Ellensburg School District

When a student, due to having a disability, is not performing as expected academically, behaviorally or functionally.

Any item a child needs to increase, maintain or improve how the child does in school. AT includes low tech and high tech items, from a calculator to a computer. AT also can mean services to help in choosing, acquiring, or using the item.

The IEP Team creates a plan to help prevent problem behaviors. The plan helps a child learn new appropriate behaviors. A positive behavior plan is not a list of punishments. The plan uses information from a functional behavioral assessment.

A change of placement occurs anytime a student is, for disciplinary reasons, removed from the placement identified on his/her IEP for more than 10 days. A change of placement may also occur if the IEP team meets and decides that services should be provided in a different location. It is not a change of placement if the school moves the student from one general education classroom to another or from one resource room to another.

A method of using standardized tests to determine whether a student has a specific learning disability, by calculating the discrepancy between the student’s intelligence (based on an IQ test) and their actual performance.

When a group of professionals, and the parent, gathers information about a child to decide if the child qualifies for special education services, including the type and amount of services needed. Evaluation can be testing, including classroom based assessments. It may also include observing the student, or talking to people who work with the child.

The Evaluation Group (the school staff and the parent) gathers all evaluation information about a child who is being evaluated. They work together to write a final report about the evaluation. The report includes whether the child qualifies for special education, and recommendations for services.

FAPE means that the student receives an individualized education program (IEP) at no cost to the parents; and that the program is designed to enable the student to make progress in general education and the goals on the IEP. Local Education Agencies (LEAs) are required to provide FAPE for all special education eligible students enrolled in their district.

Data that is collected regarding a student’s ability to attend to tasks, follow directions, turn in homework and interact appropriately in the school. For other students, it may be data regarding their ability to dress themselves, toileting or other self care tasks. It could be data related to work in the classroom or other settings.

The IEP Team determines what is causing the child to continue a problem behavior(s).

What all children learn in the general education program.

The IEP is a written statement that is developed, reviewed, and revised, at least annually, in an IEP meeting. The IEP documents the program and placement for a student qualified to receive special education and related services.

The IEP team is a group of staff, parents and others that either the school staff or parents choose to include. The team is responsible for developing the student’s Individual Educational Program (IEP).

Students may be removed from his/her placement for up to forty-five days and placed in an interim alternative educational setting. The forty-five day placement may only be used for violations related to weapons, drugs or dangerous behavior. The purpose of the placement is to assist the staff in providing services while assessing necessary changes to the IEP.

The Local Education Agency means the school district.

A person on the IEP Team who has knowledge about, and can commit the school resources so that the child receives the IEP services. All IEP meetings must have an LEA representative.

LRE is environment where the individual student is able to learn and reach the goals on the IEP. The LRE should be in the general education environment to the extent appropriate. The child’s least restrictive environment may change based on the subject being taught.

The child’s setting (regular class, resource room, self contained class, home, hospital or institution) the child attends to receive special education. Placement does not necessarily refer to a specific teacher’s classroom; it refers to a type of classroom.

Due process rights provided to parents and adult students.

Things a child may need to benefit from special education. They are included in the IEP. (Examples of related services are counseling, transportation, etc.)

A method of using scientifically research based interventions to determine a student’s eligibility for special education services under the Specific Learning Disability category.

Section 504 of the Rehabilitation Act is a statute which prohibits discrimination based on disability. In addition, it requires the provision of accommodations necessary for students to benefit from their education. Students who have a disability, but do not qualify for special education, may be protected under Section 504. If the student qualifies for protection under Section 504, and needs accommodations, those accommodations must be provided.

An injury which involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty.

Specially designed instruction is designed to address the specific instructional needs of a student who qualifies for special education services. It is based on the results of the student’s individual evaluation. In order for instruction to be considered specially designed, it must differ from the instruction provided in the general education program, and cannot merely be accommodations.

Specially designed instruction to meet the unique needs of  a child with a disability who qualifies for special education. The services are provided at no cost to the parent. The services can be provided in many different settings.

Services and supports provided in regular education classes and other settings to help a child with a disability be educated with children who do not have disabilities.

Transition is a term used to indicate movement from one level to another. It includes transition from high school to life after school, and transition from a Birth to Three program to a school’s special education program. High school transition planning is a required part of every child’s IEP starting no later than the first IEP to be in effect when the student turns sixteen or younger, if determined appropriate by the IEP team. Transition planning is also required for every child moving from Birth to Three programs into the school setting.

The rules which govern schools in Washington State are addressed in the Washington Administrative Code.