Special Education Glossary

Chicago Public Schools (CPS) (also referred to as “the district”)

Citywide Assessment Team (CAT)

The Citywide Assessment Team (CATS) conducts high-quality assessments for any child living within the boundaries of the city of Chicago. This includes students who are not currently enrolled in a special education program and who are suspected of having a disability, living within the City of Chicago which includes, students enrolled in a CPS education program, unenrolled students, students attending a non-public school within the City of Chicago, and highly mobile children 12 such as migrants and students in temporary living situations (STLS). As part of the Child Find process, CPS conducts developmental screenings and partners with Early Intervention. To ensure success in an academic setting, CATS use formal and informal assessments to ensure a thorough and holistic look at each student's strengths and needs. Evaluators may include a school psychologist, speech-language pathologists, occupational therapist, physical therapist, school social worker, nurse, teacher, and case manager.

Cluster Programs

Cluster programs are designed for students who need a significantly modified curriculum and moderate to intensive support in a separate classroom from their general education peers for more than 61% of the day. Students may also need help with adaptive skills.

Community Based Instruction (CBI)

Community-Based Instruction is an instructional method that helps special education students learn and practice functional and daily living skills in real-world settings. CBI often includes classroom training followed by practice in community settings, such as grocery stores, restaurants, or other community events.

Date of Referral

The date on which a written request is made to evaluate a student for special education and related services. Any concerned person may refer a student, including teachers, principals, parents, other agency personnel, or the student.

De-Escalation

De-escalation is the application of techniques and strategies to reduce aggression and agitation in order to support an individual in exhibiting calmer and safer behaviors. De-escalation helps an individual decrease the intensity of crisis behaviors and maintain the safety of the agitated person and everyone else.

Deaf-Blindness

Deaf-Blindness means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that students with these combined impairments cannot be accommodated in special education programs solely for children with deafness or children with blindness. One of the 14 categories of disabilities under which children may be eligible for special education and related services.

Deafness

Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the child’s educational performance. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Delegated Care Aide (DCA)

Delegated care aide means a school employee or paraprofessional who voluntarily received the requisite training in epilepsy under 105 ILCS 150/25 or the requisite training in diabetes care under 105 ILCS 145/25, who is authorized by a student’s seizure action plan or diabetic health plan to assist the student in implementing that plan, and who has entered into an agreement with a parent or guardian of that student.

Department of Child & Family Services (DCFS)

The Illinois DCFS protects children who are reported to be abused or neglected and to increase their families' capacity to safely care for them; provide for the well-being of children in our care; provide appropriate, permanent families as quickly as possible for those children who cannot safely return home; support early intervention and child abuse prevention activities and work in partnerships with communities.

Department of Human Services (DHS)

The Illinois Department of Human Services provides Illinois residents with streamlined access to integrated services, especially those who are striving for economic independence, and others who face multiple challenges to self-sufficiency.

Department of Rehabilitative Services (DRS)

DHS's Division of Rehabilitation Services is the state's lead agency serving individuals with disabilities. DRS works in partnership with people with disabilities and their families to assist them in making informed choices to achieve full community participation through employment, education, and independent living opportunities.

Developmental Delay (DD)

Age 3 through 9, delay in physical development, cognitive development, communication development, social-emotional development, or adaptive development. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Developmental Disabilities (DD)

A diverse group of severe, lifelong, chronic conditions due to mental and/or physical impairments manifested prior to age 22.

Developmentally Appropriate Practices (DAP)

Practices that are age-appropriate and individually appropriate for each student.

Diabetes Care Plan (DCP)

Students with diabetes must be offered a 504 Plan. Plans must be updated each year and reviewed by school staff who work with your child. All students with documented diabetes must be assigned a Diabetes Delegated Care Aide (DCA) upon parent/guardian approval. DCAs must be full-time staff members who volunteer to assist students with diabetes when the school nurse is not available or not in the building.

Domain

An aspect of a child’s functioning or performance that must be considered in the course of designing an evaluation. The domains are health, vision, hearing, social and emotional status, general intelligence, academic performance, communication status, and motor abilities.

