| American College Test | Entrance exam given to students prior to entering a public university |
| BLT | Refers to building a leadership teams at a building level as well as a district level. |
| MAP | Measures of Academic Progress- Diagnostic test that measures a student's academic progress in math, reading/language arts, social studies and science. |
| Scaffolding Instruction | Refers to staging in ordering of instruction so that the learner can build the knowledge from basic concepts to more complex concepts. The steps include modeling by the teacher, guided practice and ultimately, Students independence |
| Spiraling Instruction | Refers to re-entering/reviewing former curriculum and building upon new curricular concepts. |
| Strand | Refers to topics that are taught in the mathematics curriculum:
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| Cells | Refers to groups as identified by the federal and state government such as gender, economically disadvantaged, limited English proficient, special education, or ethnicity. These categories identified are separated to determine Adequate Yearly Progress On the Wisconsin Knowledge and Concept Exam. |
| Classroom Manipulatives | Generally refers to math hands-on materials that help in forming concepts from a concrete stage to a representational stage. |
| Cognitively Guided Instruction | A program that works with identifying a students strengths and challenged in content area using instructional activities strategies that meet the student needs |
| Collaboration Time | Time designated for educators to work together on a common goal, Plan, strategy or assessment in instruction |
| Cooperative Learning | Refers to a teaching strategy that uses whole group instruction and small group instruction |
| Double Dosing | Refers to another academic support in a class period. For example, a student in a regular math class takes another math class that gives additional math support to the regular math |
| ELI | Early Literacy Intervention |
| Evaluate & Extend Test | One of four major objectives in the Wisconsin reading assessment framework and Central Standards. Extending Text is essentially moving beyond literal understanding of fiction and informational text. Students demonstrate this by making inferences, connections and drawings conclusions. They interact with text to determine main ideas, important details and universal themes. Evaluating text involves critical analysis of the author's viewpoint, credibility and separating fact from opinion. |
| Fast Forward | Phonics program using technology |
| Graphic Organizer | Refers to a tool in graphic form to assist students in organizing their ideas/concepts. An example of a graphic organizer would be a Venn Diagram. |
| "Hands On" Math | Refers to students using manipulatives or performance based activities that assist a student in "doing or explaining" Concepts/problems in math |
| ILI | Intermediate Literacy Intervention |
| Inclusion Program | Refers to special education or other subgroups participating in a regular heterogeneous classroom |
| NCTM | Refers to the professional organization, National Council Of teachers of Mathematics |
| PASS | Portable Assisted Study Program |
| Phonemic Awareness | Refers to a child's sense of sounds with vowels, vowel blends and consonants and consonant blends "phonics" |
| SAGE | State Funded program in the lower elementary for small class sizes grades K, 1 & 2 |
| SOAR | A diagnostic, prescriptive and corrective reading intervention program |
| Strategies | Refers to Teaching/ Learning Methods |
| Title Programs | Refers to federally funded programs such as Title 1 - reading funding for economically disadvantaged groups |
| Transition Teacher | A district hired teacher who will teach support programs in Reading, Math, Or Gifted & Talented Students |