A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Academic Achievement Record (AAR) (Historial de desempeño académico) – Also know as a transcript, this is an official and permanent record of the student’s academic performance in high school. Families have a right to a copy of the AAR. For more information, see 19 TAC §74.14
Academic Excellence Indicator System (AEIS) (Sistema de indicadores de excelencia académica) – A reporting system that pulls together a wide range of information on every school and district in Texas. This information is compiled into annual AEIS reports, which are available in the fall of each school year. Parents can review these reports to see how their school is doing in such areas as TAKS testing, progress of English language learners (ELL), attendance and drop-out rates, and other areas of performance.
Access to the General Curriculum (Acceso al currículo general) – Under IDEA, students with disabilities must have the opportunity to learn and be tested (assessed) on the same curriculum as that provided to students without disabilities. In Texas, the General Curriculum is the Texas Essential Knowledge and Skills (TEKS). By using a range of instructional strategies based on the varied strengths and needs of students, teachers ensure that students work towards grade level content standards (TEKS).
Accommodations (Adaptaciones) – Practices and procedures that allow students with disabilities to learn, have access to, and be tested on the same curriculum as students without disabilities. Accommodations do not change what the student is expected to learn but rather how he or she learns the curriculum. Providing accommodations during instruction and assessment may also promote equal access to the general curriculum. The Accommodations Manual (pages 26-32) offers examples that are allowable for certain statewide tests.
Adaptive Physical Education (Educación física con adaptaciones) – A physical education (PE) program developed for students with disabilities who are not able to participate in the regular PE program with accommodations or modifications.
Adequate Yearly Progress (AYP) (Progreso anual adecuado) – Under the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and states are evaluated for Adequate Yearly Progress (AYP) in three areas:
- Reading/Language Arts,
- Mathematics, and
- Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools).
If schools receiving Title 1, Part A funds fail to meet AYP standards for two consecutive years, they must take corrective actions, such as offering supplemental educational services or giving students the choice to attend another school.
Adult Student (Estudiante adulto) – A student over the age of 18 is considered an adult unless a parent or other person has been granted guardianship or other legal alternative.
Alternative Education Programs (AEP) (Programas educativos alternativos) – Disciplinary settings for students who have committed an offense of the state law or the student code of conduct. AEPs operated by the school district are called Disciplinary Alternative Education Programs (DAEP). Juvenile Justice Alternative Education Programs (JJAEP) are operated by the juvenile justice system. Students with disabilities who are placed in AEPs are entitled to special education supports and services.
Americans with Disabilities Act of 1990 (ADA) (Ley de 1990 sobre estadounidenses con discapacidades) – A civil rights law that protects individuals with disabilities from discrimination and calls for the elimination of barriers in the workplace, schools and other settings.
Anecdotal records (Expedientes anecdóticos) - An informal, written record (usually positive in tone), based on the observations of the teacher, of a student's progress and/or activities which occur throughout the day.
Annual Federal Data Report (Informe Federal Anual de Datos) – Data collected on students with disabilities in Texas and submitted to the U.S. Department of Education Office of Special Education Programs (OSEP) on an annual basis.
Annual Goals (Metas anuales) – An individualized education program must include a statement of measurable annual goals, including academic and functional goals, designed to meet the child’s needs to enable the child to be involved in and make progress in the general education curriculum; and meet each of the child’s other educational needs that result from the disability. The goals reflect what the ARD committee believes the child can reasonably accomplish in a year.
Annual Performance Report (APR) (Informe anual del desempeño) - Comprehensive report compiled annually by the State education agency and submitted to the Office of Special Education Programs (OSEP) for a variety of purposes, including ongoing monitoring of the implementation of Part B of the Individuals with Disabilities Education Act (IDEA). Beginning in February 2007, an APR will be submitted annually through the 2010-1011 school year.
ARD Committee (Admission, Review and Dismissal) (Comité de ARD (Admisión, repaso y retiro) – In Texas, the name for the IEP Team made up of a student’s parents and school staff who meet at least annually to:
- decide whether or not the student has an eligible disability,
- determine what special education and related services will be provided, and
- develop an individual education program (IEP).
For more information, see the Commissioner’s Rules Guidance on ARD committee.
ARD Meeting (Admission, Review, and Dismissal) (Reunión ARD (Admisión, repaso y retiro) - Annual review of a student’s special education program that includes an update of the student’s progress, a review of the current Individualized Education Plan (IEP), and development of a new IEP for the upcoming year. (See ARD Committee).
AskTED (Directorio AskTED) – Online directory that provides current organizational and mailing information for Texas public schools (including charter schools and Texas state agency schools), school districts and regional education service centers.
Assessment (Evaluación) – Tests given to all students to evaluate learning. The most common statewide assessment in Texas is the Texas Assessment of Knowledge and Skills (TAKS). Students with disabilities take the same statewide assessment as all other students, unless the ARD Committees determines that the student will use an alternate assessment tool.
Assistive Technology (Tecnología de adaptación) – Any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability. Common examples of assistive technology include, but are not limited to, computer keyboards with large keys, communication boards, electronic communication devices, and books on tape. The term does not include a medical device that is surgically implanted, or the replacement of that device. Learn more from the Texas Assistive Technology Network.
Auditory Impairment (AI) (Impedimento auditivo) – As defined by the IDEA, auditory impairment means deafness or hearing impairment. Deafness is defined as a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects the child’s educational performance. A Hearing impairment is an impairment, whether permanent or fluctuating, that adversely affects the child’s educational performance but that is not included under the definition of deafness. A determination of auditory impairment must comply with the criteria set forth in the federal and state law as described in the Auditory Impairment Framework of the Legal Framework for the Child-Centered Process. Click here for more information on TEA Deaf Services or see the Educational Resource Center on Deafness (ERCOD).
Autism (AU) (Autismo) – As defined by the IDEA, autism is “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. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance. A determination of autism must comply with the criteria set forth in the federal and state law as described in the Autism Framework of the Legal Framework for the Child-Centered Process, Learn more about autism at the Texas Statewide Leadership for Autism site.
Autism Supplement(Suplemento sobre el autismo) – The Commissioners Rules (TAC 89.1055(e) lists 11 strategies that must be considered when developing a student with autism’s individual education program. School’s are not required to implement every strategy for each student with autism, but should consider the strategies based on individual student need. For more information on the 11 strategies, please see the Commissioner’s Rules Guidance document on content of the IEP §89.1055.
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