Due Process

A legal term that assures that persons with disabilities have the right to challenge any decision made on their behalf.

Due Process Hearing

A due process hearing is a formal hearing that occurs if a parent (or occasionally a district) files a complaint requesting a due process hearing which can be used to resolve disagreements relating to the identification, evaluation, educational placement, or provision of FAPE to a child.

Early Childhood (EC)

Programs and services provided to children with disabilities from ages 3 through 5. Also known as preschool or Pre-K.

Early Childhood Education (ECE)

The education of a child in grades pre-kindergarten through third grade (age range of birth through 8 years of age).

Early Childhood Intervention (ECI)

Programs designed to provide assistance to preschool- aged children with physical or developmental problems.

Early Childhood Special Education (ECSE)

CPS provides early childhood specialized services to students three to five years of age based on the needs identified in their Individualized Education Program (IEP). The Office for Students with Disabilities works closely with the Office of Early Childhood Education to provide all students with access to high quality, individualized instruction.

Early Intervening Services (EIS)

Assistance given to children who have not yet been identified as eligible for special education and related services under IDEA but who need extra help and support to progress in the general education environment. District can use no more than 15% of IDEA Part B funds to develop and implement early intervening services. EIS emphasizes assistance to children in grades kindergarten through third grade (K-3). EIS may also be used with children in fourth through twelfth grades (4-12) . EIS funds may be used for professional development of teachers and other school staff.

Early Intervention (EI)

Programs and services provided to infants and toddlers ages 0 to three with developmental delays or disabilities and their families.

Emotional Disability (ED)

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school problems Emotional disability also includes schizophrenia.

Education Records

The Family Educational Rights and Privacy Act of 1974 (FERPA) defines an education record as any record directly related to a student which contains personally identifiable information. Examples of “Education Records” include: registration documents; grade reports; special education records; disciplinary records; and medical and health records that the school creates or collects and maintains.

Eligibility Conference

A conference held to determine, review, terminate, or consider changes in a student’s eligibility for special education.

Eligibility Conference Summary Report

A written report containing a summary of the results of the evaluation and the determination of eligibility for special education.

Eligible

A decision that determines a student meets the requirements for and is in need of special education and related services. The decision is based on the results of the evaluation and the conclusions reached at the eligibility conference.

English as a Second Language (ESL)

English learned in an environment where it is the predominant language of communication.

English for Speakers of Other Languages (ESOL)

English instruction for persons who speak a language other than English.

English Language Learner (ELL)

Someone who speaks a language other than English and is learning to speak and understand the English language.

Evaluation

Collecting information about a student and any problems that may affect his or her educational development for the purpose of determining eligibility for special education and related services. The evaluation may include giving individualized tests, observing the student, looking at records, and talking with the student and his or her parents (see also assessment).

Every Student Succeeds Act (ESSA)

ESSA is the reauthorization of the 50-year-old Elementary and Secondary Education Act, the country’s national education law which embodies a commitment to equal opportunity for all students. ESSA incorporates ambitious long-term goals, supports for low-performing schools, challenging academic standards and assessments, and universal indicators of school quality and student progress.

Extended School Day

A provision for a student who receives special education services to have instruction for a period longer than the standard school day. This sometimes includes “double” kindergarten, later afternoons, or earlier starting times.

Extended School Year Services (ESY)

A provision for a special education student to receive instruction during ordinary school “vacation” periods. Purpose is to prevent serious regression of previously learned skills that cannot be regained in a reasonable length of time with the intent being to maintain IEP goals and objectives, not to introduce new skills. The IEP team determines eligibility for ESY services.

Family Educational Rights and Privacy Act (FERPA)

A federal law that regulates the management of student records and disclosure of information from those records. The Act has its own administrative enforcement mechanism.

Fiscal Year (FY)

A twelve-month period used for calculating yearly financial reports. Most schools use the state fiscal year which runs from July 1 to June 30.

