Accommodations: Supports or services
provided to help a student access the general curriculum
and validly demonstrate learning.
Adaptations: Any procedure intended to meet an educational
situation with respect to individual differences in ability
Annual Goal: A statement that describes what a child
with a disability can reasonably be expected to accomplish
within a twelve_month period in the child's special education
program. There should be a direct relationship between the
annual goals and the present levels of educational performance.
Annual Improvement Goals: Goals which describe the
district's desired rate of improvement for students.
Assistive Technology: Any item, piece of equipment
or product system, whether acquired commercially or off the
shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of a child
with a disability.
Assistive Technology Services: Any service that directly
assists an individual with a disability in the selection,
acquisition, or use of an assistive technology device.
Baseline Performance: To measure baseline performance,
a point in time is selected from which one can monitor changes
or improvement in student performance.
Behavioral Intervention Plan: Written, specific,
purposeful, and organized plan which describes positive behavioral
interventions and other strategies that will be implemented
to address goals for a student's social, emotional, and behavioral
development. For students whose behavior prompts disciplinary
action by the school,
the behavioral intervention plan addresses the behavior(s)
of concern that led to conducting a functional behavioral
Benchmarks (Major Milestones): Are major milestones
which specify skill or performance levels a student needs
to accomplish toward reaching his or her annual goal.
Competencies: A competency is a learned student performance
statement which can be accurately repeated and measured. Competencies
function as the basis for building the instructional program.
Consensus: The mutual feeling that all concerns have
addressed and that everyone has been heard and understood.
Content Standards: Describe the goals for individual
student achievement. They specify what students should know
and be able to do in identified disciplines or subject areas.
Continuum of Services: For preschool children, ages
three through five, means the availability of different types
of settings where specialized services may be delivered; for
school_age children means the availability of different types
of education environments. Course of Study: A general statement
that identifies the career path that is based on the student's
vision and his or her needs, interests, and preferences.
Critical Skills: Are knowledge or performance skills
that are essential to the progress of a student.
Discrepancy Conclusion: A comparison of the student
with disabilities with peers at two points in time __ at the
beginning of the IEP period, and at the point of the annual
District Standards: District goals for student achievement
and performance that can be measured by measuring the improvement
of students' skills in reading, writing, speaking, listening,
mathematics, reasoning, studying, and technological literacy.
District-wide Assessment: A large_scale academic
Extended School Year Services: Special education
and related services that are provided to a child with a disability
beyond the normal school year of the public agency; in accordance
with the child's IEP; at no cost to the parents of the child;
and meet the standards of the SEA.
Regulations Topic Index
Functional Behavioral Assessment: Assessment that
enhances an understanding of the purpose and function of a
student's behaviors and subsequently provides information
that leads to interventions and needed supports.
General Curriculum: A description of the standards
benchmarks adopted by an LEA or schools within an LEA that
applies to ALL children. It is applicable to children with
disabilities as well as nondisabled children and related to
the content of the curriculum and not to the setting in which
it is used. It is the basis of planning instruction for all
General Education Intervention: Are attempts to resolve
presenting problems or behaviors of concern in the general
education environment prior to conducting a full and individual
Independence Conclusion: Is a judgment about the
outcome from the educational efforts related to the IEP goal.
It is based on information about the individual's performance
Individualized Education Program (IEP) : A written
statement for a child with a disability that is developed,
reviewed, and revised.
Instructional Services: Are the specially designed
instruction and accommodations provided by special education
instructional personnel to eligible individuals.
Least Restrictive Environment: Means that to the
maximum extent appropriate, children with disabilities, including
children in public or private institutions or other care facilities,
are educated with children who are not disabled.
Limited English Proficiency: Is when an individual's
primary language is something other than English.
Modifications: Are changes made to the content and
performance expectations for students.
Monitoring Strategy: Is a guide to how data will
be collected to make decisions about the progress of a student
and it establishes the decision_making plan for examining
Performance Standards: Standards that specify how
good is good enough and describe at least three levels of
student performance. The federal Elementary and Secondary
Education Act (ESEA) requires that at least three levels of
performance be established to assist in determining which
students have or have not achieved a satisfactory or proficient
level of performance for reading and mathematics. Districts
may decide to provide more
than three performance levels.
Physical Education: Is the term of development of
physical and motor fitness, fundamental motor skills and patterns;
and skills in aquatics, dance, and individual and group names
and sports (including intramural and lifetime sports). The
term also refers to special physical education, adaptive physical
education, movement, education, and motor development.
Present Level of Educational Performance: Is a summary
statement which describes the student's current achievement
in the areas of need as determined by an evaluation.
Primary Learning Medium: The primary learning medium
is the medium most frequently used by a student with a visual
impairment during classroom instruction. A primary learning
medium can also be utilized in a wide variety of settings
inside and outside the classroom. It should permit independence
and efficiency in both
reading and writing. A primary learning medium will become
a primary living medium. It must, therefore, accommodate academic,
nonacademic, and vocational needs and be applicable to adult
activities following the termination of school.
Progress Monitoring: Is a method of monitoring a
student's progress that enables the IEP Team to discern whether
changes need to be made in the IEP.
Related Services: Means developmental, corrective,
and other services that are required to assist an individual
with a disability to benefit from special education.
Review and Revision of the IEP: Each agency shall
initiate and conduct meetings to review each eligible individual's
IEP periodically and, if appropriate, revise its provisions.
A meeting must be held for this purpose at least once a year.
Secondary Learning Medium: A secondary learning medium
is a medium that is learned in order to allow a student with
visual impairment to perform specific tasks not easily performed
in the primary learning medium. It may alleviate fatigue experienced
when using the primary learning medium for extended periods
of time. It may be appropriate when a visual prognosis indicates
a future loss
of vision and, therefore a changing learning medium. It may
also be appropriate when functional assessment criteria suggest
the student may benefit by using different media under some
Short_term Objectives: Measurable, intermediate steps between
a student's present level of educational performance and the
annual goals of the student.
Special Education: Specially designed instruction,
at no cost to the parents, to meet the unique needs of a child
with a disability.
Standard: A clear statement that expresses what students
are expected to know and be able to do.
Supplementary Aids and Services: Services provided
in order for an eligible individual to be served in the general
education classroom environment, which may include intensive
short_term specially designed instruction; educational interpreters;
readers for individuals with visual impairments; special education
assistants; special education assistants for individuals with
physical disabilities for assistance in and about school,
and for transportation;
materials; and specialized or modified instructionally related
equipment for use in the school.
Support Services: are the specially designed instruction
and activities which augment, supplement or support the educational
program of eligible individuals.
Transition: Is a coordinated set of activities for
a student with a disability that is designed with an outcome_oriented
process, that promotes movement from school to post_school
activities, including postsecondary education, vocational
training, integrated employment (including supported employment),
continuing and adult education, adult services, independent
living, or community participation.
Transportation: Is a related service that refers
to the means by which a student travels to and from school.
Vocational Education: Means organized educational
programs that are directly related to the preparation of individuals
for paid or unpaid employment, or for additional preparation
for a career requiring other than a baccalaureate or advanced