Benchmarks—General progress of the students in school as a whole. In general, if a student meets a benchmark, we can predict future success on other high stakes tests.
CBM/AIMSweb—Short, timed measures that assess student's basic skills in the areas of reading, writing, spelling, and math. These measures are based on typical responses expected in the curriculum. (Curriculum-based measures)
Core Instruction—Instruction available to all students
Discrepancy—The degree to which a student is performing in relation to his/her grade level peers.
Goal line—A graph line of a student's current level of performance to where the student should be performing in a given amount of time.
Hypothesis—An educated guess of the cause and function of why the academic or behavioral concern is occurring.
Interventions—A specific skill building strategy, behavior management program, or instructional practice that aim to increase or decrease the student's target behavior or performance. Data is collected frequently to determine the trend and make adjustments.
Progress Monitoring—A brief method of frequently assessing a student's progress toward a goal. The measurements may be academic (reading, math, spelling, and writing) or behavioral (point systems, number of materials brought to class).
Problem-solving Team—A group of school personnel who meet regularly to review student concerns, progress monitoring data, and/or develop appropriate interventions.
Research-based—Describes a process by which interventions or methods have been reviewed and have been found to be effective in rigorous research studies.
Universal Screening—A step taken by school personnel early in the school year to determine which students are “at risk” for not meeting grade-level standards. Those students whose scores fall below a certain cut-off are identified as needing more supports.