Free Appropriate Public Education (FAPE)

The words used in the federal law (IDEA) to describe the right of students with disabilities to receive special education and related services that meet his or her individual learning needs, at no cost to the parents.

Full and Individual Evaluation (FIE)

An FIE is the process used to determine a student’s needs and eligibility for special education and related services under IDEA. In conducting the evaluation, a variety of assessment tools and strategies must be used to determine whether the student meets eligibility criteria. The IEP team must design the FIE to include assessments in all areas related to the suspected disability in one or more of the following eight (8) domains, if appropriate: health, vision, hearing, social/emotional status, general intelligence (cognitive functioning), academic performance, communication status, and motor abilities.

Functional Behavioral Assessment (FBA)

 A process to improve understanding of problem behavior in order to identify what skills need to be taught. The process includes observation, interviews, and data collection to identify when, where, and why the behavior is occurring.

General Curriculum

General curriculum is a standard educational program and set of core subjects provided to all students across various grade levels.

Guardian

Person who has qualified as a guardian of a minor or incapacitated person pursuant to testamentary or court appointment but excludes one who is merely a guardian ad litem.

Guardian ad litem

Person appointed by a court to represent the best interests of a child.

Head Start

Head Start and Early Head Start programs are federally funded programs that are run by community-based organizations, such as local nonprofit organizations, school districts, and community action agencies. These programs are designed to help children and families become ready for school and to succeed in life.

Health Service Nurse (HSN)

 Health Service Nurses in CPS are Registered Nurses who hold a degree in Nursing from an accredited college, along with a Cardio-Pulmonary Resuscitation (CPR) certificate.

Hearing Impairment (HI)

 A hearing impairment is one that is either permanent or fluctuating and adversely affects a child’s educational performance, but that is not included under the definition of deafness. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Hearing Officer (HO)

A Hearing Officer is a neutral person who is appointed by ISBE to oversee and decide disputes related to special education services under the Individuals with Disabilities Education Act (IDEA).

Home and Hospital Instruction Program (HHIP)

The Home and Hospital Instruction Program (HHIP) provides instruction by a certified teacher to any student whose academic programs are anticipated to be interrupted for 10 or more consecutive or intermittent school days due to a documented medical or psychiatric condition. The program is focused on keeping students in academic and instructional contact with the attendance school, facilitating seamless reintegration back to school.

Illinois Administrative Code (IAC)

A compilation of the rules and regulations established by state agencies in Illinois. These rules are created to implement, interpret, or prescribe law or policy in the State of Illinois. The regulations relevant to the provision of special education are located in Title 23 at Part 226.

Illinois Department of Human Services (IDHS)

The Illinois Department of Human Services (IDHS) provides Illinois residents with streamlined access to integrated services, especially those who are striving for economic independence, and others who face multiple challenges to self-sufficiency, including disabilities.

Freedom of Information Act (FOIA)

This Act (5 ILCS 140/) regulates access to public records. It is useful for accessing the policies and minutes of public bodies but does not provide for access to individual student records.

Illinois Revised Statutes or Illinois School Code (ILCS)

Chapter 105. Commonly called the “Illinois School Code.” It includes state law regulating the operation of public schools. Article 14 is specific to special education matters.

Illinois State Board of Education (ISBE)

The state agency responsible for overseeing public educational services.

Illinois Student Records Act (ISSRA)

A portion of the Illinois School Code regulating the management of all student records whether or not those students have disabilities.

Independent Educational Evaluation (IEE)

An assessment of a student's educational needs conducted by a qualified provider who is not employed by the school district. Anyone completing the assessment must be fully trained and qualified.

Individual Family Service Plan (IFSP)

The document that outlines the services to be delivered to families of infants and toddlers receiving special services.

Individualized Education Program (IEP)

The written educational program for a student receiving special education and related services with goals and objectives to be attained during a calendar year. The IEP is developed and implemented to meet a student's unique educational needs.

Individualized Education Program (IEP) Conference

A meeting held annually to develop, review, and consider changes in a student’s special education and related services and educational placement.

