Acronyms

ALTA (Academic Language Therapy Association) – a non-profit national professional organization incorporated in 1986 for the purpose of establishing, maintaining, and promoting certification standards of education, practice and professional conduct for Certified Academic Language Practitioners (CALP), Instructor of Certified Academic Language Practitioners (ICALP), Certified Academic Language Therapists (CALT), and Qualified Instructors of Certified Academic Language Therapists (QI). {Source: www.altaread.org}

ARD: (Admission, Review and Dismissal) committee which makes decisions concerning the educational program of a student referred or placed in special education. Responsibilities of the ARD Committee include:
-Review all diagnostic test results
-Establish eligibility for special education services
-Develop the Individual Education Plan (IEP)
-Provide for educational placement in the least restrictive environment
-Review all special services assignments annually to determine the need for continuation, change, reappraisal or dismissal
-Ensure that alternatives are reviewed and additional services are discussed
-Determine eligibility for Extended Year Services (EYS)

BLS (Basic Language Skills) – an explicit, systematic, intensive literacy instruction for students with dyslexia or related language learning differences. It is a literacy instructional framework that is systematic, sequential, intensive, and comprehensive. Basic Language Skills is for use by teachers and specialists working with students identified with special needs in learning to read and spell. Preferably, it is taught to a small group of up to five students who are similar in age and reading ability, with intensity and duration that ensures students’ progress and achievement, and with a monitored and modulated pace that is adjusted to meet student needs.
Basic Language Skills meets the standards set by the Texas Education Agency, theInternational Multisensory Structured Language Education Council, and the International Dyslexia Association. {Source: Neuhaus Education}

BOY (Beginning of Year) – this period is often used to report a student’s academic performance throughout a school year on measures such as universal screening tests, reading levels, and language proficiency.

CALP (Certified Academic Language Practitioner) – teachers trained in Multisensory Structured Language methodology, and teach reading, writing, study, and testing skills and certified through ALTA {Source: What is a CALP?}

CALT (Certified Academic Language Therapist) – review comprehensive evaluation reports and academic samples, then administer academic skills assessments for baseline documentation. Throughout Multisensory Structured Language therapy sessions, student performance informs diagnostic and prescriptive intervention to create a high level of accuracy, fluency, and understanding for independence in written language skills. {Source: What is a CALT?}

CTOPP (Comprehensive Test of Phonological Processing) – an instrument used to measure phonological awareness, phonological memory, and naming. The assessment helps evaluate phonological processing skills that are prerequisites to reading fluency.

English as a Second Language (ESL): The term ESL is used frequently in the USA. If you maintain an EFL/ESL distinction, then ESL refers to English language learning in countries where English is the main and / or official language, and the student’s own native language (first language) is not English. This term is problematic when we consider learners for whom English is their third or fourth language.

FIE (Full Individual Evaluation)

FLAI (Fundamental Literacy Ability Index) – on the WIST, a composite score made up of the student’s Word Identification (regular and irregular words) and Spelling (regular and irregular words). According to the WIST manual, the FLAI is the best measure of what the majority of people mean when they say “basic literacy”. {Source: WIST Examiner’s Manual}

GORT (Gray Oral Reading Tests)

HB (House Bill)

IDA (International Dyslexia Association)

IDEA (Individuals with Disabilities Education Act)

IEP (Individualized Education Program)

PEIMS (Public Education Information Management Systems) – encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information. {Source: TEA}

RTI (Response to Intervention) – a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. {Source: RTI Network}

SBOE (State Board of Education)

SST (Student Support Team) A group of individuals composed of district personnel that periodically meets to discuss the performance, instructional response, progress and ________ of students as it pertains to their unique educational needs.

STAAR (State of Texas Assessments of Academic Readiness)

TEA (Texas Education Agency)

TEC (Texas Education Code) The Texas Education Code includes all laws and rules passed by the state legislature. It applies to all educational institutions supported in whole or in part by state tax funds unless specifically excluded by this code.

TOWRE – 2 (Test of Word Reading Efficiency 2nd Ed.) is a measure of word reading accuracy and fluency. It provides a quick method to assess the efficiency of sight word reading and phonemic decoding in children and adults.

WADE (Wison Assessment of Decoding and Encoding) – The Wilson® Assessment of Decoding and Encoding (WADE) is a curriculum-based measure which specifically assesses a student’s decoding and encoding (spelling) skills correlated to the word structures taught in Wilson Reading System®. The WADE is aligned to the scope and sequence of the Wilson Reading System in order to both guide instruction and determine mastery.
The WADE should be administered as a pre-test prior to any Wilson instruction (beginning of programming) and is also administered as a posttest at the end of instruction or at the end of a school year to evaluate mastery of the curriculum and assess the student’s ability to independently apply decoding and encoding skills. {Source: Wilson Language Training Corporation}

WIST (Word Identification and Spelling Test) – evolved from the Wilson Assessment of Decoding and Encoding Test (WADE). The WIST provides a nationally standardized, diagnostic instrument designed specifically for students having difficulty with reading, spelling or both.
The Norm-Referenced Assessment measures Word Identification, Spelling, and Sound-Symbol Knowledge. The WIST can also be used as an informal assessment to obtain diagnostic information. In Round Rock ISD, we used the WIST at beginning and end of programming, and at transition from elementary to middle or middle to high school, as a consideration for program placement. {Source: Wilson Language Training Corporation}

WJ IV Tests of Achievement (Woodcock-Johnson IV) The Woodcock-Johnson IV Tests of Achievement is a wide range, comprehensive set of individually administered tests for measuring cognitive abilities, scholastic aptitudes, and achievement. These tests were nationally standardized on examinees ages 2 years to 80+ years of age.

WJ IV OL (Woodcock-Johnson IV Oral Language) The Woodcock-Johnson IV Tests of Oral Language is a battery that includes 12 tests for measuring oral language ability and listening comprehension (in English and Spanish), oral expression, and two important cognitive linguistic abilities: phonetic coding and speed of lexical access.

WRS (Wilson Reading System) – WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia. As a structured literacy program based on phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. Through the program, students learn fluent decoding and encoding skills to the level of mastery. Wilson Reading System meets the standards set by the Texas Education Agency, theInternational Multisensory Structured Language Education Council, and the International Dyslexia Association. {Source: Wilson Language Training Corporation}

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