Alphabet Scramble
An interdisciplinary team of professionals within the school environment who come together throughout the school year to formulate coordinated services and team delivery systems to address the full range of student learning, behavior, social, and health problems in the general education program as well as for students determined to be in need of special education programs and services.
I&RS
Intervention and Referral Services
Supplemental supports and
interventions in ELA, math, and behavior
Tier 2
Although not mandated, this was introduced in the 2004 reauthorization of IDEA due to the increase of students referred to special education with a Specific Learning Disability.
RTI
Response to Intervention
This essential component of NJTSS involves assessing all students to identify their performance against benchmark expectations.
Universal screening
High quality learning environments, curricula and instructional practices, universal screening, data-based decision making, and collaborative problem solving teams are essential components of NJTSS.
True
A preventative framework that uses evidence-based interventions and practices along a multi-tiered continuum to provide academic, behavioral, social, and emotional supports to students.
PBIS
Positive Behavior Intervention and Supports
High quality learning environments with core and differentiated instruction that include Universal Design for Learning (UDL)
Tier 1
This was introduced in 2015 when the
Elementary and Secondary Education/Every Student Succeeds Act (ESSA) was signed.
MTSS
Multiple Tier System of Support
This essential component of NJTSS ensures clear district and school vision and mission statements, developed collaboratively by the leadership teams, that include a commitment to build capacity and sustain the NJTSS framework.
Effective district and school leadership
I&RS is included in IDEA 2004
FALSE
I&RS is not included in IDEA 2004, but is mandated by the NJ Administrative Code.
A general education prevention
framework that involves research-based instruction and interventions, regular monitoring of student progress, and the use of these data over time to make educational decisions.
RTI
Response to Intervention
Planning for learner variability and differentiation.
Tier 1
This is based on the MTSS model and formalized through an emphasis in the No Child Left Behind Act of 2001 on the proficiency for all students, a focus on IDEA 2004 on the use of data driven approaches to assessing students' response to intervention, and attention in the Every Student Succeeds Act (ESSA 2015) to the integration of systems in schools via multi tiered student services.
NJTSS
New Jersey Tier System of Support
This essential component of NJTSS includes identification of strategies and resources to accommodate cultural and linguistic differences and link families, staff and students to appropriate service providers and community partners.
Family & community engagement
The main reason students are referred to I&RS is for behavioral supports
False:
Learning (74%)
Behavior (16%)
Health (6%)
Other (4%)
This provides a context in which students' social emotional needs are met by setting clear, achievable expectations.
SWPBS
School Wide Positive Behavior Supports
Intensive, sustained, individualized academic and behavioral supports and interventions.
Tier 3
This Act provides school districts
the flexibility to use federal funds to implement the NJTSS.
ESSA
Every Student Succeeds Act 2015
This essential component of NJTSS
involves the repeated measure of the same skill/behavior and establishment of a criteria for determining data decision protocols.
Progress monitoring
1 in 6 children not reading proficiently by 3rd grade do not graduate from high school on time.
TRUE
This rate is four times greater than that for proficient readers. 23% of low, below basic readers drop out or fail to finish high school on time compared to 9% of children with basic reading skills.
A scientifically valid framework for guiding educational practices that accommodate individual learning differences.
UDL
Universal Design for Learning
Frequent progress monitoring
Tier 3
This type of funding can only be used to pay the excess cost of providing a free and appropriate education to students with disabilities, such as supplementary materials, assessment and accommodations, and activities to promote parent and family engagement.
IDEA, Part B
This essential component requires that school districts provide Tier 1, 2, and 3 supports and interventions along a continuum based on individual student needs.
High quality learning environment, curricula, & instructional practices
The Every Student Succeeds Act
(ESSA) and the Individuals with Disabilities Education Act (IDEA), two federal education laws, require engagement of families and other stakeholders as partners in educational programs and services, including 21st century after-school programs.
TRUE