Individualized Education Program (IEP) Team

The group of individuals, including the parents, teachers, and school or district officials, who determines the special education and related services to be provided to an eligible student. The IEP team and other qualified professionals are required to participate in meetings when identifying specific assessments, determining eligibility, and conducting manifestation determination reviews.

Individualized Functional Assessment (IFA)

An assessment that examines whether a child can engage in age-appropriate activities effectively.

Individualized Transition Plan (ITP)

Transition services begin when a student is ready to transition from high school to postsecondary education, vocational training, independent employment, continuing and adult education, adult services, or independent living. When transition services begin for students with an IEP, a transition planning interview will be completed to identify the students’ needs. The IEP team will use this information to develop an ITP, which is designed to accomplish the student’s goals.

Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law that makes available a free appropriate public education (FAPE) to eligible children with disabilities throughout the nation and ensures special education and related services designed to meet the unique needs of the children and prepare them for employment and independent living.

Individuals with Disabilities Education Law Reporter (IDELR)

The Individuals with Disabilities Education Law Reporter is a specialized full text reporting service that publishes policy letters and administrative level actions as well as case law.

Initiation Date

The date, month, and year in which a program or service will begin as documented on the IEP.

Intellectual Disability (ID) - Mild, Moderate, or Severe/Profound 

Intellectual disability means significantly below average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Interim Alternative Education Setting (IAES)

An Interim Alternative Educational Setting (IAES) is a temporary educational placement for a student who has been removed from their current school for disciplinary reasons. The purpose of an IAES is to allow the student to continue receiving educational services and working towards the goals of their Individualized Education Program (IEP).

Learning Environment Interventions (LEI)

Learning Environment Interventions (LEI) is a strategy or set of actions designed to modify or adapt a student's educational environment to better support their learning, behavior, and overall success. Teachers must complete a LEI, and another school-based IEP team member must conduct an observation.

Learning Environment Screening (LES)

The Learning Environment Screening (LES) is a part of the Learning Environment Interventions (LEI) process in Chicago Public Schools (CPS). The LES is a classroom observation that is completed by a school-based IEP team member to determine if a student may have a specific learning disability (SLD).

Least Restrictive Environment (LRE)

A requirement of IDEA that describes procedures that ensure, to the maximum extent appropriate, students with disabilities are educated with students who are not disabled. The IEP team must determine the LRE for each student based on his or her individual needs.

Licensed Practical Nurse (LPN)

Licensed Practical Nurses in CPS are graduates from an accredited school of practical nursing who possess a current State of Illinois Licensed Practical Nurse License, Cardio-Pulmonary Resuscitation (CPR) certificate and a pharmacology certificate.

Limited English Proficient (LEP)

 Term used to describe a student who is not proficient in English, speaks a language other than English at home, and does not demonstrate English language skills of comprehension, speaking, reading, and writing at a level that would allow him or her to be placed in a mainstream class setting where only English is spoken.

Local Educational Agency (LEA)

Local education agency is a public authority that manages and provides services for public schools, which can include school districts, charter schools, county offices of education, or other public boards of education.

Manifestation Determination Review (MDR)

A meeting of the IEP team convened by the school to determine whether the behavior of a student who receives special education services was a manifestation or cause of a student's disability.

Mediation

Mediation is a formal process of conducting a meeting led by an ISBE-appointed neutral mediator to resolve a disagreement between a parent/guardian and the district about the services and supports needed by a student with a disability.

Medicaid

A federal-state public medical assistance program administered by the Illinois Department of Human Services that enables eligible recipients to obtain medical benefits outlined within the state Medicaid guidelines.

Medical Services

Related service which includes services provided by a licensed physician to determine a child’s medically related disability that results in the child’s need for special education and related services.

Modifications

Modifications in special education are changes to the curriculum or school environment in accordance with a student's IEP to enable access the general education curriculum. Modifications can include changes to assignments, assessments, or the classroom environment.

