|
Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
|
|
Universal Design for Learning (UDL)
|
Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
|
|
Universal Screening
|
A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
|
|
Validated Intervention
|
Intervention supported by education research to be effective with identified needs of sets of students.
|
|
Validity
|
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
|
Accommodation
|
Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
|
|
Adaptation
|
An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
|
|
Aimline
|
Line on a graph that represents expected student growth over time.
|
|
AYP - Adequate Yearly Progress
|
A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
|
|
Core Curriculum
|
A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, 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. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
|
|
Curriculum-Based Assessment (CBA)
|
Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
|
|
Curriculum-Based Measurement (CBM)
|
Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
|
|
Data Points
|
Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
|
|
Data-Based/Data-Driven Decision Making
|
A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
|
|
Dependent Variable
|
Element that may be influenced or modified by some treatment or exposure.
|
|
Differentiated Instruction
|
Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
|
|
Discrepancy
|
a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
|
|
Disproportionality
|
The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
|
|
Early Intervening Services (EIS)
|
|
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
- Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
-
- Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
|
|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
|
|
Evidence-Based Practice
|
Educational practices/instructional strategies supported by relevant scientific research studies.
|
|
Explicit Instruction
|
Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
|
|
Fidelity of Implementation & Instruction
|
Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
|
|
Formative Assessment/Evaluation
|
Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
|
|
Functional Assessment
|
|
Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
|
|
IDEA
|
|
Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
|
|
Inclusion
|
|
(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
|
|
Independent Variable
|
Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
|
|
Integrity of Intervention Implementation
|
See Fidelity.
|
|
Intensive Interventions
|
Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
|
|
Learning Disability
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
|
|
Learning Rate
|
Average progress over a period of time, e.g., one year’s growth in one year’s time.
|
|
Local Education Agency (LEA)
|
Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
|
|
NCLB/ESEA
|
|
No Child Left Behind/Elementary and Secondary Education Act.
See ESEA/NCLB.
|
|
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. (Compare to criterion-referenced assessment.)
|
|
Over-Identification
|
Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
|
|
Over-Representation
|
Refers to over representation of students in specific disability-related categories that is above state and national averages.
|
|
Positive Behavior Support
|
A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
|
|
Positive Behavior Supports
|
Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
|
|
Primary Levels of Intervention
|
Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
|
|
Problem-Solving Approach to RTI
|
Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
|
|
Problem-Solving Team
|
Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
|
|
Progress Monitoring
|
A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
|
|
Remediation
|
Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
|
|
Response to Intervention (RTI)
|
|
also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
|
|
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.
|
|
Scientific, Research-Based instruction
|
Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
|
|
Screening
|
See Universal Screening.
|
|
Secondary Levels of Intervention
|
Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
|
|
Specific Learning Disability (SLD)
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
|
|
Standard Protocol Intervention
|
Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
|
|
State Education Agency (SEA)
|
Refers to the department of education at the state level.
|
|
Strategic Interventions Specific to Need
|
Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
|
|
Summative Assessment/Evaluation
|
Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
|
|
Systematic Data Collection
|
Planning a time frame for and following through with 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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
|
|
Tertiary Levels of Intervention
|
Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
|
|
Tiered Instruction
|
Levels of instructional intensity within a tiered model.
|
|
Tiered Model
|
Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
|
|
Trendline
|
Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
|
|
Universal Design for Learning (UDL)
|
Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
|
|
Universal Screening
|
A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
|
|
Validated Intervention
|
Intervention supported by education research to be effective with identified needs of sets of students.
|
|
Validity
|
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
|
Accommodation
|
Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
|
|
Adaptation
|
An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
|
|
Aimline
|
Line on a graph that represents expected student growth over time.
|
|
AYP - Adequate Yearly Progress
|
A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
|
|
Core Curriculum
|
A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, 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. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
|
|
Curriculum-Based Assessment (CBA)
|
Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
|
|
Curriculum-Based Measurement (CBM)
|
Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
|
|
Data Points
|
Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
|
|
Data-Based/Data-Driven Decision Making
|
A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
|
|
Dependent Variable
|
Element that may be influenced or modified by some treatment or exposure.
|
|
Differentiated Instruction
|
Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
|
|
Discrepancy
|
a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
|
|
Disproportionality
|
The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
|
|
Early Intervening Services (EIS)
|
|
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
- Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
-
- Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
|
|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
|
|
Evidence-Based Practice
|
Educational practices/instructional strategies supported by relevant scientific research studies.
|
|
Explicit Instruction
|
Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
|
|
Fidelity of Implementation & Instruction
|
Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
|
|
Formative Assessment/Evaluation
|
Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
|
|
Functional Assessment
|
|
Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
|
|
IDEA
|
|
Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
|
|
Inclusion
|
|
(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
|
|
Independent Variable
|
Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
|
|
Integrity of Intervention Implementation
|
See Fidelity.
|
|
Intensive Interventions
|
Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
|
|
Learning Disability
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
|
|
Learning Rate
|
Average progress over a period of time, e.g., one year’s growth in one year’s time.
|
|
Local Education Agency (LEA)
|
Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
|
|
NCLB/ESEA
|
|
No Child Left Behind/Elementary and Secondary Education Act.
