Accommodation

Autism

Benchmark

Benchmark Assessments

Behavior Intervention Plan

Check-In Check-Out

Intellectual Disability

Common Core State Standards

Curriculum-Based Measurement

Daily Progress Report

Data-Based Decision-Making

Differentiation

Educator Effectiveness Plan

Emotional Behavioral Disability

Evidence-Based

Fidelity

Formative Assessments

Functional Behavioral Assessment

Goal Line

Hearing Impaired

Individual Education Plan

Internal Site Coach

Insufficient Progress

Intervention

Modifications

Multi-Level / Multi-Tiered System of Support

Office Discipline Referral

Other Health Impaired

Orthopedic Impairment

Progress monitoring

Progress monitoring tools

Positive Behavioral Intervention System

Positive Behavioral Intervention System

Professional Learning Community

Professional Practice Goals

Rate of Improvement

Reliability

Research-based

Response to Intervention / Instruction

Section 504 of the Rehabilitation Act

Significant Developmental Delay

Social Skills Group

Specific Learning Disability

Student Learning Objective

Support Team for At Risk Students

Summative Assessments

Tier 1 / Universal Instruction / General Education

Tier 2 Targeted Intervention / Instruction

Tier 3 Intensive Intervention / Instruction

Trend Line

Traumatic Brain Injury

Universal Screener

Validity

-

AUT

BM

-

BIP

CICO

ID

CCSS

CBM

DPR

-

-

EEP

EBD

-

-

-

FBA

-

HI

IEP

ISC

-

-

-

MLSS/MTSS

ODR

OHI

OI

PM

-

PBIS

PDP

PLC

PPG

ROI

-

-

RTI

504

SDD

SSG

SLD

SLO

STARS

-

T1

T2

T3

-

TBI

-

-

Practices and procedures intended to provide students with equitable access to grade-level content and assessments. Accommodations do not change what a student is expected to learn.

DPI category of special education impairment. It means a student has differences in interactions with others, significant communication differences, and one or more differences in motor, sensory, social, learning, thinking, generalizing, personal adjustment with changes/routines, among others.

Pre-determined milestones of achievement, established periodically throughout the school year, leading towards mastery of grade level/content standards.

Periodic assessments used throughout the school year to show studentprogress toward mastery of grade-level standards.

Student-specific behavior plan written by a multidisciplinary team that attempts to provide positive teaching of behaviors, specific desired outcomes, and exact consequences. Plans are fluid and change based on experimenting with what works and what is not as successful. BIPs are crucial pieces of evidence for students with behavioral concerns.

PBIS Tier 2 and/or Tier 3 process of students checking-in with an adult at the start of school daily to retrieve a goal sheet/encouragement; teachers providing feedback on the sheet throughout the day; and students checking-out at the end of the day with an adult. The student takes the sheet home to be signed, returning it the following morning at check-in.

DPI category of special education impairment. It means a student has significantly low cognitive ability, adaptive skills, and academic skills.

Essential grade level and subject area learning expectations K-12 students should know and be able to do to be considered college- and career-ready.

Systematic practice of using precise tools for directly measuring student competency and progress in basic skill areas of reading, spelling, mathematics, and written language.

A data collection record used in CICO as a way to record and monitor behavior per period.

Process of making instructional decisions for academic and behavioral success through ongoing collection and analysis of data.

Dynamic adjustment of universal curriculum and instructional practices based on the learning needs of individual students.

A plan documented in Frontline that lists Student Learning Objectives, Professional Practice goals, and Professional Growth Strategies and Support for an educator, along with the activities required to attain these goals and the measures necessary to evaluate the progress made on them.

DPI category of special education impairment. It means a student has significantly different behaviors than typical peers. Behaviors are documented to be chronic, frequent, and severe, and occur in school and at least one other setting (home or community).

“Scientific, research-based instruction with substantial evidence of their effectiveness through multiple outcome evaluations” per Wisconsin DPI. Programs, strategies, and assessments shown to have had positive outcomes for many students.

Instruction or intervention delivered in a way that is consistent with how it was intended to be delivered.

Frequent, ongoing evaluation strategies used to quickly gauge students’ current understanding and make instructional adjustments in response. FRSD Examples: Running records, fluency probes, comprehension checks

Observations completed within a student's regular education environment that attempt to understand concerning behaviors. Observers look to understand the antecedents, behaviors, and consequences (ABC) related to the concern. This information is used to write an effective BIP.

Expected rate of improvement across time. It is a line drawn between two points: baseline and the student goal. This can also be called the aim line or a trajectory line.