Multi-Tiered Systems of Support (MTSS)

The Multi-Tiered System of Supports (MTSS) is a framework that schools use to help students succeed academically, behaviorally, and socially. The MTSS framework is a key part of the broader CPS strategy to support ALL learners and ensure equitable access to a robust, high-quality education. MTSS implementation is the shared responsibility of all CPS educators, staff, families, and communities. It is designed so that educators can make data-based decisions to meet the needs of students from different backgrounds, levels of language proficiency, learning styles, and levels of achievement.

Multiple Disabilities (MD)

Multiple disabilities means a combination two or more various impairments. Multiple disabilities does not include deaf-blindness. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Native Language

Language normally used by the child’s parents.

Notice

Mandatory written notice provided to parents before the school’s proposal or refusal to initiate or change the student’s identification, evaluation, or educational placement. Notice in the parent’s native language must also be provided in advance of any scheduled IEP meetings.

Notice of Conference (NOC)

 A required official written notice to parents of suspected and eligible special education students regarding a broad range of topics since the advent of the Education of All Handicapped Children Act (PL 94-142) in 1975.

Notice of Non-Implementation (NONI)

 Illinois regulations and the Procedural Safeguards require that every CPS school, including charter schools, notify parents/guardians if, at a meeting to develop or revise an IEP, the IEP team determines that a certain service is required for the child to receive FAPE, and that IEP service is not implemented within 10 school days after a date or frequency set forth within the IEP. If any part of a student’s IEP has not been implemented within 10 school days of the IEP services’ expected implementation period (typically 10 school days following the development of the IEP, unless the frequency of the services is not set as a daily or weekly service), the school must send the Notice of Non-Implementation form. This form must be sent within three school days of the non-compliance. On the form, the school must specifically identify each service not being implemented, what actions the school is taking to ensure the student is receiving FAPE, and inform the parent/guardian of the ability to request compensatory services.

Occupational Therapy and/or Therapist (OT)

A specialist which is usually focused upon the development of a student’s fine motor skills and/or the identification of adapted ways of accomplishing activities of daily living when a student’s disabilities prevent him or her from doing those tasks in typical ways (e.g., modifying clothing so a person without arms can dress independently).

Office for Students with Disabilities (OSD)

The Chicago Public Schools Office for Students with Disabilities works to support networks, schools, and families with all issues related to special education including instruction, interventions, and legal and compliance support.

Office of Civil Rights (OCR)

This federal agency serves student populations who face discrimination based on race, color, national origin, gender, age, disability, religion, and political beliefs. OCR advocates on behalf of students to resolve complaints of discrimination, as well as develop creative approaches to preventing and addressing discrimination.

Office of Multicultural-Multilingual Education (OMME)

The Office of Multilingual - Multicultural Education (OMME) exists to guide CPS in providing a high-quality education for all language learners that is attentive to a culturally and linguistically diverse community of students, families, and educators.

 Office of Social Emotional Learning (OSEL)

The Chicago Public Schools Office for Social and Emotional Learning works with schools and networks to establish multi-tiered systems of support (MTSS) for students’ social, emotional, and behavioral development.

Office of Special Education and Rehabilitative Services (OSERS)

An agency of the federal government’s executive branch within the Department of Education that works to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the nation.

Office of Special Education Programs (OSEP)

Part of the U.S. Department of Education, its goal is to improve results for infants, toddlers, children and adolescents with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.

Office of Student Protections (Title IX) (OSP)

The Chicago Public Schools Office of Student Protections and Title IX (OSP) and the Equal Opportunity Compliance Office (EOCO) promotes a District that is free from abuse, discrimination, harassment, and retaliation. We engage collaboratively with our stakeholders to remove barriers to academic programs and activities to provide an equitable, inclusive, and safe learning and work environment. By working together to safeguard civil rights, we positively impact school communities affected by harm.

Orthopedic Impairment (OI)

An orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). One of the 14 categories of disabilities under which children may be eligible for special education and related services.

Other Health Impairment (OHI)

Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that -

• Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
• Adversely affects a child’s educational performance.

