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Glossary of Terms

Terms & Definitions

Assessment is the process of collecting, reviewing, and using information to make educational decisions about student learning. The type of information collected is determined by the intended use of the results or the type of decision that is needed. There are four (4) types of assessments: Universal Assessments, Diagnostic Assessments, Progress Monitoring and Outcomes Assessments (NDMTSS Playbook)

Behavior Intervention/Improvement Plans (BIPs) are often used for students based upon teacher observations, student assessments or screeners, and/or teacher-collected data identifying the need for additional behavioral supports. (Branching Minds)

A standard or point of reference against which things may be compared or assessed (NDMTSS)

Allows school PBIS Leadership Teams to examine their PBIS Tier 1 implementation fidelity, documenting if it has been effective, and identify strengths and weaknesses for action planning using a reliable and valid tool. The BoQ is intended to guide both initial implementation and sustained use of PBIS Tier 1. (Florida PBIS)

During classroom instruction, a teacher implements the determined curriculum, including instructional materials, and uses evidence-based teaching methods and strategies to engage students to support student learning of content area standards. (NeMTSS)

North Dakota Content Standards serve as a model to develop teaching and learning goals and expectations for what students should know and be able to do for each grade span. (NDDPI)

The NDDPI collaborates with Cognia to assist schools in the creation of a Continuous School Improvement plan. This plan is meant to be rooted in a school’s current reality based on data assessment and “future thinking”, resulting in the creation of a Strategy Map. (NDDPI)

Refers to the academic content standards taught in a school or in a specific course or program (NDSBL)

An ongoing team process including gathering accurate and reliable data, correctly interpreting and validating data, using data to make meaningful instructional changes for students, establishing and managing increasingly intensive tiers of support, and evaluating the process at all tiers to ensure the system is working.
(NDMTSS Playbook)

The data-based decision-making process should involve evaluating needs at every level of the education system, creating a data-informed plan for continuous improvement, and monitoring progress toward goals that advance student outcomes.

The systematic procedures by which patterns of data are analyzed. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students. (AIR Advancing Evidence Improving Lives)

Tools help teachers identify a student’s specific skill deficits and/or behavioral challenges, so that they can make targeted, individualized, and data-driven changes to the student’s intervention program. (NCII)

A student of school age who has a language other than English that impacts their ability to be successful in classrooms where English is the language of instruction. Some organizations use the term EL interchangeably with English as a Second Language (ESL), English Language Learner (ELL) or Multilingual Learner (ML). Additional terms for this population include English Language Proficiency (ELP) as an assessment or level and English Language Development (ELD) to describe the program that serves EL students. 

The NDMTSS framework is comprised of five essential components: Assessments, Data-Based Decision Making, Multi-tier Instruction, Infrastructure and Supports Mechanisms, & Fidelity and Evaluation

The idea that classroom practices should be based on the best available scientific evidence, rather than personal judgment, tradition, social media trends, or other influences. EBI are practices consistently associated with positive learning outcomes. Evidence-based means that at least one peer-reviewed, high-quality study suggests using a specific method, tool, or practice. (Reading Rockets)

Explicit instruction is systematic, direct, engaging, success oriented and has been shown to promote achievement for all students.  (Anita L Archer & Charles A Hughes)

The degree to which an intervention is delivered as intended and is critical to successful translation of evidence-based interventions into practice (NeMTSS)

Functional Behavior Assessment (FBA) is a comprehensive and individualized, problem-solving process that addresses challenging behavior. It incorporates a variety of techniques and strategies to gather information as a means of understanding the specific reasons for the student’s problem behavior and how a student’s behavior relates to or is affected by his/her environment.  An FBA looks beyond the form of the behavior (i.e., what the behavior looks or sounds like), and focuses on identifying what causes and maintains the behavior (i.e., the function). This type of assessment leads the observer beyond the “symptom” (the behavior) to the student’s underlying motivation (escape, avoid, or gain something). (NDDPI)

Gradual Release Model is a best practice instructional model where teachers strategically transfer the responsibility in the learning process from the teacher to the students (Fisher & Frey). Typically, the model of teaching has four phases: 

  • I do- where the teacher models the lesson objective in a focus lesson, 
  • We do- guided instruction with both input from the teacher and the students, 
  • You do together, Collaborative learning in small groups or partners and 
  • You do alone- independent practice.

