Sped 102 Article 7 Terms

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Academic achievement

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A students performance in relation to the continuum of the Indiana academic standards, including the foundations to the standards. This may include performance on norm-referenced, criterion-referenced, and other achievement measures.

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Adaptive behavior

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The effectiveness of or degree with an individual meets the standards of personal independence and social responsibility excepted of the individuals chronological age and cultural group

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Adequate notice

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Notice that is provided early enough to allow a change in time or location, make arrangements to attend a meeting; or allow a response prior to the proposed action;
includes all components specified in this article based upon the purpose of the notice; is provided in the native language or other mode of communication; and is written or communicated in common understandable language

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Adversely affects educational performance

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A student's disability has a consistent and significant negative impact on the student's academic achievement; or functional performance; or both the student's academic achievement and functional performance

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Assessment

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*The process of gathering and interpreting information regarding some aspect of a student's cognitive; academic; social; emotional; behavioral; or functional;
performance*
b. Norm-referenced assessments are standardized on a clearly defined group and scaled so that the score reflects the student's performance when compared to the normative group.
c. Criterion-referenced assessments are:
1. designed to determine whether a student has reached a pre-established level or standard of performance; and
2. generally developed with a hierarchy of skills.
d. Other assessment procedures include, but are not limited to, the following:
1. Samples of academic skills
2. Behavioral charts
3. Informal tests.
4. Interviews
5. Observations

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Assistive technology service

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Any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. The term includes, but is not limited to, the following:
1. The evaluation of the needs of a student with a disability, including a functional evaluation of the student in the student's customary environment.
2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for students with disabilities.
3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices.
4. Coordination and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
5. Training or technical assistance for the following:
a. A student with a disability or, if appropriate, the student's family.
b. Professionals (including individuals providing education or rehabilitation services), empl

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Benchmarks

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Major milestones a student is expected to achieve. Benchmarks establish expected performance levels for students assessed against alternate achievement standards that allow for regular checks of progress that coincide with the reporting periods for informing parents of the student's progress toward achieving the annual goals delineated in a student's IEP.

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Case Conference Committee "CCC"

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The group of persons, including parents and public agency personnel, who are responsible for the following:
1. Reviewing the educational evaluation report and determining a student's eligibility for special education and related services.
2. Developing, reviewing, and revising a student's IEP or transition IEP.
3. Determining the following:
a. The appropriate special education, related services, and placement for a student and the setting or settings in which those services will be provided.
B. Other matters, including the provision of a free appropriate public education, that are assigned to an IEP team by federal law or to a CCC by state law or any rule of the Indiana state board of education, including this article.

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Caseload

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The total number of students assigned to a teacher, speech-language pathologist, or a related services provider. The caseload of each teacher, speech language pathologist, or related services provider shall be limited in number to allow the teacher, speech language pathologist, or related services provider to implement each assigned student's IEP and shall be determined by the following:
1. The nature and severity of the students disabilities.
2. The type and intensity of services needed as specified in the IEP.
3. The chronological ages of the students.
4. The total number of students with and without disabilities for whom the teacher has instructional responsibility.

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Change of educational placement

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A student's placement has changed on the continuum of placement options.
b. If a public agency proposes to change a student's educational placement, the public agency must provide the student's parent with written notice.
c. A change of educational placement:
1. occurs when a student:
a. is declassified as eligible for special education and related services; or
b. graduates with a high school diploma;
2. does not occur because a student's IEP will be implemented in a different location; and
3. is different from a disciplinary change of placement.

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Complaint

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A written, signed allegation of a procedural violation of federal or state statues, regulations, rules, or constructions governing special education that is submitted to the division of special education for investigation.

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Consent

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1. The parent has been fully informed, in the parent's native language or other mode of communication, of all information relevant to the activity for which consent is sought.
2. The parent understands and agrees in writing to the activity for which consent has been sought, and the consent:
a. describes that activity; and
b. lists the records, if any, that will be released and to whom
3. The parent understands that:
a. granting consent is voluntary on the part of the parent; and
b. the consent may be revoked at any time.
If the parent revokes consent, the revocation is not retroactive, that is, it does not negate an action that has occurred after the consent was given and before the consent was revoked.

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Due process hearing

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A proceeding initiated by a student's parent, a public agency, or the state educational agency and is conducted by an independent hearing officer when there is a dispute regarding any of the following:
1. The identification or eligibility of a student for services under this article.
2. The appropriateness of the:
a. educational evaluation; or
b. student's proposed or current level of services or placement.
3. Any other dispute affecting the provision of a free appropriate public education to the student.

