Common Terminology

Aim-line

Line on a graph that illustrates a student's expected rate of progress over time.

Alterable Variables

Factors such as instruction, curriculum, environment that educators can change.

Assessment Tools

Instruments used for making decisions based on the review of products (student work), interviewing, observing or testing in the areas of instruction, curriculum, and learning environment.

Benchmark Assessment

This is a screenshot assessment, nationally normed, that occurs three times per year for the purposes of evaluating the core curriculum and identifying students who may be at risk for not meeting core curriculum standards. 

Additional ways to measure students' success and monitor progress: 

• Common Assessments

• Formative Assessments

• Running Records

• Exit Slips 

Continuous Parent Outreach and Support

Parents should be included in the RtI process and ongoing efforts will be made to build regular communication between home and school.

Core Instruction

The delivery and implementation of the core curricula. This is critical and usually mandatory for all students. This should be scientific and research based.

Cut Scores

Cut points on common benchmark assessments; specify the score at or below which students should be considered for intervention.

Data Team Meetings / Professional Learning Communities

It is up to each building how they would like to talk about the data. But the NUMBER ONE component to giving any type of assessments, is talking about the data. It is important that teachers have time allotted to not only analyzing but discussing data AND the students and how they are doing in regards to reaching their goals. This is an RtI non-negotiable.

Decision Making Guidelines

These are a set of standards that the District RtI Committee and Special Services agreed upon that the district will adhere to in determining the effectiveness and efficiency of interventions as they relate to student progress and next steps in the RtI process.

Diagnostic Tools

Instruments that are designed and used to identify strengths and areas of need in the academic area of  a student.

Extended Learning 

It is imperative to remember that RtI time can also be used for students who have mastered the standards and create a group to push them beyond grade level expectations. RtI time, if the building schedule allows, can be a personalized time for ALL students in the building and NOT just for students who are struggling with meeting core curriculum. 

Evidence Based

A practice/program/strategy based on rigorous research designs, has demonstrated a record of success for improving student outcomes, and has undergone a systematic review process using quality indicators to evaluate levels of evidence.

Fidelity

The extent to which the instructional methods, curriculum, or assessments were used consistently and accurately as they were intended.

Intervention

The systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions are provided by both general and special educators. Interventions are designed to improve student performance relative to a specific and measurable goal.  They are based on valid information about current performance, realistic implementation, and include ongoing student progress monitoring. 

MTSS

The umbrella that houses the academic and behavioral needs. 

• evidence based and system wide practices

• rapid responses to needs

• frequent progress monitoring

• empowers students to achieve high standards

Professional Development

People don't know what they don't know. It's IMPERATIVE to know your staff, talk to them, survey them, and continue to provide professional development to strengthen teachers' best practice so that students can be as successful as possible.

Progress Monitoring

This is what educators will use to asses the progress their students are making towards their goals. Through this monitoring, educators will also be able to determine how students are responding to instruction to help determine the next steps for instructional planning.

Tier I Students: Monitored monthly

Tier II Students: Monitored bi-monthly

Tier III Students: Monitored weekly

Problem

A data based discrepancy between what is expected (standards / norms) and what is occurring (current performance).

Problem Solving

A systematic four step process:

• problem identification

• problem analysis

• plan development and implementation

• plan evaluation

NWEA MAP

MAP is our universal benchmarking tool based on direct, frequent, and continuous student assessment based on national norms. This assessment is administered to students three times a year: Fall, Winter, and Spring. The results are reported to students, parents, teachers and administrators to determine instructional needs.

Scheduling

Scheduling during RtI implementation is essential to successful interventions. There is not a blanket fix and schedule solution for every school. Unfortunately, all schools will need to figure out a schedule that works for them. Most important is that each school has a sacred intervention time that is dedicated to closing the academic gap. When non-negotiable time is allotted, it is less likely to be skipped throughout the day. There is also an increased number of staff members that can assist during RtI time to make intervention groups smaller.

Scientifically Research Based

Curriculum and educational interventions that have been proven to be effective for most students based on scientific studies.

      Reading: phonemic awareness, phonics, fluency, vocabulary, comprehension (SBRR) Scientifically Based Reading Research

      Math: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive response (National Research Council)

Supplemental Instruction

Any instruction provided to students IN ADDITION to core instruction. An example for clarification: within a 90 minute language arts block students may receive large group instruction, small group direct instruction, and time for independent practice. Some students may receive additional small group direct instruction within the same 90 minute block in place of independent practice. This is considered differentiated core instruction, not supplemental instruction. Supplemental instruction is in addition to the time set aside for core instruction.

Universal Data Tool

instruments used for the purpose of identifying students who may be at-risk for not meeting academic and/or social behavior benchmarks.