504 plan 

consists of the provision of regular or special education and related aids and services designed to meet the student’s individual educational needs as adequately as the needs of nondisabled students are met.

Academic Language

Language necessary for success in school; related to a standards-based curriculum, including the content areas of math, science, social studies, and English language arts.

In the United States, the term academic English may be used synonymously with academic language, given that the dominant language used in public schools is English. The term academic literacy may also be used interchangeably with academic language, although the two terms may be defined differently from place to place. When academic language is intentionally taught or monitored in schools, the term academic-language development, or ALD, may be used.

Academic Language Proficiency 

Having the level of language development to be successful in an academic environment without additional environmental cues

Accommodation

Changes to materials or procedures that enable students with disabilities or English language learners to participate meaningfully in learning and testing. It is important to keep in mind that while some accommodations may be appropriate for instructional use, they may not be appropriate or allowable on a statewide assessment.

Achievement Gap

Disparity in academic performance between groups of students

Affective Filter 

The affective filter is a metaphor that describes a learner’s attitudes that may influence the relative success of second language acquisition.

Admission, Review, Dismissal (ARD) 

A committee composed of a child’s parent, the child, when appropriate, and school personnel who are involved with the child. The ARD committee determines a child’s eligibility to receive special education services and develops the individualized education program (IEP) of the child. The ARD committee is the IEP team defined in federal law.

Alternative language program (ALP)

A temporary instructional plan that meets the affective, linguistic, and cognitive needs of emergent bilingual students and equips the teacher under a bilingual education exception or English as a second language (ESL) waiver described in §89.1207 of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers) to align closely to the required bilingual or ESL program through the comprehensive professional development plan.

Assessment 

The ongoing evaluation used by appropriately qualified personnel throughout the period of a child’s eligibility to identify the child’s unique needs and strengths, the family’s concerns, priorities, and resources and the supports and services necessary to enhance developmental needs of the child, and the nature and extent of intervention services needed by the child and the family in order to address the determinations.

Assistive Technology Device (ATD)

Any item, piece of equipment, or product, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Some children need ATDs to enable them to participate in activities with children who do not have disabilities.

Behavior Intervention Plan (BIP) 

A written plan, also referenced as a Behavior Improvement Plan, that is developed as part of the individualized education program to address behavioral concerns affecting the student’s educational progress. It is based on a functional behavioral assessment of the problem behaviors, identifies events that predict these behaviors, includes positive interventions to change behaviors, and includes methods of evaluation.

Benchmark Assessment

A type of test that contains 8–12 items within a specific reporting category (topic or skill area), and which is always fixed-form rather than adaptive.

Bilingual Education 

Umbrella term for dual language and transitional bilingual programs

Career Technical Education (CTE)

Sequence of courses to prepare students with the knowledge and skills for careers in current or future professions

Charter School 

Public schools that operate via contracts with an authorizer such as local school district or the state authorizing office

Content-based language instruction

An integrated approach to language instruction in which language is developed within the context of content delivery that is linguistically sustaining and is used across all programs for emergent bilingual students.

Content Courses 

Core classes that must be taught including English language arts and reading, mathematics, science and social studies

Core Academic Subjects

English, reading/language arts, mathematics, science, foreign languages, civics/government, economics, arts, history, and geography.

Culturally and Linguistically Sustaining Practices

Instructional practices that honor and elevate a student’s culture and primary language

Differentiated Instruction

A process used to recognize the varying background knowledge, readiness, language, learning preferences, and interests of a student. The intent of differentiated instruction is to maximize each student’s growth and individual success.

Disability 

Defined by the Individuals with Disabilities act (IDEA) that defines thirteen categories that qualify for special education if student’s learning is adversely affected. Categories defined as disabilities include: Deaf/hard of hearing, Autism Spectrum Disorder, Deafblind, Emotional disturbance, Intellectual disability, Learning disability, Multiple disabilities, non-categorical early childhood, orthopedic impairment, other health impairment, speech and language impairment, traumatic brain injury, and visual impairment.

District-zoned School 

Neighborhood school assigned to a student based on where they live

Dual Language instruction

An educational approach that focuses on the use of the student’s primary language and English for instructional purposes.

