HELPFUL INFORMATION So what do all of these acronyms mean?
1:1 - One to One Assistant
AAC - Alternative Augmentative Communication ABA - Applied Behavioral Analysis ADA - Americans with Disabilities Act ADD/ADHD - Attention Deficit/Attention-Deficit Hyperactivity Disorder APE - Adaptive Physical Education ASD - Autism Spectrum Disorders ASL - American Sign Language AT - Assistive Technology AYP - Adequate Yearly Progress
BCBA - Board Certified Behavior Analyst BD - Behavioral Disorder BIP - Behavioral Intervention Plan BOE - Board of Education
CAPD - Central Auditory Processing Disorder CAPTA - Child Abuse Prevention and Treatment Act CBA - Curriculum Based Assessment CC - Closed Captioning CCSS - Common Core State Standards (now updated) CDC - Centers for Disease Control and Prevention CEC - Council for Exceptional Children CF - Cystis Fibrosis CP - Cerebral Palsy CST - Child Study Team CM - Case Manager
DB - Deaf-Blind DD - Developmental Delay DD Act - Developmental Disabilites Assistance and Bill of Rights Act DS - Down Syndrome DSM - Diagnostic and Statistical Manual of Mental Disorders by the American Psychiatric Association
ECE - Early Childhood Education Ed Spec - Educational Specialist ED - Emotional Disturbance ED - U.S. Department of Education EHA - Education of the Handicapped Act (now IDEA) EI - Early Intervention EIS - Early Intervention Services ELL - English Language Learner EMH - Educable Mentally Handicapped** EMR - Educable Mentally Retarded ERIC - Education Resources Information Center ESEA - Elementary and Secondary Education Act (now called ESSA) ESL - English as a Second Language ESSA - Every Student Succeeds Act ESY or EYS - Extended School Year or Extended Year Services
FAPE - Free Appropriate Public Edudation FAS - Fetal Alcohol Syndrome FBA - Functional Behavioral Assessment FC - Facilitated Communication FERPA - Family Educational Rights and Privacy Act
GE - General Education GT - Gifted and Talented HI - Hearing Impaired HO - Hearing Officer HoH - Hard of Hearing
ICR - In-Class Resource ID - Intellectual Disabilities** IDEA - Individuals with Disabiilites Education Act Int Presch - Integrated Preschool IE - Independent Evaluation IEP - Individualized Education Program IFSP - Individualized Family Service Plan IHP - Individualized Health Care Plan ITP - Individualized Transition Plan
LCSW - Licensed Clinical Social Worker LD - Learning Disability LDT/C - Learning Disabilities Teacher/Consultant LEA - Local Education Agency LEP - Limited English Proficiency LRE - Least Restrictive Environment
MD - Muscular Dystrophy MD or MH - Multiple Disabilities or Multiply Handicapped NMR - Mildly Mentally Retarded Mod MR - Moderately Mentally Retarded** MR - Mental Retardation**
NASP - National Association of School Psychologists NCLB - No Child Left Behind Act (Elementary and Secondary Education Act, reauthorized in 2015 as ESSA, Every Student Succeeds Act) NJSLS - New Jersey Student Learning Standards (previously called CCSS) NIH - National Institutes of Health NIMH - National Institute of Mental Health
OCD - Obsessive -Compulsive Disorder ODD - Oppositional Defiant Disorder OHI - Other Health Impaired OI - Orthopedic Impariment O & M - Orientation and Mobility Services OSEP - Office of Special Education Programs at the U.S. Department of Education OT - Occupational Therapy
PARCC - Partnership for Assessment of Readiness for College and Career PBS - Positive Behavioral Supports PCA - Personal Care Attendant PD - Physical Disability PDD - Pervasive Development Disorder PEI - Spanish acronym for the Individualized Education Program (Plan Educativo Individualizado) PLAPF - Present Level of Academic Performance ? POR - Pull Out Resource PP - Paraprofessional PS - Preschool PT - Physical Therapy
RS - Related Services RTI - Response to Intervention
SAS - Supplementary Aids and Services SB - Spina Bifida SC - Self-Contained SE - Special Education SEA - State Education Agency SEAC - Special Education Avisory Committee Section 504 - Section 504 of the Rehabilitation Act SED - Serious Emotional Disturbance SI - Sensory Integration SLD - Specific Learning Disability SLI - Speech/Language Impairment SLP - Speech/Language Pathologist Spec Ed Assist - Special Education Assistant SSDI - Social Security Disability Income SSI - Supplemental Security Income
VI - Visual Impairment Voc Ed - Vocational Education VR - Vocational Rehabilitation
** Until October 2010, IDEA used the term "mental retardation." In October 2010, Rosa's Law was signed into law by President Obama. Rosa's Law changed the term to be used in future to "intellectual disability." The definition of the term itself did not change, only the use of "intellectual disability" instead of "mental retardation."