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Early intervening services

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Services provided to students in grades kindergarten through 12, with a particular emphasis on students in grades kindergarten through 3, who are not currently eligible for special education or related services, but who need additional academic and behavior support to succeed in a general education environment.

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Expedited due process hearing

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A hearing that is conducted by an independent hearing officer, and may be requested in any of the following situations:
1. The parent disagrees with:
a. a determination regarding disciplinary change of placement;
b. a determination that the student's behavior was not a manifestation of the student's disability; or
c. the public agency's decision regarding the student's disciplinary change of placement.
2. The public agency believes that maintaining a student in the current placement (placement prior to removal to the interim alternative educational setting), after the expiration of the student's placement in an interim alternative educational setting, is substantially likely to result in injury to the student or others.

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Expedited evaluation

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An initial evaluation that is conducted during the pendency of disciplinary action of a student who had not been determined eligible for special education. The timelines for conducting an expedited evaluation and convening the CCC are shorter than for an initial evaluation.

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Extended school year services

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Special education and related services that:
1. are provided to a student with a disability:
a. beyond the normal school year or instructional day of the public agency;
b. in accordance with the student's IEP; and
c. at no cost to the parent or the student; and
2. meet the standards of the department of education

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Free appropriate public education

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Special education and related services that:
1. are provided at public expense, under public supervision and direction, and at no cost to the parent;
2.meet the standards of the state educational agency, including the requirements of this article;
3. include an appropriate early childhood education, elementary education, or secondary education in the state involved;
4. are provided in conformity with an IEP that meets the requirements of this article; and
5. include the award of credit and diploma for completion of academic requirements to the same extent the credit is awarded to students without disabilities.

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Functional behavioral assessment

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A process that uses data to identify patterns in the student's behavior and the purpose or function of the behavior for the student. A functional behavioral assessment may require written parental consent if it is an educational evaluation. Written parental consent is not required when a functional behavior assessment reviews existing data regarding a student.

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Functional performance

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A measure of skills, behaviors, and knowledge necessary to achieve self-sufficiency in areas that support those defined by academic achievement. This may include the following:
1. Physical skills, such as sensory responses, fine and gross motor skills.
2. Personal care skills, such as the following:
a. eating
b. dressing
c. maintaining hygiene
3. Social emotional adjustment, such as the following:
a. Interpersonal skills
b. Intrapersonal regulation
c. Habits of learning
4. Independent living skills, such as the following:
a. Maintaining a household
b. Managing health needs
c. Using tools
d. Shopping
e. Budgeting
f. Practicing safety.
g. Accessing transportation
h. Recreation
i. Accessing community resources
j. employment

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Homebound instruction

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Instruction provided by a licensed teacher to students, in accordance with 511 IAC 7-42-11 and 511 IAC 7-42-12, including students without disabilities, who are unable to attend school. Homebound instruction may be provided:
1. at:
a. a student's home
b. a hospital; or
c. another site, and
2. in person or by any other technology systems.

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Individualized education program "IEP"

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A written document, developed, reviewed, and revised by the CCC in accordance with 511 IAC 7-42, that describes the following:
1. How a student will access the general education curriculum, if appropriate.
2. The special education and related services needed to participate in the educational environment. The required components of an IEP are contained in 511 IAC 7-42-6.
b. A transition IEP is an IEP that is:
1. developed in accordance with 511 IAC 7-43-4; and
2. in effect when the student:
a. enters into grade 9; or
b. becomes fourteen (14) years of age;
whichever occurs first, or earlier if determined appropriate by the CCC.

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Interim alternative educational setting

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A student's placement when the public agency removes a student from the student's current placement as a result of any of the following:
1. Under 511 IAC 7-44-3, when a student has been removed for more than ten (10) cumulative instructional days in the same school year, but the removals do not constitute a pattern that results in a change of placement. The public agency may decide to provide services during the removal in an interim alternative educational setting.
2. Under 511 IAC 7-44-5, when a CCC determines that a student's conduct is not a manifestation of the student's disability. The CCC may determine that during any period of removal a student will receive services in an interim alternative educational setting.
3. Under 511 IAC 7-44-6, when a student is removed by the public agency for not more than forty five (45) instructional days for weapons, drugs, or serious bodily injury. The student's CCC must determine the appropriate interim alternative educational setting for the period of removal.
4. Un

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Length and frequency of services

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For what amount of time and how often special education and related services are to be provided

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Local educational agency

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A public board of education or other public authority legally constituted for either administrative control or direction of, or to perform a service function for, publicly funded schools as such schools are established under the laws of Indiana. The term includes school corporations, charter schools not part of school corporations, and state-operated schools.

