1 CCR 301-92-2.00 - Definitions
2.1 Administrator:
Any school-based or centrally- or regionally-based employee of an LEP who is
responsible for designing, implementing and/or providing professional
development on the elementary literacy instructional program for kindergarten
or any of grades one through three in any school or LEP in the state, and who
is not the principal. This would include an assistant or vice principal of an
elementary school. It also includes any employee of the LEP conducting
observations of and/or providing coaching to a teacher providing literacy
instruction in kindergarten or grades one through three.
2.2 Advisory: Recommendations made by the
Colorado Department of Education that meet the requirements for scientifically
based reading research or evidence-based. These may include but are not limited
to the topics of classroom resource materials, instructional programming,
interventions, and professional development.
2.3 Body of Evidence: A collection of
information about a student's academic performance which, when considered in
its entirety, documents the level of a student's academic performance. A body
of evidence, at a minimum, shall include scores on formative or interim
assessments and work that a student independently produces in a classroom,
including but not limited to the school readiness assessments adopted pursuant
to section
22-7-1004(2)(a),
C.R.S.. A body of evidence may include scores on summative assessments if a
local education provider decides that summative assessments are appropriate and
useful in measuring students' literacy skills.
2.4 Colorado Academic Standards: The 2020
Colorado Academic Standards for Reading, Writing, and Communicating (adopted
June 13, 2018), which identify the knowledge and skills that a student should
acquire as the student progresses from preschool through elementary and
secondary education, as adopted by the State Board of Education pursuant to
section 22-7-1005, C.R.S.
2.5 Comprehension: The process of extracting
and constructing meaning from written texts. Comprehension has three key
elements:
(1) the reader;
(2) the text; and
(3) the activity.
2.6 Department: The Colorado Department of
Education created pursuant to section
24-1-115, C.R.S.
2.7 Diagnostic Assessment: A state board
approved assessment which schools are required to use for students identified
through screening as possibly having a significant reading deficiency so as to
pinpoint a student's specific area(s) of weakness and provide in-depth
information about students' skills and instructional needs.
2.8 Duration: The length (number of minutes)
of a session multiplied by the number of sessions per school year.
2.9 Enrollment: For the purposes of the READ
Act, enrollment refers to the student's first day of school.
2.10 Explicit Instruction: Instruction that
involves direct explanation in which concepts are explained and skills are
modeled, without vagueness or ambiguity. The teacher's language is concise,
specific, and related to the objective, and guided practice is
provided.
2.11 Evidence-Based: The
instruction or item described is based on reliable, trustworthy, and valid
evidence and has demonstrated a record of success in adequately increasing
students' reading competency in the areas of phonemic awareness, phonics,
vocabulary development, reading fluency, including oral skills, and reading
comprehension.
2.12 Fidelity: The
delivery of instruction in the way in which it was designed to be
delivered.
2.13 Fluency: The
capacity to read words in connected text with sufficient accuracy, rate, and
prosody to comprehend what is read.
2.14 Frequency: How often an intervention
occurs used within a Response to Intervention framework. Frequency of an
intervention, in conjunction with intensity, fidelity of delivery, and
duration, may be used as an element to determine the effectiveness of an
intervention.
2.15 Intervention:
The practice of providing scientifically-based, high-quality instruction and
progress monitoring to students who are below proficient in reading.
2.16 Instructional Programming:
Scientifically-based or evidence-based resources in reading instruction that
local education providers are encouraged to use including but not limited to
interventions, tutoring, and instructional materials that adequately teach
students to read and may include materials used within a multi-tiered system of
support including the universal/core level and supplemental and intensive
interventions.
2.17 Intensity: More
time daily above and beyond 90+ minutes of universal (Tier 1) instruction,
which is focused on the specific needs of the student as identified by a
diagnostic measure. Instruction can be intensified in three ways:
(1) more time,
(2) more targeted instruction, and
(3) smaller group size.
2.18 Interim Assessment: A universal
screening assessment administered to all students to identify those who may
experience lower than expected reading outcomes who may be at risk for reading
challenges.
2.19 Judicious Review:
A review of previously learned information over time, integrated into more
complex tasks, in order to enhance the learning of new skills.
2.20 Local Education Provider or LEP: A
school district, a board of cooperative services, a district charter school, or
an institute charter school.
2.21
Mastery: A student can successfully perform, apply, and transfer their
knowledge of the task at least 85% of the time.
