Parent Advisory Committee - Washtenaw Intermediate School District

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SPECIAL EDUCATION ACRONYMSAppendix DThis is a partial listing of the acronyms you may encounter during your child’s educationADAAmericans with Disabilities ActMAPSMcGill Action Planning System/ Making ActionAD(H)DAttention Deficit (Hyperactivity) DisorderPlansAGAnnual GoalMDEMichigan Department of EducationASDAutism Spectrum DisorderMEAPMichigan Educational Assessment ProgramASAsperger's SyndromeMETMultidisciplinary Evaluation TeamAUENAddressing Unique Educational NeedsNCLBNo Child Left BehindAYPAdequate Yearly ProgressOHIOther Health ImpairmentCBICommunity Based InstructionO+MOrientation and MobilityCICognitive ImpairmentOSE/EISOffice of Special Education and EarlyCOACHCreating Options and Accommodations forIntervention ServicesChildrenOTOccupational TherapistCPCerebral PalsyPACParent Advisory CommitteeDDDevelopmental Disability/DelayPBSPositive Behavioral SupportECDDEarly Childhood Developmental DelayPDDPervasive Developmental DelayEIEmotional ImpairmentPECSPicture Exchange Communication SystemELPAEnglish Language Proficiency AssessmentPIPhysical ImpairmentEMIEducable Mental ImpairmentPLAAFPPresent Level of Academic Achievement andESYExtended School YearFunctional PerformanceFAPEFree Appropriate Public EducationPSAPublic School Agency or Public SchoolFTEFull Time EquivalencyAcademy/Charter SchoolHIHearing ImpairmentPTPhysical TherapistHQTHighly Qualified TeacherSEACState Special Education Advisory CommitteeIDEIAIndividuals with Disabilities EducationSESSupplemental Educational ServicesImprovement ActSLISpeech and Language ImpairmentIEEIndependent Education EvaluationSSWSchool Social WorkerIEPIndividualized Education ProgramSTIOShort Term Instructional ObjectiveIEPTIndividualized Educational Program TeamSXISevere Multiple ImpairmentIFSPIndividualized Family Service PlanTBITraumatic Brain InjuryISDIntermediate School DistrictTCTeacher ConsultantITPIndividualized Transition ProgramTSLITeacher of Speech and LanguageSLDSpecific Learning DisabilityVIVisual ImpairmentLEALocal Educational AgencyWISDWashtenaw Intermediate School DistrictLRELeast Restrictive Environment22
GLOSSARYAppendix EAdvocate: An individual, either a parent or professional with special knowledge or training concerning the issues ofstudents with disabilities, who accompanies/represents parents and students at IEPT meetings, due process hearings andother non-judicial proceedings seeking enforcement of the education rights of that student.Adequate Yearly Progress: The No Child Left Behind (NCLB) requirement that each school will meet state reading andmath goals. Each local educational agency will inform parents whether or not each school in the district has made AdequateYearly Progress (AYP).Annual Goals: A set of general statements, which represent expected achievement over a year's time for persons withdisabilities enrolled in special education programs and services.Assessment: Specific tools used to gather information. This includes formal and informal tests; student records; workproducts; and observations of the student in the classroom, other school environments, and the community. Thisinformation is used to evaluate the student’s needs.Alternate Assessment: Federal law IDEIA requires that the progress of all students be measured by statewideassessments; not all students, however, can take standardized tests, like the MEAP. The MI-Access assessment for eachstudent with an IEP is based on student performance and the level of independence the student will most likely achieve uponleaving school. The IEP team will decide upon the appropriate state assessment for each student.Assistive Technology Devices and Services: Items that increase, maintain, or improve functional capabilities of studentswith disabilities, or services that help staff use these items.Autism Spectrum Disorder: A neurological based lifelong developmental disorder typically beginning before 36 months ofage. Now considered a spectrum disorder, with varying degrees of severity, it affects communication, behavior,socialization, and sensory perception.Behavior (Intervention) Plan (BIP): A plan developed by a team to address situations when behavior problems interferewith learning.Complaint: A specific written and signed allegation by an agency, private individual, or organization that there is anunresolved violation, misinterpretation or misapplication of the law, the State or Intermediate School District (ISD) Plans, anIndividualized Education Program (IEP), court decision, or decision of a hearing officer.Comprehensive Evaluation: A series of assessments and observations, formal and informal, conducted for the purpose ofdetermining eligibility for special education and related services and for determining the current level of educationalperformance.Comprehensive Re-evaluation (also known as “Three-year re-evaluation”): A three-year review of a student’sspecial needs, progress, and current level of educational performance. A waiver gives the IEP team flexibility in coordinatingthis review.Consent: An agreement in writing to carry out an activity after being fully informed in one's native language of allinformation relevant to the activity.Criterion-Referenced Test: A measurement of achievement of specific criteria or skills in terms of absolute levels ofmastery. The focus is on performance of an individual measured against a standard or criterion rather than against theperformance of others who take the same test.Curriculum: The courses offered by an educational institution or a set of courses constituting an area of specialization.Curriculum framework/pathway: A set of guidelines that serve as the standards for what students are expected to learnand at what level. The frameworks are specific enough to describe the types of skills and abilities students should learn in agiven course and at the approximate grade level, yet are broad enough to give educators discretion in how those standardsare met.23
Page 1 and 2: Washtenaw Intermediate School Distr
Page 3 and 4: Dear Parents,This handbook explains
Page 5 and 6: TABLE OF CONTENTSDear Parents page
Page 7 and 8: STARTING THE REFERRAL PROCESSSome c
Page 9 and 10: ELIGIBILITY FOR SPECIAL EDUCATION S
Page 11 and 12: ELIGIBILITY DETERMINATIONOnce the i
Page 13 and 14: IF YOU HAVE A PROBLEM…Remember th
Page 15 and 16: Accommodations/Adaptations/Modifica
Page 17 and 18: invited agency does not attend, the
Page 19 and 20: • The IEP Team needs to discuss w
Page 21 and 22: RELATED INFORMATIONAppendix CGRADUA
Page 23: program supported with Title I, Par
Page 27 and 28: Individuals with Disabilities Educa
Page 29 and 30: Public School Agency: A public scho
Page 31 and 32: RESOURCES FOR PARENTSAppendix FThe
Page 33 and 34: Learning Disability Association of
Page 35 and 36: MeetingA public agency shall take s
Page 37 and 38: 4. Be a place where the parents of
Page 39 and 40: except as provided in Section 612(a
Page 41 and 42: esponsibility of the public agency.
Page 43 and 44: MY PERSONAL DIRECTORYAppendix HThe
Page 45: SPECIAL EDUCATION ADMINISTRATORS AN

Parent Advisory Committee - Washtenaw Intermediate School District

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