Rtl Guide 2013-2014 - United Independent School District

Fidelity of Treatment Implementing a program, system or intervention exactly as designed so thatit is aligned with research and ensures the largest possible positive outcome.Formative Assessment/Evaluation Formative Assessment/Evaluation Classroom/curriculummeasures of student progress; monitors progress made towards achieving learningoutcomes; informs instructional decision making.Frequency The number of times a child receives an intervention in a given timeframe (e.g.,daily, twice weekly).Functional Assessment Functional Assessment Behaviors: Process to identify the problem,determine the function or purpose of the behavior, and to develop interventions to teach acceptable alternatives to the behavior. Academics: Process to identify theskill gap, strategies that have and have not been effective, and to developinterventions to teach the necessary skill(s).Inclusion (as a service delivery model) Students with identified disabilities are educated withgeneral education age-/grade-level peers.Intensity The length of time during which a child receives an intervention (e.g., 30 minutes).Intensive Interventions Academic and/or behavioral interventions characterized by increasedlength, frequency, and duration of implementation for students who strugglesignificantly; often associated with narrowest tier of an RtI tiered model; alsoreferred to as tertiary interventions.Interventions Instructional strategies and curricular components used to enhance studentlearning.Key practices in RtI Practices necessary for RtI processes to be effective: Using research-based,scientifically validated instruction and interventions, monitoring of studentprogress to inform instruction, making decisions based on data, using assessmentsfor universal screening, progress monitoring, and diagnostics.Learning Rate Average progress over a period of time, i.e. one-years growth in one years timePDSA Plan – Do – Study – Act. The acronym for District 11s continuous qualityimprovement process.Positive Behavior Support A tiered intervention system based on school-wide practices thatencourage and reward positive student and adult behavior.Positive Behavior Supports Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration ofpro-social behaviors.Primary Levels of Intervention Interventions that are preventive and proactive; implementation isschool wide or by whole-classroom; often connected to broadest tier (core orfoundational tier) of a tiered intervention model.Problem-solving Team Group of education professionals coming together to consider studentspecific data, brainstorm possible strategies/interventions; and develop a plan ofaction to address a student-specific need.77