Dual language One-Way

Bilingual, biliteracy program in which students identified as emergent bilingual are served in another language as well as English in literacy and other content areas with the goal of obtaining proficiency in both languages

Dual Language Two Way

Bilingual, biliteracy program in which students identified as emergent bilingual as well as students proficient in English in literacy and other content areas are served in another language as well as English with the goal of obtaining proficiency in both languages

Due Process 

A formal legal process that is similar to a civil court hearing used to solve disagreements concerning the identification, evaluation, educational placement or the provision of a free appropriate public education to a child with a disability. An impartial hearing officer, similar to a judge, provided by the Texas Education Agency conducts the hearing, hears evidence from all parties, and makes a legally binding decision.

Dyslexia 

A brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics are difficulty with phonological processing, spelling, and/or rapid visual/verbal responding.

English as a Second Language (ESL) 

A program of techniques, methodology and special curriculum designed to teach English language learner students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

English Immersion Strategy Program 

Instructional program where all instruction occurs in English with the goal of English acquisition so that students can succeed in an English only classroom

English Language Proficiency (ELP) Assessment 

Annual assessment for all students in Texas public schools who are learning English in listening, speaking, reading, and writing

English Language Proficiency (ELP) Standards 

Part of the state-required standards; English language proficiency descriptors and student expectations for emergent bilinguals

English Learner 

A child whose primary language is a language other than English or who comes from an environment where a language other than English is dominant and who has difficulty speaking, reading, writing, or understanding the English language.

English proficient student

A former emergent bilingual student who has met reclassification as English proficient by the LPAC.

Emergent Bilingual 

Students who are continuing to develop their primary language while also learning an additional language

Evidence-Based Practices 

Instruction based on valid rigorous experimental research that is conducted in classrooms

Exit

When a student is no longer classified as an emergent bilingual student according to the LPAC and, with parental approval, the student ends bilingual or ESL program participation.

Extended School Year Services (ESY) 

An individualized educational program for children with disabilities that is provided beyond the regular school year. The need for ESY services must be determined on an individual basis by the child’s admission, review, and dismissal committee from formal and/or informal evaluations provided by the local educational agency or the parents. A child is eligible for ESY services when the child has exhibited or reasonably may be expected to exhibit severe or substantial regression in one or more critical skill areas that cannot be recouped within a reasonable period of time.

First Language (Primary Language, Home Language) 

These terms have several possible meanings for emergent bilingual children: the first language learned, the stronger language, the native language, and/or the language most frequently used.

Free appropriate public education (FAPE) 

Special education and related services that have been provided at public expense under public supervision and direction and without charge, meets the standards of the Texas Education Agency, includes an appropriate preschool, elementary school, or secondary school education in the state involved, and are provided in conforming with the individualized education program.

General Education 

Education that typically developing children should receive, based on state standards and is assessed by a state test.

Gifted and Talented 

Students who exhibit evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

Grades (report card) 

Assignment of a letter or number that reflects student’s relative mastery of assignment

Grade Point Average (GPA) 

The sum of grade points a student has earned in secondary school divided by the number of courses taken. The most common system of assigning numbers to grades counts four points for an A, three points for a B, two points for a C, one point for a D, and no points for an E or F. Unweighted GPA’s assign the same weight to each course. Weighting gives students additional points for their grades in advanced or honors courses. (Please check with your school registrar for the exact way grade point average is calculated at your child’s school.)

Head Start 

Free programs available for infants, toddlers, and preschool children from families with low incomes focusing on early learning and development, health, and family well-being to promote school readiness

High-stakes testing 

tests where significant consequences are tied to the performance of students

Inclusion 

The process of integrating children with disabilities into the academic and social activities of regular schools and general education classrooms.

Individualized Education Program (IEP) 

A written statement for each child with a disability that is developed, reviewed and revised by the admission, review, and dismissal committee, of which parents are active members. The IEP includes the student’s present levels of academic achievement and functional performance, participation in state and district-wide assessments, transition services, annual goals, special factors, special education, related services, supplementary aids and services, extended school year services, and least restrictive environment. The Individuals with Disabilities Education Act is now aligned with the important principles of No Child Left Behind in promoting accountability for results, enhancing the role of parents and improving student achievement through instructional approaches that are based on scientific research.