One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Physical (Orthopedic) Impairment

 A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, disease, or other cause (e.g., cerebral palsy, amputation, fractures, or burns). One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Physical Restraint and Time Out (PRTO)

In compliance with The Behavioral Interventions Act (105 ILCS 5/14-8.05 and Public Act 102-0339) each school board must develop policies and procedures on the use of behavioral interventions for students who require such interventions. This policy provides requirements, restrictions, and procedures related to the use of physical restraints, isolated time out, time out, and momentary physical intervention for all Chicago Public Schools students in compliance with the Illinois State Board of Education’s (ISBE) administrative rules. In August 2021, Public Act 102-0339 was enacted, which amended Section 10-20.33 of the School Code to align with ISBE rules regarding the use of isolated time out, time out, and physical restraint.

Physical Therapist (PT)

School-based physical therapists evaluate and facilitate the development of functional gross motor coordination and movement skills in order for students to access and participate in the educational environment and to benefit from their special education. The physical therapist is responsible for evaluations and intervention, including participation in team decisions about eligibility and post secondary transition planning.

Placement

The setting in which the IEP will be implemented. The placement decision is made by the IEP team, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate. The parents have the right to be members of the group that decides the educational placement of the child. Placement decisions must be made according to IDEA’s least restrictive environment requirements, commonly known as LRE. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.

Positive Behavioral Interventions and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, multi-tiered, problem-solving, and team-based framework educators use to build a continuum of supports to promote all students’ social-emotional-behavioral and mental health, including those with disabilities and who display high rates of unwanted or unexpected behavior.

Present Level of Academic Achievement and Functional Performance (PLAAFP)

A required IEP component; statement of the child's prsent levels of academic achievement and functional performance including how the child's disability affects the child's involvement and progress in the general education curriculum ; or for preschool children, as appropriate, how the disability affects the child's participation in appropriate activities.

Prior Written Notice

Required written notice to parents when school proposes to initiate or change, or refuses to initiate or change, the identification, evaluation, or educational placement of the student.

Prioritization of Urgency of Need for Services (PUNS)

PUNS is a statewide database that records information about individuals with developmental disabilities who are planning for or seeking services. The State uses the data to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.

Procedural Safeguards

Rights of a student or adult student with a disability who is receiving or may be eligible to receive special education and related service that are safeguarded by state and federal law.

Procedural Safeguards Notice

Part B of the Individuals with Disabilities Education Act (IDEA), the federal law concerning the education of students with disabilities, requires schools to provide parents/guardians of a child with a disability with a notice containing a full explanation of the procedural safeguardsd available under IDEA and U.S. Department of Education regulations. This notice must be made available to you only one time a year. However, a copy also must be given upon an initial request for an evaluation, upon receipt of the first written complaint or first due process complaint to the Illinois State Board of Education (ISBE), upon a disciplinary removal that constitutes a change in placement, or upon request.

Psychologist

 School psychologists are qualied members of school teams that support students' ability to learn and teachers' ability to teach. School psychologists provide direct support and interventions to students, consult with teachers, and collaborate with families and other school-based mental health professionals (e.g, school counselors and school social workers). Such collaboration enhances evidence-based support strategies. School psychologists may also work closely with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services.

Reasonable Accommodation

Under Title I of the Americans with Disabilities Act (ADA), a reasonable modification is a modification of a facility or program that can be accomplished without undue administrative or financial burden

Reevaluation

For students who have already been found eligible for specialized instruction and related services under the IDEA, the IDEA requires an assessment that occurs every three years, or more if needed, to determine continued eligibility for special education.

Referral

The process of requesting that a student be evaluated for special education and related services. Any person who suspects a student may have a disability may refer a student, including teachers, principals, parents, other agency personnel, or the student.

Regression/Recoupment

 “Regression” is defined as the amount of loss during a scheduled break in instruction of learned skill or acquired knowledge which has been specified in a student’s IEP goals. “Recoupment” is the amount of time required to recoup those lost skills when school instruction resumes.

