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AIMSWeb |
A
data management system that facilitates the organization of student,
classroom, school, and district level benchmark and progress monitoring
data. The system automatically graphs data against student, classroom,
school, district or national norms or targets.
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Assessment |
The
process of measuring and documenting what students have learned. |
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Benchmark tests |
Short assessments (2-3 minutes) given at the beginning, middle, and end
of year to establish baseline achievement data and progress.
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Curriculum-Based Measurement |
A
method of monitoring student progress through a curriculum. It reflects
the success of students’ instructional program by using short, formative
assessments that are nationally normed.
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Data-Based Decision Making |
The
process of planning for student success (academic and behavioral)
through the use of ongoing progress monitoring and analysis of data. |
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Differentiated Instruction |
Instruction that matches the specific strengths and needs of each
learner. |
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Duration |
The
length of time over which a child receives an intervention (e.g., 15
weeks).
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Fidelity |
Implementing a program, system or intervention exactly as designed so
that it is aligned with research and ensures the largest possible
positive outcome.
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Frequency |
The
number of times a child receives an intervention in a given timeframe
(e.g., daily, twice weekly).
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Gap Analysis |
Gap
Analysis is a tool for measuring the difference between the student’s
current level of performance and benchmark expectations. |
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Intensity |
The
length of time during which a child receives an intervention (e.g., 30
minutes).
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Interventions |
Instructional strategies and curricular components used to enhance
student learning.
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PDSA |
Plan – Do – Study – Act
The acronym for District 11’s continuous quality improvement process.
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Positive Behavior Support |
A
proactive school-wide approach for teaching and improving socially
acceptable behavior.
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Problem Solving Team |
A collaborative team which includes parents, teachers and
specialists that meets to evaluate student data, plan interventions and
monitor student progress.
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Progress monitoring |
Data used to frequently check student progress towards success. Most
often, progress monitoring data comes from short (2-3 minute), normed
assessment probes given every 1-4 weeks.
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Multi-tiered intervention model |
A continuum of instruction, where each tier provides
increasingly intense interventions and levels of support in addition to
previously provided instruction
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Research-based Interventions |
Instructional strategies and curricular components that have been
validated as effective by experimental design studies that:
a) have been applied to a large study sample,
b) show a direct correlation between the intervention and student
progress, and
c) have been reported in peer-reviewed journals. |