Implementation science is the scientific study of methods and strategies that facilitate the uptake of evidence-based practice and research into regular use by educators (University of Washington)

Alignment of resources and supports necessary to implement an effective system includes, but is not limited to: Shared Vision, Prevention Focus, Culture, Leadership, Professional Development, Schedules, Resources, Communication, Leadership Team (NDMTSS Playbook)

A team that utilizes data analysis to provide infrastructure and professional development plans for the strategic implementation of MTSS system-wide (NeMTSS)

MTSS is a Multi-Tier System of Supports that wraps around an entire school. As a system-level structure, it provides academic, behavioral, social-emotional, and attendance support for all students. Data is gathered and utilized to address academic and non-academic needs, such as attendance and social-emotional concerns, ensuring a holistic approach to support. 

(Branching Minds)

  • Tier 1 Core Instruction, all students receive scientific, research-based core instruction implemented with integrity and emphasizing grade-level standards and school-wide behavioral expectations. Instruction at Tier 1 should be explicit, differentiated, and include flexible grouping, active student engagement, and high-quality instruction based on current student data and needs. Tier 1 in MTSS should be accessible and provide support to 100% of students.  
  • Tier 2  Strategic Interventions, universal screeners are used to identify students in need of support academically or behaviorally. These students are provided scientific, research-based interventions in addition to core instruction according to their needs. Approximately 5-15% of students will need supplemental instruction at Tier 2 to become proficient. Tier 2 interventions are implemented within groups of students who need support in the same area, such as academic, social-emotional, or behavioral.
  • Tier 3 Intensive Interventions, are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios, and possibly occur for a longer duration of time. Tier 3 interventions occur in conjunction with Tier 1 and Tier 2 support. About 5-15% of students will require this level of intensive support. The intervention’s intensity/frequency and duration are considered based upon need. Tier 3 intervention plans include more than what occurs during intervention time. They also include strategies for maximizing student outcomes during core instruction (Tier 1), support provided at Tier 2, as well as supports to use at home or in the community. (Branching Minds)

A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates layering of instruction and assessments offering specific, research-based interventions matched to student needs driven by data. (NDMTSS Playbook)

North Dakota’s Multi-Tier System of Supports (NDMTSS) is a framework to provide all students with the best opportunities to succeed academically, socially, emotionally, and behaviorally in school. NDMTSS focuses on providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices. (NDMTSS Playbook)

Scores from norm-referenced tests are used to compare students’ progress to others in their peer group. This group may contain students in the same grade across the nation, or other categories such as special education, disability status, English learners, gifted students, and more. Most commonly, norm-referenced tests use a national peer group. (Renaissance)

Measures performance of the educational system – e.g. NDSA, ACT

Is a process of collecting and analyzing data on students’ academic and/or behavioral performance on a regular and ongoing basis to evaluate the effectiveness of instruction and intervention, and to make instructional decisions based on student needs. (azed.gov)

Uses a systematic process for identifying students who may be at risk for poor learning outcomes, including academic, behavioral, social, emotional, school completion, and college and career readiness outcomes. (MTSS4Success)

Integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. RtI consists of 4 Essential components: School-wide, multi-level instructional and behavioral system, Screening, Progress Monitoring, Data-based decision making for instruction, movement, within the multi-level system, and disability identification (in accordance with state law). (National Center of Response to Intervention)

Schools are identified from a pool of consistently underperforming schools in the bottom 10%. Additionally, these schools may have one or more subgroups (from the list below) with achievement levels below the highest-performing comprehensive school based on all accountability factors within the state’s accountability system.

  • Economically disadvantaged students
  • Children with disabilities
  • English learners
  • White
  • American Indian or Alaska
  • Native
  • African American
  • Asian or Native
  • Hawaiian/Other Pacific
  • Islander
  • Hispanic or Latino

ESSA specifies that state educational agencies identify for Comprehensive Support and Improvement (CSI) the lowest-performing schools, high schools with low graduation rates, and schools with chronically low-performing subgroups.
Schools must meet the following criteria:

  1. The lowest-performing 5% of all Title I schools in the state (based on the performance of the accountability framework over no more than three years)
  2. All public high schools (Title I or non-Title I) that graduate less than 67%
  3. Any school that was identified as Targeted Support and Improvement (TSI) and did not meet exit criteria after three consecutive years

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North Dakota’s Multi-Tier System of Supports (NDMTSS) is a framework to provide all students with the best opportunities to succeed academically, socially, emotionally, and behaviorally in school. NDMTSS focuses on providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data is used to allocate resources to improve student learning and support staff implementation of effective practices.

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