Rehabilitation Act of 1973

Federal law that prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors. Section 504 of the Act states that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service.

Rehabilitation Counseling Services

Related service; includes career development, preparation for employment, vocational rehabilitation services funded under the Rehabilitation Act of 1973.

Related Service Provider (RSP)

Related service providers include social workers, speech-language pathologists, psychologists, occupational therapists, and physical therapists who provide developmental, corrective, and other supportive services that increase student access to the curriculum and learning environment.

Related Services

IDEA requires that school districts provide whatever related services (other than medical care which is not for diagnostic purposes) a child needs in order to benefit from his or her special education program. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training. Exceptions do apply.

Response to Intervention (RTI)

Response to Intervention (RtI) is an approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant, and durable for all students, families, and educators. RtI involves an education process that matches instructional and intervention strategies and supports to student needs in an informed, ongoing approach for planning, implementing, and evaluating the effectiveness of instruction, curricular supports, and interventions.

Safety Care

Safety-Care provides the evidence-based behavioral strategies needed for safe crisis prevention and management. Safety-Care will help individuals:

• Understand how and why crisis events happen, and the ways in which we might inadvertently contribute to them.
• Prevent crises using a variety of supportive interaction strategies.
• Apply simple, evidence-based de-escalation strategies that are effective for any population.
• Respond appropriately and safely to dangerous behavior.
• Prevent the need for restraint.
• Intervene after a crisis to reduce the chance that it will happen again.

School Day

Any day, including a partial day, during the regular school year that students are at school for instructional purposes.

School Health Services

Related service; services provided by a qualified school nurse or other qualified person.

Screening

A review of all children in a given group to identify those students who may need an evaluation to determine the need for special education services.

Section 504

 The Rehabilitation Act of 1973, Section 504 addresses protections for students with disabilities. Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the department.

The U.S. Department of Education’s Office for Civil Rights enforces section 504 in public elementary and secondary schools.

Section 504 states: “No otherwise qualified individual with a disability in the United States… shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….”

Short-term Instructional Objectives/Benchmarks (STO)

Statements in an IEP that describe the steps that allow the student to reach the annual goals.

Significantly Modified Curriculum with Intensive Supports

Also known as the severe/profound program, this Cluster classroom type is designed for students with a range of disabilities who engage in rigorous instruction, transition, functional and life skills via significantly modified curriculum with intensive supports. CPS educators and staff converge to support intensive programs, including teachers, SECAs, Related Service Providers, case managers, instructional coaches, administrators and network and central office staff.

Significantly Modified Curriculum with Moderate Supports

Also known as the mild/moderate program, this Cluster classroom type is designed for students with a range of disabilities who engage in rigorous instruction via significantly modified curriculum with mild to moderate supports. CPS educators and staff converge to support mild/moderate programs, including teachers, SECAs, Related Service Providers, case managers, instructional coaches, administrators and network and central office staff.

Social/Emotional Learning (SEL)

Learning where students acquire, demonstrate, and assess the non-academic beliefs, attitudes, skills, and knowledge that are essential for success in their intrapersonal and interpersonal lives.

Social Worker (SW)

Social workers are trained mental health professionals with a degree in social work who provide services related to a person's social, emotional and life adjustment to school and/or society. Social Workers are the link between the home, school and community in providing direct as well as indirect services to students, families and school personnel to promote and support students' academic and social success.

Special Education

Special education means specially designed instruction, to meet the unique needs of a child with a disability.

Special Education Classroom Assistant (SECA)

SECAs assist Special Education teachers in elementary and high schools in reinforcing efforts with children with various disabilities, including physical disabilities, visual and hearing impairments, learning disabilities, behavior disorders, emotional impairments, and mental impairments in accordance with each students’ Individual Education Program (IEP).

Specific Learning Disability (SLD)

A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Specific Language Impairment (SLI)

 A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Speech or Language Impairment (SLI)

 A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Speech Language Pathologist (SLP)

Sometimes referred to as speech therapists or speech teachers. These professionals assess, diagnose, and treat students who need help with speech, language, communication, voice, swallowing, fluency and other related disorders.