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Manifestation determination

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An evaluative process conducted by the student's CCC, in accordance with 511 IAC 7-44-5, to determine whether the conduct in question was:
1. caused by or had a direct and substantial relationship to the student's disability; or
2. the direct result of the public agency's failure to implement the student's IEP.

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Progress monitoring

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A systematic procedure for the frequent and repeated collection and analysis of student performance data. Academic or functional performance, or both academic or functional performance, is monitored over time to evaluate the effectiveness of instruction and intervention.

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Scientifically based research

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Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs, and includes research that:
1. employs systematic, empirical methods that draw on observation or experiment;
2. involves rigorous data analysis that are adequate to test the stated hypotheses and justify the general conclusions drawn;
3. relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
4. is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across condit

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Service plan

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The written document that describes the specific special education and related services the public agency will provide to a parentally-placed nonpublic school student with a disability.The plan must:
1. be developed and implemented in accordance with 511 IAC 7-34; and
2. include the location of the services and any transportation that is necessary for the student to receive services.

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Special education

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Specially designed instruction, at no cost to the parent, designed to meet the unique needs of a student eligible for special education and related services under this article. The term may include, but is not limited to, the following:
1. Instruction conducted in:
a. the classroom;
b. the home;
c. hospitals and institutions; and
d. other settings.
2. Instruction in physical education.
3. Travel training.
4. Transition services.
5. Vocational education.
6. Speech-language pathology services.

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Specially designed instruction

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Adapting, as appropriate to the needs of a student who is eligible for special education and related services, the content, methodology, or delivery of instruction to:
1. address the unique needs of the student that result from the student's disability; and
2. ensure the student's access to the general curriculum so that the student can meet the educational standards within the jurisdiction of the public agency that apply to all students.

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Student with a disability

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a.A student who has been evaluated in accordance with this article and determined eligible for special education and related services by the CCC.
b. If, after an appropriate educational evaluation, it is determined that a student has one (1) of the disabilities identified in 511 IAC 7-41, and the CCC determines that the student needs a related service, but not special education, the student is not a student with a disability.
c. If a parent revokes consent for special education and related services in accordance with 511 IAC 7-42-15, the student is no longer a student with a disability.

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Summary of performance

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The written plan required under 511 IAC 7-43-7 and 511 IAC 7-40-3(h). The plan:
1. provides a student with a summary of the student's academic achievement and functional performance; and
2. includes recommendations on how to assist the student in meeting the student's postsecondary goals.

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Supplementary aids and services

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Aids, services, and other supports that are provided in:
1. general education classes;
2. other education related settings; and
3. extracurricular and nonacademic settings;
to enable students with disabilities to educated with non disabled peers to the maximum extent appropriate in accordance with 511 IAC 7-42-10.

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Systematic observation

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An observation that is conducted to measure specific, well-defined behaviors using structured recording procedures.

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Teacher of record

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The single special education teacher to whom a student with a disability is assigned. Each student with a disability must have a teacher of record identified. The teacher of record may be the teacher of service and must be appropriately licensed to work with the student or, where appropriate state licensure is not available, appropriately trained. The teacher of record shall do the following:
1. Provide direct or indirect services to the student according to the student's IEP.
2. Participate in the CCC meeting as the student's teacher to assist in developing measureable goals, benchmarks, and objectives to meet the student's needs.
3. Regularly monitor the implementation of the student's IEP and provide progress reports to the student's parent.
4. Ensure that the student's IEP is accessible to each of the:
a. student's teachers;
b. related services providers;
c. other services providers;
who are responsible for implementation of the IEP.
5. Inform each teacher and provider of his or her specific responsibil

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Transition service

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A coordinated set of activities for a student with a disability that:
1. Are designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability;
2. Are incorporated into the student's transition IEP in accordance with 511 IAC 7-43-4; and
3. facilitate movement from school to postschool activities including, but not limited to:
a. postsecondary education
b. vocational education or training, or both;
c. intergrated employment, including supported employment;
d. continuing adult education;
e. adult services;
f. independent living; or
g. community participation

b. The coordinated set of activities described in subsection (a) must be based on the individual student's needs, taking into account the student's strengths, preferences, and interests, and include the following:
1. Instruction
2. Related services.
3. Community experiences
4. The development of employment and other postschool adult living objectives.
5. If appropriate:
a

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Universal design

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A concept or philosophy for designing and delivering products and services that are usable by people with the widest range of functional capabilities, which include products and services that are:
1. directly accessible, without requiring assistive technologies; and
2. interoperable with assitive technologies.

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Ward of the state

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The student who has been removed from the student's home for suspected or actual neglect or abuse, and the court has issued an order restricting or terminating the rights of the student's parent.