KEY TERMS & ACRONYMS Benchmark assessments: Short assessments given at the beginning, middle, and end of the year to establish baseline achievement data and progress Charting: Visual depiction of the student's performance data relative to the baseline and aim line. Includes baseline data, aim line, progress monitoring data, and trend lines. Core principles of RTI: Beliefs necessary for RtI processes to be effective All children can learn D Early intervention for struggling learners is essential D Use of multi-tier model of delivery is necessary D Utilization of a problem-solving methodology D Measurement that uses direct observation and recording of a Assessment (CBA): student's performance in the local curriculum as a basis for gathering information to make instructional decisions Curriculum-Based Measurement (CBM): CBM is a method for monitoring student progress through a curriculum. It reflects the success of students' instructional program by using short, formative assessments that are normed. A process in which school personnel engage in ongoing analysis of Data-based decision making: data from multi-level sources to provide a comprehensive picture of strengths and challenges and develop a plan to prioritize and address those challenges. Data points: Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time Dimensions of reading: The five research based dimensions of reading as outlined in the Elementary and Secondary Education Act of 2001 (NCLB) Phonemic Awareness Phonics Fluency Vocabulary Comprehension 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: Difference between two outcome measures IQ-Achievement discrepancy - difference between scores on a intelligence test mid a norm-referenced achievement test Difference between pre-test and post-test on a criterion-referenced test
KEY TERMS & ACRONYMS Benchmark assessments: Short assessments given at the beginning, middle, and end of the year to establish baseline achievement data and progress Charting: Visual depiction of the student's performance data relative to the baseline and aim line. Includes baseline data, aim line, progress monitoring data, and trend lines. Core principles of RTI: Beliefs necessary for RtI processes to be effective D All children can learn D Early intervention for struggling learners is essential D Use of multi-tier model of delivery is necessary D Utilization of a problem-solving methodology 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): CBM is a method for monitoring student progress through a curriculum. It reflects the success of students' instructional program by using short, formative assessments that are normed. Data-based decision making: A process in which school personnel engage in ongoing analysis of data from multi-level sources to provide a comprehensive picture of strengths and challenges and develop a plan to prioritize and address those challenges. Data points: Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time Dimensions of reading: The five research based dimensions of reading as outlined in the Elementary and Secondary Education Act of 2001 (NCLB) Phonemic Awareness Phonics Fluency Vocabulary Comprehension 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: Difference between two outcome measures IQ-Achievement discrepancy - difference between scores on a intelligence test mid a norm-referenced achievement test Difference between pre-test and post-test on a criterion-referenced test