Key Terms

DCPS self-contained program primarily for Emotional Disability, Multiple Disabilities, or Other Health Impairment (Grades 1-8)

DCPS self-contained program primarily for Autism or Developmental Delay (non-banded)

DCPS self-contained program primarily for Autism or Developmental Delay (Grades K-12/C8)

DCPS self-contained program primarily for Autism or Developmental Delay (Grades PK3-PK4)

DCPS self-contained program primarily for Developmental Delay and Other Health Impairment (Grades PK3-2)

Commonly used to describe a general education class where Special Education students receive individualized instruction (typically in the form of a special education teacher co-teaching with the General Education teacher for part or all of the class period)

DCPS self-contained program primarily for Intellectual Disability and Other Health Impairment (Grades 3-12/C8)

Denotes the setting for service providers to provide services. Services rendered inside the general education setting occur in general education classes and settings throughout the school day.

The place where a student receives their services (their school). DCPS students in self-contained programs are typically assigned an LOS that differs from their in-boundary school.

DCPS self-contained program primarily for Multiple Disabilities and Other Health Impairment (Grades PK3-2)

Students are placed in specialized, non-public schools (at the expense of the LEA) when the LEA cannot meet their needs within their own programs.

Denotes the setting for service providers to provide services. Services rendered outside the general education setting may occur individually or in small groups, or support may be provided in the resource room setting.

A small group classroom setting where students receive instruction outside of the general education setting (Students MUST have an IEP to receive this service)

Students spend the entire day in a specialized class for students with disabilities.

DCPS self-contained program primarily for Deafness and Hearing Impairment (Grades PK3-12)

DCPS self-contained program primarily for Specific Learning Disability and Other Health Impairment (Grades 3-12)

Mental health diagnosis - pattern of inattention/hyperactivity-impulsivity that interferes with functioning or development. ADHD is included in the Other Health Impairment (OHI) disability classification under IDEA.

IDEA Category - a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.

IDEA Category – a combination of vision and hearing loss that includes a spectrum from mildly hard of hearing and mildly visually impaired to totally deaf and blind (and various combinations in between)

IDEA Category – severe hearing impairment that impairs the processing of information through hearing.

IEP Classification – category that may be used for children under seven in lieu of a narrower category.

One of thirteen categories outlined in IDEA that qualify students for special education services.

Mental health diagnosis - severe recurrent temper outbursts manifested verbally or behaviorally (e.g., physical aggression towards people or property) that are out of proportion in intensity or duration to the situation/provocation.

Learning disability type that affects learning to read or interpret words, letters, and symbols. Dyslexia is included in the Specific Learning Disability (SLD) disability classification under IDEA.

Learning disability type that affects spelling and learning to convert sounds and language into writing. Dysgraphia is included in the Specific Learning Disability (SLD) disability classification under IDEA.

Learning disability type that affects making mathematical calculations. Dyscalculia is included in the Specific Learning Disability (SLD) disability classification under IDEA.

IDEA Category - Typically associated with mental health diagnoses or severe behavioral challenges. A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: 1) An inability to learn that cannot be explained by intellectual, sensory, or health factors, 2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers, 3) Inappropriate types of behavior or feelings under normal circumstances, 4) A general pervasive mood of unhappiness or depression, 5) A tendency to develop physical symptoms or fears associated with personal or school problems.

IDEA Category – an impairment in hearing that adversely affects a child’s ability to access and make progress in the general education curriculum.

IDEA Category – a condition characterized by significant limitations on adaptive behavior and cognitive functioning.

IDEA Category – the category used when a student qualifies for an IEP in two or more disability categories.

Mental health diagnosis - pattern of angry/irritable mood, argumentative/defiant behavior, loses temper, touchy/easily annoyed, argues, etc.

IDEA Category - Orthopedic condition that interferes with a student's ability to access and progress in the General Education curriculum, such as amputation or cerebral palsy

IDEA Category - student qualifies for an IEP due to a disability or condition that does not fall into another of the given categories (common examples include ADHD, heart conditions, or sickle cell anemia)

IDEA Category - pattern of inattention/hyperactivity-impulsivity that interferes with functioning or development AND impedes the student's ability to access and progress in the General Education curriculum (Students may have ADHD and NOT qualify for an IEP)

IDEA Category - a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

IDEA Category - a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.

IDEA Category – a condition where the result of a traumatic brain injury impairs a child’s ability to access or make progress in the general education curriculum.

IDEA Category - an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

The principle that schools are required to find and evaluate all students who may have disabilities, at no cost to families.

The principle outlined in IDEA that all special education students are entitled to a Free and Appropriate Public Education (FAPE).

The primary federal special education law, which outlines the legal standards for FAPE and IEPs.

The principle outlined in IDEA that special education students must be educated in the setting as close to their general education peers as possible.

A public authority with direct administrative control over a set of public schools. As of the 2021-22 school year, DC contains one traditional public LEA (DCPS) and 68 public charter LEAs.

The proceedings required by IDEA for settling special education disputes.

The federal civil rights law that authorizes 504 plans.

A legal form outlining all existing data relevant to a student's special education eligibility. This form is reviewed to determine what additional evaluations may be needed to determine eligibility.

A legal form signed by the parent or guardian to consent for a special education evaluation

According to the CDC, "Skills such as taking a first step, smiling for the first time, and waving 'bye bye' are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move."