Individuals with Disabilities Education Act (IDEA) 

The federal law that provides assistance to states for the education of children with disabilities is the IDEA. This law gives every child with a disability the right to a public education at no cost to the family. Part C of the IDEA requires services to begin at birth and extends until the child turns three. Early Childhood Intervention programs deliver Part C services. Part B of the IDEA requires services for children from ages 3 through 21. Most children receiving Part B services are in public schools.

International Baccalaureate (IB) 

Challenging course of study with rigrous assessments aimed at developing students who are inquiring, knowledgeable and caring to create a better world through intercultural understanding and respect.

Intervention 

Targeted, research based instruction provided to meet a struggling learner’s needs, to monitor progress, and to ensure effective instruction.

Language Proficiency Assessment Committee (LPAC)

All school districts that are required to provide bilingual education and/or English as a second language programs must establish and operate an LPAC. The LPAC is charged with reviewing all pertinent information on all identified limited English proficient students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPAC. The committee must adhere to the provisions, monitor student progress, determine appropriate instructional interventions, make assessment decisions on an individual student basis, function as a committee to make assessment decisions, and maintain appropriate documentation.

Learning Disability 

Disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

Least Restrictive Environment (LRE) 

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Magnet school 

School that is part of local school system with a unique focus on educational themes and open to all students within the district

Mainstreaming 

To include a student with a disability into a general education classroom while giving them the same educational opportunities as other students

Manipulatives 

Objects or tools provided to a student to support their understanding of a concept or skill

Modification 

Changes to the level of instruction provided or tested; this creates a different standard as compared to the grade level standard for the stduent

Multi-Tiered System of Supports (MTSS) 

MTSS focuses on intervention for the student struggling in academics, behavior, and/or social/emotional areas. Tiers are based on student need and levels of support are provided based on progress monitoring data.

Multilingualism 

The ability to speak more than two languages

Newcomer

Students who are new immigrants to the United states and are English learners

Paired teaching

A teaching partnership in which one teacher provides content area instruction in the partner language while the second teacher provides content area instruction delivered in English.

Paraprofessional 

Employee of a district who provides instructional services and may be referenced as an Educational Aide

Partner Language

Alternative term for “target” language or a language other than English that is used for instruction. Preferred term in dual language education, in which both English and the world language are ‘targets’ for developing proficiency

Positive Behavioral Interventions and Support (PBIS)  

An approach to school discipline practices that addresses challenging behaviors through prevention-based interventions and positive behavior strategies that are not harmful or demeaning to the student.

Present Levels/Present Levels of Academic Achievement and Functional Performance (PLAAFP)

PLAAFP for the school-aged student summarizes the current strengths and needs of the student in both academic and functional performance areas. It must include how the student’s disability affects the student’s involvement and progress in the general education curriculum, regardless of the setting in which the student currently receives services. Additionally, it may describe the current instructional level of the student compared to the grade level Texas Essential Knowledge and Skills, and, if the student is below grade level, the PLAAFP also may describe the prerequisite skills the student needs in order to achieve grade-level proficiency.

PLAAFP for the preschool student summarizes the current levels of present performance related to the student’s developmental domains, functional performance, and pre-academic skills. It must include how the student’s disability affects the student’s participation in appropriate activities. Additionally, it may describe the student’s current developmental levels compared to the Texas Prekindergarten Guidelines or district-adopted prekindergarten curriculum.

Primary language

The language an emergent bilingual student is exposed to prior to entering school and uses mainly to communicate at home and school, also known as mother tongue, first language, native language, home language, or heritage language.

Private School 

A nonprofit entity that provides elementary or secondary education that incorporates an adopted curriculum designed to meet basic educational goals.

Progress Monitoring 

Part of ongoing assessment to determine student’s individual interests, growth, and areas of need.

Parent Teacher Association (PTA) 

Non-profit organization focused on strengthening the family-school relationship to ensure the success of all children

Parent Teacher Organization (PTO) 

Advocacy group focused on supporting local parent organizations with their goals and improving outcomes for all students

Public Education

Every child in Texas has the right to a free public education. A child may attend school in the school district in which he lives or enroll in other options, such as charter schools.

Pullout ESL 

An English acquisition program that serves students identified as emergent bilingual students through English instruction provided by an appropriately certified ESL teacher through English language arts and reading.

