A legal process that is used to resolve disputes related to the identification, evaluation, placement, or provision of special education services to a student with a disability. An impartial hearing officer listens to both parties, examines the issues, and then makes a ruling.

A written plan, developed collaboratively by school personnel and a student’s parents, which outlines the student’s current level of development, their annual learning goals, accommodations, modifications, and related services, as well as a method for monitoring the student’s progress toward achieving their goals.

Adjustments made to a student's learning environment or materials to help them access the curriculum.

The legal requirement that all eligible students receive access to special education, individualized educational programs (IEPs) and related services that are tailored to meet their individual needs at no cost to the family. This requirement is mandated by the Individuals with Disabilities Education Act (IDEA).

Any of a number of services and supports designed to help students with disabilities to further benefit from special education; may include services from professionals including occupational therapists (OT), physical therapists (PT), and speech-language pathologists (SLP) from a wide range of disciplines typically outside of education.

The setting that provides the most opportunities for a student verified with a disability to be educated with their peers while still receiving necessary support and services.

Formal written communication that is required by law to be provided to parents or guardians of a student who is receiving special education services to inform of any proposed changes to their child's identification, evaluation, placement, or provision of special education services, and to obtain their consent or approval before making any significant changes.

Specific goals that are set for the student to achieve over the course of one year.

A summary of a student's current skills, abilities, and academic achievement.

Refers to additional instructional services and supports provided to eligible students with disabilities beyond the regular school year. Designed to prevent significant regression of skills and knowledge that students have gained during the regular school year, and to ensure that they make progress towards their IEP goals and objectives.

A service that is provided in a setting other than the general education classroom and the student is not being educated with their peers.The time a student spends being served must be recorded on the IEP.

A designation given to a small number of students with disabilities for purposes of their participation in the statewide student alternate assessment program who are (1) within one or more of the existing categories of disability under the IDEA and (2) whose cognitive impairments may prevent them from attaining grade-level achievement standards, even with systematic instruction.

May work with students who have difficulty with attention, behavior, or social skills, and can develop interventions and strategies to support the student's participation in educational activities. Address areas such as fine motor skills, sensory processing, visual perceptual skills, and self-care skills in the school setting. 

May work with students who have difficulty with endurance, posture, or range of motion, and can develop interventions and strategies to support the student's participation in educational activities. Address areas such as gross motor skills, balance, coordination, mobility, and strength in the school setting. 

Required for all students with an IEP who are 14 years old or older. A plan that outlines the steps and support needed to help a student transition from high school to post-secondary education, vocational training, or employment. Must be reviewed and revised annually to ensure that the student is making progress towards their post-secondary goals and that any changes to their needs or interests are addressed.

Specific and measurable objectives that a student is expected to achieve within a particular time period. Designed to support the student's progress towards their annual goals, which are established based on their individual needs. (*SMART Goals)

Refers to the specific factors that must be considered when developing an Individualized Education Program (IEP). These considerations include various areas that may impact the student's ability to learn and succeed in school, such as: assistive technology, communication needs, behavior concerns, English language assistance and medical needs.