See ESEA/NCLB.
|
|
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. (Compare to criterion-referenced assessment.)
|
|
Over-Identification
|
Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
|
|
Over-Representation
|
Refers to over representation of students in specific disability-related categories that is above state and national averages.
|
|
Positive Behavior Support
|
A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
|
|
Positive Behavior Supports
|
Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
|
|
Primary Levels of Intervention
|
Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
|
|
Problem-Solving Approach to RTI
|
Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
|
|
Problem-Solving Team
|
Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
|
|
Progress Monitoring
|
A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
|
|
Remediation
|
Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
|
|
Response to Intervention (RTI)
|
|
also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
|
|
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.
|
|
Scientific, Research-Based instruction
|
Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
|
|
Screening
|
See Universal Screening.
|
|
Secondary Levels of Intervention
|
Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
|
|
Specific Learning Disability (SLD)
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
|
|
Standard Protocol Intervention
|
Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
|
|
State Education Agency (SEA)
|
Refers to the department of education at the state level.
|
|
Strategic Interventions Specific to Need
|
Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
|
|
Summative Assessment/Evaluation
|
Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
|
|
Systematic Data Collection
|
Planning a time frame for and following through with 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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
|
|
Tertiary Levels of Intervention
|
Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
|
|
Tiered Instruction
|
Levels of instructional intensity within a tiered model.
|
|
Tiered Model
|
Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
|
|
Trendline
|
Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
|
|
Universal Design for Learning (UDL)
|
Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
|
|
Universal Screening
|
A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
|
|
Validated Intervention
|
Intervention supported by education research to be effective with identified needs of sets of students.
|
|
Validity
|
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
|
Accommodation
|
Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
|
|
Adaptation
|
An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
|
|
Aimline
|
Line on a graph that represents expected student growth over time.
|
|
AYP - Adequate Yearly Progress
|
A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
|
|
Core Curriculum
|
A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, 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. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
|
|
Curriculum-Based Assessment (CBA)
|
Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
|
|
Curriculum-Based Measurement (CBM)
|
Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
|
|
Data Points
|
Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
|
|
Data-Based/Data-Driven Decision Making
|
A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
|
|
Dependent Variable
|
Element that may be influenced or modified by some treatment or exposure.
|
|
Differentiated Instruction
|
Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
|
|
Discrepancy
|
a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
|
|
Disproportionality
|
The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
|
|
Early Intervening Services (EIS)
|
|
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
- Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
-
- Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
|
|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
|
|
Evidence-Based Practice
|
Educational practices/instructional strategies supported by relevant scientific research studies.
|
|
Explicit Instruction
|
Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
|
|
Fidelity of Implementation & Instruction
|
Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
|
|
Formative Assessment/Evaluation
|
Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
|
|
Functional Assessment
|
|
Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
|
|
IDEA
|
|
Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
|
|
Inclusion
|
|
(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
|
|
Independent Variable
|
Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
|
|
Integrity of Intervention Implementation
|
See Fidelity.
|
|
Intensive Interventions
|
Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
|
|
Learning Disability
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
|
|
Learning Rate
|
Average progress over a period of time, e.g., one year’s growth in one year’s time.
|
|
Local Education Agency (LEA)
|
Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
|
|
NCLB/ESEA
|
|
No Child Left Behind/Elementary and Secondary Education Act.
See ESEA/NCLB.
|
|
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. (Compare to criterion-referenced assessment.)
|
|
Over-Identification
|
Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
|
|
Over-Representation
|
Refers to over representation of students in specific disability-related categories that is above state and national averages.
|
|
Positive Behavior Support
|
A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
|
|
Positive Behavior Supports
|
Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
|
|
Primary Levels of Intervention
|
Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
|
|
Problem-Solving Approach to RTI
|
Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
|
|
Problem-Solving Team
|
Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
|
|
Progress Monitoring
|
A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
|
|
Remediation
|
Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
|
|
Response to Intervention (RTI)
|
|
also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
|
|
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.
|
|
Scientific, Research-Based instruction
|
Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
|
|
Screening
|
See Universal Screening.
|
|
Secondary Levels of Intervention
|
Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
|
|
Specific Learning Disability (SLD)
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
|
|
Standard Protocol Intervention
|
Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
|
|
State Education Agency (SEA)
|
Refers to the department of education at the state level.