Reclassification

What happens when the LPAC determines that an emergent bilingual student has met the appropriate criteria to be classified as English proficient.

Related Services 

A wide array of developmental, corrective, and other supportive services that are required to assist the child to benefit from special education. Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (mapping), maintenance of that device, or the replacement of that device. Special education and related services are based on peer-reviewed research to the extent practicable. This means there is reliable evidence to demonstrate that the program or services are effective in meeting the needs of the child. Peer-reviewed research ensures that the quality of the research meets the established standard of the field. Peer-reviewed research may apply to academic, as well as nonacademic areas, such as behavioral interventions. Related services include, but are not limited to assistive technology, audiology services, counseling services, interpreting services, medical services, music therapy, occupational therapy, orientation and mobility services, parent counseling and training, physical therapy, psychological services, recreation, rehabilitation counseling services, school health services, social work services in school, speech-language therapy, and transportation.

Response to Intervention (RTI) 

A process addressing the needs of all students through a continuum of services which provide high quality instruction and scientific, research-based, tiered intervention strategies aligned with individual student need; frequent monitoring of student progress to make results-based academic or behavioral decisions; data-based school improvement; and the application of student response data to important educational decisions such as those regarding placement, intervention, curriculum, instructional goals and methodologies.

Scaffolding 

Temporary supports that gradually increase linguistic complexity, demonstrating the language needed for not only basic but complex aspects of the target language.

School Transfer 

process of applying and sending student to a school different from their campus of residence.

Second (2nd) Generation 

Refers to a person who has at least one foreign born parent.

Second Language Learners 

Students in the process of learning a second language different from their native language.

Sequential Bilingual

Students who learn initial “formal literacy” in their first language after age 3 for the first 2-3 years, then add second language formal literacy.

Simultaneous Bilingual

Students who learn initial “formal literacy” in both their first language and second language after age 3.

Special Education 

Specially-designed instruction at no cost to parents to meet the unique needs of the child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings, and includes instruction in physical education.

State of Texas Assessments of Academic Readiness (STAAR)

Is designed to measure if students are able to apply the knowledge and skills for the grade/subject being tested.

State Standards

The required curriculum for each grade level used in the Texas public schools. The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do. It is the general curriculum referred to in the Individuals with Disabilities Education Act. The TEKS are available at the Texas Education Agency website at http://tea.texas.gov/index2.aspx?id=6148.

STEM (Science, Technology, Engineering, and Mathematics)

Method of hands on teaching and learning allowing students to learn to apply content through solving real world problems to prepare students for future career opportunities.

Structured English Immersion 

Program for English learners where all instruction occurs in English with the goal of acquisition of English language provided by specialized teachers.

Systems of Support (SOS) team

A group of educators who work together as effective problem-solvers and help teachers gather information about students and devise and implement interventions to address student needs prior to referral for special education services.

Technology Integration

The full integration of technology into the curricula and instructional strategies.

Texas English Language Proficiency Assessment (TELPAS) 

Annual assessment for all students in Texas public schools who are learning English in listening, speaking, reading, and writing.

Texas Essential Knowledge and Skills (TEKS)

See State Standards.

Title I 

Federal program which provides additional funds to state and local educational agencies to acquire educational resources at schools with large populations of students from low-income homes.

Title III 

Federal program that aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

Transition Services, Transition Plan 

A coordinated set of activities for the child with a disability that is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities or home-to-school for the child in early childhood.

Trauma-informed Practices 

Practices by administrators, teachers, and school staff designed to reduce the effects of trauma and grief on children by creating trauma informed environments.

Tuition

Amount of money due in order to enroll and attend school; primarily related to students not eligible for free pre-kindergarten or students obtaining or holding an appropriate United States student visa.

Universal Screening 

A step taken by school personnel to determine which students are at risk for not meeting grade-level standards. Universal screening can be accomplished by administering an academic screening to all students in a given grade level. Students whose scores fall below a certain cutoff point are identified as needing closer monitoring or intervention.

Virtual Learning Environment

Various program models to support students learning either remotely, in person, or a hybrid model; can by either synchronous or asynchronous instruction.

Whole Language Approach

Whole language approach is based on integrating all four domains; listening, speaking, reading, and writing; under a theme or a unit.