| ADMINISTRATIVE REVIEW--A voluntary,
informal mediation process permitting presentation
of differences between parents and school staff members to an
appointed committee composed of
staff members not directly involved with the student.
ANNUAL REVIEW--A scheduled meeting of school staff members and parents to develop,
review, and revise a student's IEP goals and objectives and to
determine the appropriateness of new or continued services.
ASSESSMENT--IDEA
provides that students with disabilities must participate in state and
district-wide
assessments of student progress with individual accommodations as needed.
For a low percentage of students with disabilities, participation may require an
alternate state or district assessment. For a Standard Diploma, a
student must pass English 11 SOL Test and a number of other end-of course SOL
Tests. For a Modified Diploma, a student must pass the 8th Grade
English and Math SOL Tests. For a Special Diploma, a student must
complete a Virginia Alternate Assessment Program.
BASE SCHOOL--The school serving the local home address.
BEHAVIOR INTERVENTION PLAN (BIP)--IDEA has
provisions that reflect a prevention focus, in addition to intensive services
and supports. If a child with a disability exhibits behaviors that
impede his or her learning and/or the learning of others, any appropriate
positive behavioral interventions, strategies, and supports to address that
behavior must be considered. A Behavioral Assessment is completed on
the child and using information gained from this assessment, a Behavioral
Intervention Plan is written. This becomes part of the IEP.
CASE MANAGER-- Staff member responsible for collecting, monitoring,
and processing information pertaining to an individual student.
CHILD FIND-- A public school program that locates and identifies
children and young adults from two through 21 years of age who may be
in need of special education and related services.
CHILD WITH A DISABILITY--Those children evaluated and identified,
in accordance with regulations governing special education, as having
retardation, hearing impairments, speech or language impairments,
autism, visual impairments, emotional disabilities, orthopedic
impairments, other health impairments, severe disabilities, multiple
disabilities, developmental delays, or specific learning disabilities
and who, because of these disabilities, need special education and
related services.
COMMUNITY SERVICES BOARD-- The local government agency that provides
services to adults with retardation and mental illness to help them
become as self-supporting as possible.
CONTINUUM OF SERVICES-- Refers to the range of service delivery
options offered to eligible students.
COUNSELING SERVICES-- A service related to a student's IEP defined
as a short-term structured intervention with specific aims and
objectives to promote that student's social, emotional, and academic
growth within the school environment.
DEPARTMENT OF REHABILITATIVE SERVICES--The agency of the Virginia
government that offers assistance to persons with physical, mental,
and emotional disabilities so that they may become as self-supporting
as possible.
DUE PROCESS--A set of procedures set up by law that provides a
mechanism for the resolution of disagreements between parents and the
school district staff members.
DUE PROCESS HEARING-- A formal procedure used to resolve conflicts
between parents and school districts over the provision of special
education services (see impartial hearing).
EARLY INTERVENTION-- Specialized services provided to infants and
toddlers who are at risk for, or showing signs of, developmental
delay.
EDUCATIONAL EVALUATION--
(see evaluation)
ELIGIBILITY COMMITTEE-- A committee of professional staff members
and the parent that considers the individual needs of a student and
determines whether the student is eligible for special education and
related services. Eligibility committees meet at the student's school.
EVALUATION-- The process of collecting and analyzing psychological,
medical, sociocultural, and educational information for a child so
that the eligibility committee can determine if the student is
eligible for special education services and area(s) of eligibility.
Eligibility committees consider information presented by parent(s) and
school staff members as well as information that the parent(s) have
obtained from private practitioners.
Educational Assessment- A written report describing current
educational performance and identifying precise instructional needs
in academic skills, language performance, and functional areas. This
report includes academic testing results, the classroom teacher
narrative, and classroom observation information
Medical Assessment- A written report from a licensed physician
indicating general medical history and any medical or health
problems that may impede educational progress.
Psychological Assessment- A written report from an approved
psychologist based on the use of a battery of appropriate
assessments that may include individual intelligence test(s) and
psycho-educational tests.
Sociocultural Assessment- A written report describing
developmental history and adaptive behavior at home and at school. A
social worker or visiting teacher completes this evaluation.
Other evaluation reports that may include speech and language,
occupational therapy, etc., when appropriate.
FAPE (Free Appropriate Public Education)-- A statutory requirement
that children and youth with disabilities receive a public education
appropriate to their needs, at no cost to their families.
GENERAL EDUCATION--Direct participation in a general education class
or activity planned and conducted by general education staff members
(e.g., includes activities such as lunch or job training in which a
student is participating with general education peers).
