Glossary of Terms
Curriculum and Instruction Glossary
OSPI - Office of Superintendent of Public instruction
CAA- Certificate of Academic Achievement. High School students must meet standard on the High School Proficiency Exam in the content strands of reading, writing and math to receive a CAA which is a requirement of high school graduation.
CAA Options – After taking the High School Proficiency Exam twice and not meeting standards a student may attempt one of three options for earning a CAA.
CIA- Certificate of Individual Achievement. High School students with an IEP who access the WAAS and meet standard as per the WAAS criteria will receive a diploma via a CIA.
COE (Collection of Evidence) - A Collection of Evidence is a selection of student work in a specific content area that the student has gathered over the course of several months. This collection of samples is meant to demonstrate a breadth and depth of skills and knowledge similar to the performance required on the High School Proficiency Exam.
DAW- developmentally appropriate assessment allows special education students to take the High School Proficiency Exam at a grade level that best matches their abilities. This choice of alternative assessment is an option for only 11th and 12th graders and must be a recommendation of the Special Education Team and parents listed in the IEP.
Math Assessment tested strands are divided into two sub-sets:
Mathematical Content includes number sense, measurement, geometric sense, probability/statistics and algebraic sense.
Mathematical Process includes solves problems/reason logically, communicate understanding and making connections.
NAEP - National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. For the most recent results of assessments, visit the Nation's Report Card website (http://nationsreportcard.gov ).
Percent Meeting Standard- this is the percent of students, when measured by the Measurement of Student Progress and High School Proficiency Exam that met the designated standard as required by the GLEs (Grade Level Expections) and EALRs (Essential Academic Learning Requirements).
Proficiency Index – The proficiency index is a single calculated number for a school and for each sub-group that averages each grade level’s proficiency percentage.
Literary Text- one of two categories of reading text assessed on the Measurement of Student Progress and High School Proficiency Exam. This category is used to classify literary works, usually by form, technique, or content (i.e., novel, essay, short story, comedy, epic).
Informational / Expository Text- one of two categories of reading text assessed on the Measurement of Student Progress and High School Proficiency Exam. This category is used to classify literary works, usually by form, technique, or content (i.e., novel, essay, short story, comedy, epic).
Reading Assessment tested strands: comprehension, analysis/interpretation and critical thinking. These strands are used to identify knowledge in the two tested categories of Literary Text and Informational Text.
Science Assessment tested strands include: systems of science, inquiry in science and application of science
WAAS- Washington Alternative Assessment System. Through the use of the WAAS Washington provides multiple ways for students with an Individual Education Program (IEP) to participate in the state testing system. Decisions about how students with an IEP will participate in state testing are often made during the annual IEP meeting. Parents are part of their child's IEP team and help make these decisions.
WAAS Port- Washington Alternative Assessment System Portfolio- students with an IEP and identified by a Special Ed team including parents to be assessed through a portfolio system that includes goals and student work that illustrates those goals.
Measurement of Student Progress - assessment administered in grades 3, 4, 5, 6, 7, and 8. The assessment is intended to measure student learning in the specified content area based upon the state assigned Essential Academic Learning Requirements/Standards. Results are used to by the Federal Government to ascertain if schools and district performance are meeting standards set by the "No Child Left Behind" act.
WAMS- Washington Assessment Management System This web-based data access site functions as the WASL data access site to districts and is published and managed by the state assessment department. This secure site contains confidential individual student scores and individual identification numbers. This site is used in the “clean-up” of dirty data that is typical in the first round of data publication after tests have been scored.
NNEP- New Non-English Proficient ELL(English Language Learner) students New ELL students in first year of enrollment are exempt from Measurement of Student Progress and High School Proficiency Exam.
Data System Terms:
CSRS- Core Student Records System
SSID- Secure Student Identifier - 10 digit secure identification number assigned through a state wide system used to track individual student records
EALRs- An Essential Academic Learning Requirement is a broad statement of learning that applies to grades K-10
Component- is a K-10 statement that further defines the EALR. There is a least one component for each EALR.
GLEs - Grade Level Expectation is a statement of the level of complexity and the essential content or process to be learned. The statement, specific to one or more grades, defines the component.
Content Strand - these terms refer to the body of knowledge associated to specific areas of learning such as reading, writing, math, science, etc. There are often sub-sets of specific knowledge in regard to each of the broad area eg. Math content strands include: number sense, algebraic sense, measurement, geometric sense, and probability/statistics.
HECB- Higher Education Coordinating Board
Curriculum Maps - Documents created by teacher groups that reflect the state mandated learning requirements. These documents are organized by grade level and content strand. They are used to guide grade level instruction and assessment.
CBA - Classroom-based assessments are built from the state's learning standards. State curriculum specialists create tasks and questions that model good assessments and provide these to local school districts. As their name suggests, these assessments are given in the classroom by a teacher.
IEP- Individual Education Plan Students identified through assessment and criteria who are best served through "Special Education" have IEPs to guide development of learning targets, instruction, and assessment that closely reflects the special learning needs of the individual student.
SLP Speech-language Pathologist - Professional who studies normal speech and language and provides a program of diagnosis and remediation to individuals with speech disorders.
OT/PT - OT occupational therapist PT physical therapist
Sometimes referred to as motor therapists (fine and gross motor)
Special Education Team - Generally, a functioning unit of individuals with varied professional training that coordinates services for a child with a disability, also called an interdisciplinary team. The group of persons who conduct the evaluation and determine the placement of a child with a disability.
BI - behavioral intervention actions taken to extinguish, change or redirect undesirable behavior.
BIP - Behavior intervention plan - Identifies potential unacceptable behaviors which may be caused by a student’s disability and possible strategies for preventing and controlling them.
DP - Developmental Preschool - A program for students (3 – 5) with developmental delays.
DLC - Developmental Learning Center - A program for students K – age 21 with severe developmental delays.
ELC Early Learning Center - A program for preschool students (3 – 5) that is integrated with typically developing peers and students on an IEP.