2.22 Multi-tiered Systems of Supports: A
systemic preventive approach that addresses the academic and social-emotional
needs of all students at the universal, targeted, and intensive levels. Through
the multi-tiered systems of supports, a teacher provides high-quality,
scientifically based or evidence-based instruction and intervention that is
matched to student needs; uses a method of monitoring progress frequently to
inform decisions about instruction and goals; and applies the student's
response data to important educational decisions.
2.23 Oral Language: The ability to produce
and comprehend spoken language, including vocabulary and grammar.
2.24 Phonemic Awareness: A subset of
phonological awareness in which listeners are able to hear, identify, and
manipulate phonemes, the smallest units of sound that can differentiate
meaning.
2.25 Phonological
Awareness: Awareness of the sound structure of spoken words at three levels:
(1) rhyming to onset and rime;
(2) segmenting and blending; and
(3) manipulating individual
phonemes
2.26 Phonics: A
method of teaching reading and writing by developing learners' phonemic
awareness, that is, the ability to hear, identify, and manipulate the sounds
(phonemes) in order to teach the correspondence between these sounds and the
spelling patterns (graphemes) that represent them.
2.27 Principal: Any person who is employed as
the chief executive officer of any school in the state that serves kindergarten
or any of grades one through three.
2.28 Professional Development: Activities
that develop an individual's skills, knowledge, expertise and other
characteristics as a teacher or educational professional. Such activities
include but are not limited to, updating individuals' knowledge of literacy in
light of recent advances; updating individuals' skills, attitudes, and
approaches in light of the development of new teaching techniques and
objectives, new circumstances, and new educational research; enabling
individuals to apply changes made to curricula or other aspects of the teaching
practice of literacy; enabling schools to develop and apply new strategies
concerning the curriculum and other aspects of the teaching of literacy; and
exchanging information and expertise among teachers and others. This definition
recognizes that professional development can be provided in many ways, ranging
from the formal to the informal and can be made available through external
expertise in the form of courses, workshops or formal qualification programs,
and through collaboration between schools or teachers across schools.
2.29 Progress Monitoring: An assessment used
to determine whether students are making adequate progress and to determine
whether instruction needs to be adjusted.
2.30 Reading Interventionist: An individual
employed to teach students and whose primary job duties include providing
reading intervention to students on READ Act Plans during regular school hours
to supplement core academic instruction and who is employed in any of grades
K-12.
2.31 School District: A
school district, other than a junior college district, organized and existing
pursuant to law.
2.32
Scientifically Based: The instruction or item described is based on research
that applies rigorous, systematic, and objective procedures to obtain valid
knowledge that is relevant to reading development, reading instruction, and
reading difficulties.
2.33
Screening: An assessment that provides a quick sample of critical reading
skills that will inform the teacher if the student is on track for grade level
reading competency by the end of the school year. A screening assessment is a
first alert that a student may need extra help to make adequate progress in
reading during the year.
2.34
Significant Reading Deficiency: A student does not meet the minimum skill
levels for reading competency in the areas of phonemic awareness, phonics,
vocabulary development, reading fluency, including oral skills, and reading
comprehension established by the state board for the student's grade
level.
2.35 State Board: The state
board of education created pursuant to section 1 of article IX of the state
constitution.
2.36 Sufficient
Duration: Dependent on a number of factors including the program or strategy
being used, the age of the student, and the severity of the deficit
involved.
2.37 Summative
Assessment: An end of year comprehensive measurement of student mastery in
order to inform taxpayers and state policy makers, support identification of
successful programs, and serve a variety of state and federal accountability
needs.
2.38 Systematic Instruction:
A carefully planned sequence of instruction that is thought out and designed
before activities and lessons are planned, maximizing the likelihood that
whenever children are asked to learn something new, they already possess the
appropriate prior knowledge and understandings to see its value and to learn it
effectively.
2.39 Teacher: The
professional responsible for the literacy instruction of the student(s) and may
include the main instructor for a class, an instructional coach, Reading
Interventionist (in grades K-3), special education teacher, Title I teacher or
other personnel who are identified as effective in the teaching of reading and
who has been employed to teach kindergarten or any of grades one through
three.
2.40 Vocabulary: Knowledge
of words and word meanings and includes words that a person understands and
uses in language. Vocabulary is essential for both learning to read and
comprehending text.
Notes
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