Educators as­sume an active role in students’ assessment in the general education curriculum. This feature emphasizes the important role of the classroom staff in choosing and peri­odically completing student assessments of academics and behavior/social skills rather than relying on end-of-the-year achievement tests (e.g., state or nationally devel [..]

Level of performance refers to a student’s relative standing on some dimension of academic or behavioral achievement/ performance compared to expected performance (either criterion- or norm-referenced).  (NASDSE) 

While the interventions are designed, implemented, and assessed for their learner effectiveness, data on the fidel­ity of instruction is gathered. Fidelity measures assess whether the instructional methods and curriculum were used consistently and as they were intended. Staff mem­bers other than the classroom teacher have an important role in compl [..]

Any policy, instructional, or curricular procedure that withholds appropriate learning opportunities from a student who needs to move beyond age mates in order to maintain continuous progress

"Accelerated learning" means an organized way of helping students meet individual academic goals by providing direct instruction to eliminate student performance deficiencies or enable students to move more quickly through course requirements and pursue higher level skill development. (Section 2.  KRS 158.6453)

A variety of ways schools can apply instructional strategies to studying material earlier, or at a faster pace, than most students. (See Appendix D)

AYP is mandated under NCLB Act of 2001 with the goal of enabling all students to meet Kentucky’s academic achievement standards. It requires schools and districts to make adequate yearly progress as defined by Kentucky and approved by the US Department of Education. (This national mandate affects all states)

Affectively-based counseling assistance planned in coordination with the gifted teacher and provided by a counselor familiar with the characteristics and socio-emotional needs of gifted and talented students including those gifted students who are twice exceptional.

Every student enrolled in a school or district, regardless of identification, race, ethnicity, nationality, gender, socio-economic status, or primary spoken language.