Speech Therapy

Process for remediation of speech disorders such as stuttering, lisping, and misarticulation conducted by a qualified speech language pathologist on an individualized or small group basis.

Standardized Tests

Tests that have norms reflecting a larger population; usually these are age or grade-based norms reflecting the performance of children throughout the country on the same tests.

State Education Agency (SEA)

State education agency is the State board of education or other agency or officer primarily responsible for the State supervision of public elementary schools and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the Governor or by State law.

Statute of Limitations

Time within which a legal action must be commenced.

Statutory Law

Written law enacted by legislative bodies.

Statutory Rights

Rights protected by statute, as opposed to constitutional rights that are protected by the Constitution.

Student Assistance Team (SAT)

See Student Support Team

Student Code of Conduct (SCC)

The Student Rights & Responsibilities is adopted by the Chicago Board of Education each year to help create a safe and supportive learning environment for all students and school personnel. The handbook contains the Student Code of Conduct (SCC), which sets forth clear expectations for responsible student behavior. The SSC also provides a transparent and restorative disciplinary process that addresses the root causes of behaviors, repairs harm, and promotes social and emotional development.

Student Services Management (SSM)

The application is used by CPS for the special education evaluation process. It includes the IEP, 504 Plan, and Service Capture.

Student Support Team (SST)

Student support team, can also be called student assistance team (SAT): a team of school professionals (including classroom teachers, curriculum specialist, school psychologist, speech-language therapist, principal or assistant/vice principal), and parents who meet to discuss problems a child is having in general education classes. The goal of the SST is to discuss ways in which to assist a child so that his or her learning or behavioral problems minimize the effect they have on his or her education.

Supplementary Aids and Services

Aids, services, and other supports provided in general education classes or other educational settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate (in the least restrictive environment) as required under IDEA.

Surrogate Parent

An individual trained and appointed by ISBE to exercise special education rights on behalf of children with disabilities who are wards of the Illinois Department of Children and Family Services (DCFS) or are otherwise without access to parents.

Suspension

When you, as the parent, are asked to come to the school and pick up your student due to a disciplinary infraction, this removal is counted as a "suspension" under the regulations. Suspension or expulsion may include suspension or expulsion from school and all school activities and a prohibition from being present on school grounds.

Temporary Record

A file that includes, but is not limited to, family background information, intelligence test scores, aptitude test scores, special education evaluations, achievement level test results, participation in extracurricular activities, disciplinary information, eligibility conference summary reports, IEPs, reports or information from non-educational persons or agencies, and other information of relevance to the education of the student; access is governed by the Illinois Student Records Act.

Transition Planning

At a minimum, this is planning for adolescents’ postsecondary lives and must begin by age 141⁄2. Helping a student transition from school to adult life requires effective planning, school experiences, services, and supports so that he or she can achieve a desired outcome. See Individualized Transition Plan.

Transition Services

 Transition services means a coordinated set of activities for a child with a disability that -

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes -
1. Instruction;
2. Related services;
3. Community experiences;
4. The development of employment and other post-school adult living objectives; and
5. If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

Traumatic Brain Injury (TBI)

Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and motor abilities. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Unique Learning System (ULS/N2y)

Unique Learning System®, created by n2y, is an online standards-based program that provides students with meaningful access to the general education curriculum.

Visual Impairment (VI)

Visual impairment includes any type of sight problem that even with glasses or contacts adversely affects school performance. Children with visual impairments can be further described as partially sighted or blind based on the degree of visual impairment and their educational needs. One of the14 IDEA disability categories and eligibility criteria for special education and related services.

Weapon

Means a “dangerous weapon” as defined in the United States Code (weapon, device, instrument, material, or substance, animate or inanimate that is used for or is readily capable of, causing death or serious bodily injury, except that such term does not include a packet knife with a blade of less than 2 1⁄2 inches in length), per 18 USC 930(g)(2).