Research-based strategies that are designed to support a struggling student to succeed in the general education setting.
The ability for students to move among different groups based upon their performance and instructional needs.
A student who is not experiencing success in school because he/she is struggling academically and/or behaviorally or, conversely, because of significant academic advancement.
A process by which teachers utilize formal and informal assessments of student progress to monitor and adjust teaching to the level at which students are comprehending instruction. The goal is to improve teaching and learning.
High-yield instructional strategies administered to all students, aligned with grade level standards.
An assessment administered 3 times per year- beginning, middle, and end of year. The goal of these tools is to measure the progress a student is making over the course of the year.
Instruction tailored to meet individual student readiness levels, interests and learning preferences. A teacher can differentiate the content of what a student needs to learn, the process or activities that a student engages in to master the content, the product that a student must produce to demonstrate his/her learning, or the learning environment within a classroom.
Interim Assessment
Flexible Grouping
Interventions
At-Risk Student
Core Instructions
Formative Assessment
Differentiated Instruction