|
|
Strategic Interventions Specific to Need
|
Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
|
|
Summative Assessment/Evaluation
|
Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
|
|
Systematic Data Collection
|
Planning a time frame for and following through with 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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
|
|
Tertiary Levels of Intervention
|
Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
|
|
Tiered Instruction
|
Levels of instructional intensity within a tiered model.
|
|
Tiered Model
|
Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
|
|
Trendline
|
Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
|
|
Universal Design for Learning (UDL)
|
Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
|
|
Universal Screening
|
A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
|
|
Validated Intervention
|
Intervention supported by education research to be effective with identified needs of sets of students.
|
|
Validity
|
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
|
Accommodation
|
Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
|
|
Adaptation
|
An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
|
|
Aimline
|
Line on a graph that represents expected student growth over time.
|
|
AYP - Adequate Yearly Progress
|
A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
|
|
Core Curriculum
|
A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, 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. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
|
|
Curriculum-Based Assessment (CBA)
|
Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
|
|
Curriculum-Based Measurement (CBM)
|
Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
|
|
Data Points
|
Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
|
|
Data-Based/Data-Driven Decision Making
|
A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
|
|
Dependent Variable
|
Element that may be influenced or modified by some treatment or exposure.
|
|
Differentiated Instruction
|
Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
|
|
Discrepancy
|
a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
|
|
Disproportionality
|
The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
|
|
Early Intervening Services (EIS)
|
|
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
- Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
-
- Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
|
|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
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Evidence-Based Practice
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Educational practices/instructional strategies supported by relevant scientific research studies.
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Explicit Instruction
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Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
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Fidelity of Implementation & Instruction
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Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
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Formative Assessment/Evaluation
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Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
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Functional Assessment
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Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
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IDEA
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Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
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Inclusion
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(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
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Independent Variable
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Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
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Integrity of Intervention Implementation
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See Fidelity.
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Intensive Interventions
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Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
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Learning Disability
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IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
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Learning Rate
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Average progress over a period of time, e.g., one year’s growth in one year’s time.
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Local Education Agency (LEA)
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Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
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NCLB/ESEA
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No Child Left Behind/Elementary and Secondary Education Act.
See ESEA/NCLB.
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Norm-Referenced Assessment
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An assessment designed to discover how an individual student's performance or test result compares to that of an appropriate peer group. (Compare to criterion-referenced assessment.)
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Over-Identification
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Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
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Over-Representation
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Refers to over representation of students in specific disability-related categories that is above state and national averages.
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Positive Behavior Support
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A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
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Positive Behavior Supports
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Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
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Primary Levels of Intervention
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Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
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Problem-Solving Approach to RTI
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Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
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Problem-Solving Team
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Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
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Progress Monitoring
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A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
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Remediation
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Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
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Response to Intervention (RTI)
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also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
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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.
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Scientific, Research-Based instruction
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Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
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Screening
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See Universal Screening.
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Secondary Levels of Intervention
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Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
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Specific Learning Disability (SLD)
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IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
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Standard Protocol Intervention
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Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
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State Education Agency (SEA)
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Refers to the department of education at the state level.
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Strategic Interventions Specific to Need
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Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
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Summative Assessment/Evaluation
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Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
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Systematic Data Collection
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Planning a time frame for and following through with appropriate assessments to set baselines and monitor student progress.
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Systemic Reform
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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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
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Tertiary Levels of Intervention
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Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
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Tiered Instruction
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Levels of instructional intensity within a tiered model.
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Tiered Model
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Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
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Trendline
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Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
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Universal Design for Learning (UDL)
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Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
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Universal Screening
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A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
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Validated Intervention
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Intervention supported by education research to be effective with identified needs of sets of students.
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Validity
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An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
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Accommodation
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Change made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.
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Adaptation
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An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations can include decreasing the number of exercises the student is expected to complete, assigning different reading materials, or allowing use of a calculator.
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Aimline
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Line on a graph that represents expected student growth over time.
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AYP - Adequate Yearly Progress
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A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the US Department of Education
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Core Curriculum
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A course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, Departments of Education, or other administrative agencies charged with overseeing education. Core curricula must be scientific and research-based.
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Criterion-Referenced Assessment
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An assessment that measures what a student understands, knows, or can accomplish in relation to specific performance objectives. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)
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Curriculum-Based Assessment (CBA)
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Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
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Curriculum-Based Measurement (CBM)
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Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
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Data Points
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Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.
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Data-Based/Data-Driven Decision Making
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A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.
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Dependent Variable
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Element that may be influenced or modified by some treatment or exposure.
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Differentiated Instruction
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Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences;
differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.
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Discrepancy
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a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test; c) Difference between pre-test and post-test on a criterion-referenced test.
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Disproportionality
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The over- or under-representation of minority students in special education. In other words, there is a disproportionate number, either a significantly larger or smaller percentage, of students from a specific minority background receiving special education services than the percentage of that minority in the population generally.