A significant impairment in hearing, with or without amplification, whether permanent or chronically fluctuating, that significantly adversely affects a child’s educational performance including academic performance, speech perception and production, or language and communication skills.

Federal document with state and district implications. This document details specific information related to special education services and support for a specific student. It must be as exact as possible to ensure that the student is given the 'least restrictive environment' within a school setting as possible.

Building level behavioral support team

When a student fails to meet the individual expectations set by the district, student-specific team, or intensive intervention.

Instructional practices and programs used to systematically increase performance for students not meeting academic or behavioral benchmarks.

Changes made to learning expectations in order to meet the needs of individual students; typically academic standards are altered.

School-wide plan to systematically provide differing levels and intensity of supports based on student responsiveness to instruction and intervention. FRSD Examples: RTI, PBIS, also referred to as tiered intervention system

A form filled out by school staff recording details of a major behavioral incident, such as students involved, location, problem behavior and possible motivation.

DPI category of special education impairment. It means a student has a significant health concern that has been documented over time and impacts strength, vitality, and/or alertness within the school setting, in addition to impacting educational performance in some way.

A severe orthopedic impairment that adversely affects a child’s educational performance.

Type of formative assessment which uses frequent and repeated standardized measures to assess the growth of specific skills.

Valid and reliable assessments used to quantify a student’s rate of improvement in response to an intervention. These tools are designed to be easy, quick, repeatable, and highly sensitive to small changes in student performance.

Framework for schools to build a continuum of evidenced-based interventions that support all students in academic and behavioral settings. It teaches a set of skills and clear expectations for positive student behaviors.

A process for the renewal of an educator’s license based on planned professional growth and evidence of the impact of that growth on student learning.

An extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field.

Practice related goals are an important part of professional education practice. Goals are set as educators prepare for their Educator Effectiveness Plans and are are monitored by the educator during the school year.

Changes in a student’s individual skill while participating in an intensive intervention.

Consistency of an assessment’s results.

“Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” United States Department of Education, 2009. Programs, strategies, and assessments shown to be effective in rigorous, scientific studies.

Process for achieving higher levels of academic and behavioral success for all students within a tiered model via increasing student supports and interventions designed around specific skill deficits.

Federal law that protects and allows people with disabilities full access to work/school. A 504 Plan provides details on educational accommodations necessary to access appropriate instruction.

DPI category of special education impairment. It means a student is 3-9 years old and displays significant delays in two or more areas: gross or fine motor, cognition, communication, emotional or social, and adaptive.

PBIS Tier 2 process designed to teach students appropriate behaviors that will help them be more successful in school. Students that participate are identified as needing extra behavioral support - these students may been in CICO and still need more assistance.

DPI category of special education impairment. It means a student has a disorder in one or more of the basic phonological processes involved in understanding or using language (spoken or written) that may manifest itself in the imperfect ability to listen, think, speak, read, write, or to do mathematical calculations.

Identifies the standards and skills that students need to master and the ways teachers will measure students’ progressrelative to those skills throughout a course.

A group that evaluates a child’s performance, makes recommendations for success, and develops a formal plan. The team may include the classroom teacher, parents, and educational specialists (psychologists, social workers, counselors, and others as designated by buildings).

In-frequent tests used to evaluate cumulative learning. FRSD Examples: Large-scale standardized assessments (WI Forward, I-Ready, AP tests), end-of-semester exams

All students receive classroom instruction that is differentiated and utilizes strategies and materials that are highly effective for most students. Assessment in the classroom is continuous and clearly identifies the strengths and weaknesses for each learner. Any necessary interventions at this level are within the framework of the general education classroom and can be in the form of differentiated instruction, small group review, or one-on-one remediation of skills.

Selected interventions that may occur within or outside of the general education classroom. Continuous assessment, or structured progress monitoring, occurs at more frequent intervals. Core instruction is still delivered by the classroom teacher, but small groups of similar instructional levels may work together under a teacher’s instruction and/or guidance. This type of targeted instruction is typically for 30 minutes, three to five times per week in the general education setting or with a specialized teacher.

Students who require more intense, explicit, and individualized instruction and have not shown sufficient response to Tier 1 and Tier 2 interventions. The interventions in this tier may be similar to those in Tier 2, except that they are intensified in focus, frequency, duration, and progress monitoring.

Developed using the progress monitoring data collected during the implementation of an intervention. The trend line illustrates the student’s actual rate of progress.

DPI category of special education impairment. It means a student has experienced a significant injury to the brain during normal development by an external force that adversely affects educational performance.

Valid and reliable data collection tool and/or process used to assess students’ current level of performance in relation to grade level benchmarks.

Extent to which an assessment or tool measures what it is intended to measure.