Disability:  A problem in one or more areas involved in understanding or using language which interferes with the student’s ability to listen, think, speak, read, write, spell, or do math.

Eligibility:  A team of professionals, including parents/guardians, who determine whether a student has a disability and is in need of special education and related services, based on testing and current performance.

Re-Evaluation:  Every three years, a student on an IEP, is tested by the school psychologist and supporting staff (if appropriate) to update progress which determines whether the student continues on an IEP, and if so, what accommodations/modifications would best help the student.

Student/Parent Concerns:  Documented student and parent concerns about school.

Vision:  The student shares what s/he would possibility like to do in the future (i.e. work, post high school education, military, independent living, etc.)

Modifications:  Any change made to curriculum, instruction, or environment.

Accommodations:  Modifications that are typically provided by general educators within the general education environment which assist a student to obtain information in a more effective manner in order to make effective progress, such as: word banks, use of notes on tests, extended time on tests)

Content: The subject matter of a class such as the textbooks, lectures, handouts, visual aids, maps, formulas, reading materials, etc.

Methodology/Delivery of Instruction: How the content is taught to a student including the class size, number of teachers, types of activities, and use of technology.

Performance Criteria: A description of the assessment tools and how they will be used/changed to evaluate individual student success.

Current Performance Level: a baseline of measurable information that serves as the starting point for developing goals and objectives in a specific skill area.

Measurable Annual Goals: a statements that identifies what knowledge, skills and/or
behaviors a student is expected to be able to demonstrate within the period of time beginning with the time the IEP is implemented until the next scheduled review. 

Benchmarks & Objectives: the steps taken to guide a student from their Current Performance Level to the achievement of their Measurable Annual Goal.

Service Delivery Grid:  The school programs, staff, and time which assist a student to achieve IEP goals.

Nonparticipation Justification:  An explanation why a student is participating in special education services.   

Placement Consent:  The amount (%) of special education programming time the student spends outside of regular education classes.

Educational Environment/Placement:  A description of the student’s school placement by the Department of Education (DOE).

Transition Planning Form:  A summary and action plan of how a student will prepare academically and functionally to achieve his/her vision.

Amendment:  Changes made to a student’s existing IEP and the reasons for the change.