Glossary of Terms
Behavioral Intervention Plan (BIP) to address behavior or may address behaviors through goals and objectives that are a part of the student’s IEP. Remember that the BIP is a plan that is developed and agreed upon by the CCC and integrated in the student’s IEP.
Case Conference Committee (CCC) – The case conference committee (CCC) is the group of people including the parent(s) and school personnel, who share the responsibility of making educational decisions for a student with a suspected or identified disability.
Educational Evaluation – The process of gathering information from several sources and using that information to determine if a child has a disability and qualifies to receive special education and related services.
Free Appropriate Public Education (FAPE) - special education and related services that are provided at public expense, and in accordance with an IEP [at no cost to the parent(s)].
Functional Behavioral Assessment (FBA) – A process where data is collected and used to identify both a pattern of behavior and the reason or purpose of the behavior for the particular student. An FBA may be assembled based on existing data for the student or may involve getting written parental consent to collect new assessment data.
Individualized Education Program (IEP) – The written plan that describes how the student will participate in the general education curriculum (if appropriate) and identifies the special education and related services that the school will provide to the student.
Least Restrictive Environment (LRE) – Placement must allow the student to be educated with non-disabled students to the greatest extent appropriate for the student regardless of the student’s disability. For some students, this means that they will be educated in the general education classroom, but for others it will mean that they are with non-disabled students only for certain periods of time such as lunch, recess, or a particular class.
Multidisciplinary team, sometimes called the M-Team, conducts the educational evaluation. This team is a group of qualified professionals that may include a general education teacher; a special education teacher; a school psychologist or speech language pathologist; or other qualified professional(s) based on the student’s unique needs or suspected disability. Parent(s) play an important role with the M-Team by providing input and information about the student.
Procedural safeguards have been referred to as the “rights and responsibilities” of the parent(s) and schools. The procedural safeguards affirm the right of the student’s parent(s) to be fully informed, to participate in the process, to receive prior notice and provide consent, to have any information that could personally identify the student held in confidence, to examine all relevant records, and to a timely and impartial resolution of disputes.
Response to intervention (RTI) is a systematic process that utilizes screening and periodic monitoring of progress of all students. Through this process students identified as needing additional educational or behavioral assistance are provided help through interventions to support each student’s unique needs for success.
Teacher of Record (TOR) Each student with a disability must have a teacher of record (TOR) identified and assigned to him/her. The TOR must be appropriately licensed in the area of the student’s disability. For disabilities such as autism spectrum disorder, other health impaired, deaf-blind, and traumatic brain injury for which no state licensure is available, the teacher of record must be appropriately trained. The TOR provides direct or indirect services to the student according to the student's IEP, participates in the CCC meeting as the student's teacher to assist in developing measurable goals, benchmarks, and objectives to meet the student's needs, monitors and implements the IEP and provides progress reports to the parent(s) on the IEP and makes sure that all staff responsible for implementing the student’s IEP have access to it and know their responsibilities for ensuring the IEP is implemented as written.
Teacher of Service (TOS) is any teacher who provides services to a student with a disability. A teacher of service could be a general education classroom teacher or a special education teacher who provides instruction to the student. The student’s teacher of record may also be the student’s teacher of service.
Transition IEP - The IEP developed for a student who will be turning 14 or entering the 9th grade. A Transition IEP includes all of the components described above, but is driven by an understanding of the student’s needs once s/he leaves high school. A student has a Transition IEP until the completion of high school.