IDEA--(See Individuals With Disabilities Education Act)
IDENTIFICATION-- Recognition on the part of a parent, teacher, or
other person that a child may have special learning needs.
IEP (Individualized Education
Program)-- A written plan for every
student receiving special education services that contains information
such as the student's special learning needs and the specific special
education services required by the student.
IEP TEAM-- A group consisting of parents, a special education
teacher, a general education teacher, the student (when appropriate),
a representative of the school system qualified to provide or
supervise special education services, and others as requested who meet
at a conference to develop the IEP.
IMPARTIAL HEARING-- A formal procedure used to resolve conflicts
between parents and school districts over the provision of special
education services (see due process hearing).
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)-- The federal law
that mandates that a free and appropriate public education be
available to all school-age children with disabilities. It is also
known as Public Law 105-17.
LEAST RESTRICTIVE ENVIRONMENT (LRE)-- The setting determined by the IEP team that gives the child as much time as possible in general
education settings and activities while meeting the child's learning
and physical needs. It also means that special classes, separate
schooling, or other removal of a child with disabilities from the
general education environment occurs only when the nature or severity
of the disability is such that education in regular classes with the
use of supplementary aids and services cannot be achieved
satisfactorily.
LOCAL EDUCATION AGENCY (LEA)-- The public school system (e.g.,
King George County Public Schools).
LOCAL SCREENING COMMITTEE-- A committee established in all schools
to identify the needs of pupils experiencing academic difficulties. A
local screening committee normally includes the teacher, the
principal, the team leader, the school psychologist, the social
worker, the appropriate resource teacher, and the staff member
initiating the referral. Parents may also attend.
MEDIATION-- A process in which a neutral person facilitates
communication between two parties and, without deciding the issues or
imposing a solution on the parties, enables them to understand and
resolve their dispute.
MEDICAL EVALUATION-- (see evaluation)
OCCUPATIONAL THERAPY-- A service related to a student's IEP that
emphasizes remediation of or compensation for perceptual, sensory,
visual-motor, fine-motor, and self-care deficits.
PARENT-- A parent, a guardian, or a person acting as a parent in the
absence of a parental guardian. The term "parent" also means a
surrogate parent appointed pursuant to Virginia regulations.
PHYSICAL THERAPY-- A service related to a student's IEP that
emphasizes remediation of or compensation for mobility, gait, muscle
strength, and postural deficits.
PROCESSING DISORDER-- A deficit in the ability to differentiate,
give meaning to, and/or appropriately respond to symbols, objects,
and/or events in the environment.
PROGRAM OF STUDIES (POS)-- The basic instructional program for
King George County Public Schools. It includes a series of documents
containing the instructional objectives for all subjects in
kindergarten through grade 12, instructional activities, catalogs of
instructional materials, and tests measuring student achievement of
selected objectives (available for review in local schools according
to grade level).
PSYCHOLOGICAL EVALUATION-
-(see evaluation)
PUBLIC LAW 105-17-- The federal law that mandates that a free and
appropriate public education be available to all school-age children
with disabilities. It is also known as the Individuals With
Disabilities Education Act (IDEA).
REEVALUATION--A review by the IEP team that is required every three
years or more often if necessary. It determines if updated information
used to decide continuing eligibility for special education is needed
and the types of information needed to determine the individual needs
of the student.
REFERRAL-- Informing a school or agency that a student may have
special learning needs. A referral can be made by a parent, a teacher,
or any staff member who has worked with the student. Children do not
have to be in school to be referred.
RELATED SERVICES-- Support services designated in a student's IEP
that are required to help a child benefit from educational resources.
SOCIOCULTURAL EVALUATION- (see evaluation)
SPECIAL EDUCATION-- Specially designed instruction, at no cost to
the parent, to meet the unique needs of a child with disabilities,
including classroom instruction, instruction in physical education,
home instruction, and instruction in hospitals and institutions. The
term also includes speech therapy or any other related service and
vocational education if they consist of specially designed instruction
at no cost to the parent.
STANDARDS OF LEARNING (SOLs)-- The outline of the basic knowledge
and skills that Virginia children will be taught in grades K- 12 in
the four essential academic subjects of English, math, science, and
social studies.
STATE EDUCATION AGENCY (SEA)-- The state agency responsible for the
implementation of school programs (e.g., Virginia Department of
Education).
TRANSITION PLANNING GUIDE-- A written plan designed to help plan for
the student's transition from school to life in the community. It
includes career interests and goals; interpersonal, social,
self-advocacy, and independent living skills; courses and resources to
meet goals; and final link for students completing school. A
transition plan becomes part of a students IEP during 8th grade or
when the student is 14, whichever comes first. |