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Early Intervening Services (EIS)
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Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and
appropriate interventions to help these students.
From IDEA:
An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. When it has been determined that there is significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require the LEA to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve
children in the LEA, particularly children in those groups that were significantly over-identified.
EIS Activities could include:
· Professional development for teachers and other school staff to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
· Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction.
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|
ESEA/NCLB
|
|
Elementary and Secondary Education Act/No Child Left Behind
The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to K-12 public education.
|
|
Evidence-Based Practice
|
|
Educational practices/instructional strategies supported by relevant scientific research studies.
|
|
Explicit Instruction
|
|
Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
|
|
|
|
|
|
|
|
|
|
Fidelity of Implementation & Instruction
|
|
|
|
|
|
Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications.
|
|
Formative Assessment/Evaluation
|
|
Classroom/curriculum measures of student progress; monitors progress made toward achieving learning outcomes; informs instructional decision making.
|
|
Functional Assessment
|
|
Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, determine strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).
|
|
IDEA
|
|
Individuals with Disabilities Education Improvement Act of 2004, also
referred to as IDEA 2004
Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21.
|
|
Inclusion
|
|
(as a service delivery model)
Students with identified disabilities are educated with general education age-/grade-level peers.
|
|
Independent Variable
|
|
Variable that is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (e.g., instructional strategy/intervention), while the dependent variable (e.g., student demonstration of skills) is the element that changes as a result.
|
|
Integrity of Intervention Implementation
|
|
|
|
Intensive Interventions
|
|
Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions.
|
|
Learning Disability
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving
|
|
Learning Rate
|
|
Average progress over a period of time, e.g., one year’s growth in one year’s time.
|
|
Local Education Agency (LEA)
|
|
Refers to a specific school district or a group of school districts in a
cooperative or regional configuration.
|
|
NCLB/ESEA
|
|
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. (Compare to criterion-referenced assessment.)
|
|
Over-Identification
|
|
Refers to the over representation of students in special education programs/services that is above state and national averages; identification of more students for services through special education than the proportion of that population in the general population.
|
|
Over-Representation
|
|
Refers to over representation of students in specific disability-related categories that is above state and national averages.
|
|
Positive Behavior Support
|
|
A tiered intervention system based on school-wide practices that encourage and reward positive student and adult behavior.
|
|
Positive Behavior Supports
|
|
Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors.
|
|
Primary Levels of Intervention
|
|
Interventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.
|
|
Problem-Solving Approach to RTI
|
|
Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.
|
|
Problem-Solving Team
|
|
Group of education professionals coming together to consider student-specific
data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.
|
|
Progress Monitoring
|
|
A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.
|
|
Remediation
|
|
Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously.
|
|
Response to Intervention (RTI)
|
|
also Response to Instruction / Responsiveness to Intervention
Practice of providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make changes in
instruction or goals, and applying child response data to important
educational decisions.
|
|
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.
|
|
Scientific, Research-Based instruction
|
|
Curriculum and educational interventions that have been proven to be
effective for most students based on scientific study.
|
|
Screening
|
|
|
|
Secondary Levels of Intervention
|
|
Interventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.
|
|
Specific Learning Disability (SLD)
|
|
IDEA 2004 defines a Learning Disability/Specific Learning Disability in the following manner: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
(i) Oral expression.
(ii) Listening comprehension.
(iii) Written expression.
(iv) Basic reading skill.
(v) Reading fluency skills.
(vi) Reading comprehension.
(vii) Mathematics calculation.
(viii) Mathematics problem solving.
|
|
Standard Protocol Intervention
|
|
Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.
|
|
State Education Agency (SEA)
|
|
Refers to the department of education at the state level.
|
|
Strategic Interventions Specific to Need
|
|
Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances.
|
|
Summative Assessment/Evaluation
|
|
Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.
|
|
Systematic Data Collection
|
|
Planning a time frame for and following through with 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 members—with implications for all components, including curriculum, assessment, professional development, instruction, and compensation.
|
|
Tertiary Levels of Intervention
|
|
Interventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.
|
|
Tiered Instruction
|
|
Levels of instructional intensity within a tiered model.
|
|
Tiered Model
|
|
Common model of three or more tiers that delineate levels of instructional interventions based on student skill need.
|
|
Trendline
|
|
Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention.
|
|
Universal Design for Learning (UDL)
|
|
Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.
|
|
Universal Screening
|
|
A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards.
|
|
Validated Intervention
|
|
Intervention supported by education research to be effective with identified needs of sets of students.
|
|
Validity
|
|
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
|
|
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4249 Verona Road, South Euclid, Ohio 44121
(216) 291-8427
jakim92@gmail.com |
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