Accommodations, Modifications, and Intervention...............
Accommodations are changes in HOW a student accesses information and demonstrates learning. They are used in classroom instruction and in assessment. It is important to keep in mind that accommodations do not substantially change the content, instruction level, or expected performance. They level the playing field to provide equal access to students.
Modifications are changes in WHAT a student is expected to learn or demonstrate. They do alter the content or lower the standard or expectations. Modifications can allow for meaningful participation and enhanced learning. Instead of leveling the playing field, modifications change the game.
Intervention involves supplemental DIRECT INSTRUCTION that addresses specific skills and concepts. Interventions are directly linked to screening, diagnostic, and/or progress monitoring assessment data. Interventions are expected to be research/evidence based, systematic, and explicit. Interventions will vary according to need and student response.
Resource programs offer individual and small group instruction to students with disabilities. Resource programs may be provided in a general education classroom or in a pullout resource classroom. These programs provide support or replacement instruction.
Special class programs shall serve students who have similar educational needs in accordance with their individualized education programs. Special programs offer instruction in the core curriculum content standards unless the IEP specifies an alternative curriculum due to the nature and the severity of the student's disability. The general education and curriculum and the instructional strategies may be modified based on the student's IEP. The following are the types of special class programs located within Tabernacle Township Public Schools.
1. Question: I get confused by all of the meetings. Can you explain the different types of meetings that occur before and after classification? Answer: I&RS Meetings: The I&RS Team process is a collaborative school effort between district personnel and parents to intervene when a student has been identified as making minimal academic and/or emotional progress in the general education setting. The team or committee collects and evaluates relevant data in order to determine or identify specific barriers to student performance.
Identification Meeting: This meeting provides the opportunity for the school and/or parents to convey concerns related to the student's educational progress. The full CST is in attendance and will determine if an evaluation is warranted. If an evaluation is warranted, the CST will develop an evaluation plan and presnt it to the parents for their consent. If the parents consent to the plan, the CST has 90 days to complete the assessments, determine the chid's eligibility, and have the child placed in a program.
Eligibility Meeting: At this meeting, the case manager presents the findings from the completed assessements, reviews the student's eligibility status, and if eligible, develops appropriate programming for the student in collaboration with the IEP team.
IEP Meeting: In this meeting, the IEP team reviews the student's progress in the current program and then plans for future programming based on the information presented.
2. Question: At what point is my child considered classified?
Answer: After the eligibility meeting is held that deems the student eligible for special education and related services.
3. Question: Does my child have to be classified to have speech/language services?
Answer: Yes, either as eligible for special education and related services or al eligible for speech/language services.
4. Question: Should my child have goals and objectives for in-class resource program?
Answer: Goals and objectives are established for students based on areas of deficit or weakness.
5. Question: Are parents part of the team who decides eligibility for special education and related services?
Answer: No. Although parental input is utilized in making eligibility determinations, the CST is responsible for determining eligibility for special education and related services and consent is not required.
6. Question: What do I do if I just want Occupational Therapy?
Answer: Occupational Therapy is a related service and is only required to be provided if a studnet is determined as eligible for special education and then found to be in need of occupational therapy, as determined by the IEP team based upon an occupational therapy evaluation.
7. Question: When is a child eligible for Extended School Year (ESY) services?
Answer: The IEP team determines eligibility for ESY services by reviewing serveral factors. One factor to be considered includes the regression/recoupment analysis which considers the amount of regression a student experiences as a result of an interruption in educational services over the course of the summer with the amount of time required to regain the prior level of skill upon the student's return to school in the fall.
More Q & A's will continue to be added to this section.
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