A general evaluation designed for early identification of children at risk for disabilities or delays in their cognitive, communication, social-emotional, or physical development.

An FBA is an assessment ordered after a student has been unsuccessful in multiple rounds of the MTSS process. An FBA aims to identify to antecedents, consequences, and contributing factors to a target behavior and makes recommendations. Data is collected through teacher, parent, student interview, direct observation, and through data analysis.

Parents have the right to request an Independent Education Evaluation (conducted by a third party) if they feel the school-conducted evaluation was not accurate or was not thorough enough. If the school feels an IEE isn't warranted, they may initiate due process proceedings to demonstrate why their evaluation is sufficient.

A meeting to review current data for a student who is up for IEP eligibility or re-eligibility.

A mandatory, yearly meeting to review and update a student's IEP goals, services, and accommodations.

A meeting held to determine whether a student qualifies (or still qualifies) for an IEP.

A meeting that introduces an IEP for a student who has newly qualified for services.

A meeting held to determine if a behavioral infraction was a manifestation of a student's disability. Must be held when a student reaches ten cumulative days of suspension in a school year.

A meeting that convenes a student's MDT to discuss their progress and/or services outside of their annual IEP review. This meeting can be called by anyone on the student's team at any time.

A meeting to review evaluations and determine if a student needs a more restrictive environment (self-contained classroom or specialized school)

Under the Section 504 Rehabilitation Act of 1973, students with a mental or physical impairment that substantially limits one or more major life activity or bodily function are eligible for a 504 plan that outlines accommodations for students to access the general education curriculum.

A BIP is an individualized plan for a student who has been through the MTSS process and had a Functional Behavior Assessment (FBA) completed which recommends an individualized plan to reduce a target behavior and increase a pro-social behavior in the school setting.

Counseling services provided to a Special Education student as mandated by their IEP. Students receive a certain number of BSS minutes per month to address specific goals.

The scope of service locations available to special education students.

The term used for DC students who receive English language development services. Other frequently used terms include English Language Learner (ELL) or English as a Second Language (ESL) student.

The process of reviewing and determining whether a student qualifies for services. Evaluations may take the form of testing, interviews, observations, data dives, or other methods conducted by a qualified medical or educational professional.

Summer instruction to aid students in maintaining skills they have already learned. This service is for students who would lose their learning over the summer and take a significant amount of time to recoup the skills (typically students with lower cognitive functioning). This is NOT summer school and does not count for academic credit or teach students new information.

A plan developed to ensure that a child who has a disability identified under the law receives specialized instruction and related services. A student qualifies for an IEP only if their disability impedes their ability to access and progress in the General Education curriculum.

A legal document outlining support and services for a qualifying child (ages birth to 3) with a disability and their family.

The range of academic and behavioral supports used for all students.

IEP service that provides yellow bus transportation to and from school for students whose disabilities prevent them from safety getting to school on their own OR for students who attend a special program away from their in-boundary school (including self-contained assignments and ESY)

A related service provider provides services on a student's IEP. RSPs include Mental Health Practitioners, social workers, speech language pathologists, occupational therapists, orientation and mobility specialists, audiologists, physical therapists, and more.

Speech therapy, behavioral counseling, occupational therapy, physical therapy, orientation and mobility support, audiology, and other non-academic service hours included on an IEP.

Curricula designed to support students in building social and emotional skills.

The practice of educating students in a way that addresses their individual differences and special needs. 

Schoolwide systems and routines for all students (classroom rules, best-practices etc.)

Specialized group systems and supports for students with at-risk behavior or academic needs.

Individualized systems and supports for students with high-risk behaviors or academic needs.

A counselor or analyst who specializes in supporting students with behavioral challenges.

The staff member responsible for writing, implementing, and monitoring a student's IEP, 504, or BIP. Each IEP is case managed by a Special Education Teacher, while each 504 and BIP is case managed by a school social worker or mental health professional. Tier 2 plans are typically case managed by teachers, and Tier 3 plans are generally case managed by school social workers or mental health professionals.

Clinical psychologists provide direct therapeutic interventions to students with Tier 3 plans as well as crisis response services and clinical observation, consultation, and training for other members of the school team. Clinical psychologists may conduct diagnostic or clinical psychological evaluations that may or may not be utilized in eligibility determinations.

Medical professionals, counselors, or other support professionals outside of the school setting.

Staff member assigned to support a specific student in accordance with their IEP. May be full-day or partial.

The team of parents, Special Education teachers, General Education teachers, and/or related service providers who provide services to a student. An MDT may also include outside team members like advocates, community social workers, legal representatives, or anyone else invited by the parent/guardian or school.

A specialist who employs the therapeutic use of occupations, including everyday life activities with individuals, groups, populations, or organizations to support participation, performance, and function in roles and situations in home, school, workplace, community, and other settings. This often focuses on fine motor skills.

A specialist who supports the development and maintenance of larger-scale physical activities like walking or climbing stairs.

A specialist who conducts evaluations for students referred to special education or as a part of tri-annual reviews.

These staff members drive the social, emotional, and behavioral well-being of students and families through a responsive continuum of services to ensure access to academic instruction and growth. Schools often call them different things, but they are most often called social workers, counselors, or MHPs.

This person is responsible for ensuring compliance with all local, state, and national education laws. They are often also the point person for all special education matters and serve as the LEA rep at meetings.