RTI Glossary (Definitions are based on research. Practice may vary slightly based on the needs of the individual school buildings). Behavior Intervention Plan A behavior intervention plan is based on a Functional Behavior Assessment (FBA). It is developed and implemented by a collaborative team, which includes the student and parent. The plan includes positive behavior supports (PBS), identified skills for school success, and specific strategies for behavioral instruction. Data-Driven Decision Making The process of planning for student success (both academic and behavioral) through the use of ongoing progress monitoring and analysis of data. Discrepancy Statement A clear and measurable statement of student performance as compared to same-age peer performance. *Behavior example: When observed in circle time, Billy is on-task 30% of the time compared to classmates who are on-task 88% of the time. (Academic example: Jonathan, a fourth grader, is reading 65 correct words per minute (wpm) with 3 errors. His peers are currently reading 95 correct words per minute (wpm) with 3 errors). Duration How long a behavior or an intervention occurs. Commonly used in Functional Behavioral Analysis (FBA) and Response to Intervention (RtI) in the context of examining and observing the three most important factors of concern: Frequency, Intensity, and Duration. For the purposes of documenting response to intervention, duration refers to the length (number of minutes) of a session multiplied by the number of sessions per school year. "Sufficient duration" is dependent on a number of factors including the program or strategy being used, the age of the student, and the severity of the problem. Some programs offer guidelines or recommendations for duration. Evidence-based Instruction/Interventions See research-based instruction/intervention/practice. Fidelity Refers to the accuracy, loyalty and attentiveness with which an intended research design for instruction and/or intervention is implemented. To support standardization, intervention specialists must generally follow a prescribed protocol in order to ensure a program or strategy's fidelity.
RTI Glossary (Definitions are based on research. Practice may vary slightly based on the needs of the individual school buildings). Behavior Intervention Plan A behavior intervention plan is based on a Functional Behavior Assessment (FBA). It is developed and implemented by a collaborative team, which includes the student and parent. The plan includes positive behavior supports (PBS), identified skills for school success, and specific strategies for behavioral instruction. Data-Driven Decision Making The process of planning for student success (both academic and behavioral) through the use of ongoing progress monitoring and analysis of data. Discrepancy Statement A clear and measurable statement of student performance as compared to same-age peer performance. *Behavior example: When observed in circle time, Billy is on-task 30% of the time compared to classmates who are on-task 88% of the time. (Academic example: Jonathan, a fourth grader, is reading 65 correct words per minute (wpm) with 3 errors. His peers are currently reading 95 correct words per minute (wpm) with 3 errors). Duration How long a behavior or an intervention occurs. Commonly used in Functional Behavioral Analysis (FBA) and Response to Intervention (RtI) in the context of examining and observing the three most important factors of concern: Frequency, Intensity, and Duration. For the purposes of documenting response to intervention, duration refers to the length (number of minutes) of a session multiplied by the number of sessions per school year. "Sufficient duration" is dependent on a number of factors including the program or strategy being used, the age of the student, and the severity of the problem. Some programs offer guidelines or recommendations for duration. Evidence-based Instruction/Interventions See research-based instruction/intervention/practice. Fidelity Refers to the accuracy, loyalty and attentiveness with which an intended research design for instruction and/or intervention is implemented. To support standardization, intervention specialists must generally follow a prescribed protocol in order to ensure a program or strategy's fidelity.
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