The ARD Glossary

18/03/2026

Every Term You'll Hear at the IEP Table — And What It Actually Means

How to Use This Glossary

If you have ever walked out of an ARD meeting and thought, 'I had no idea what half of those words meant,' this page is for you. Special education has its own language — and the people sitting across that table from you have been speaking it for years. You deserve to speak it too.

This glossary is organized into sections so you can find what you need fast. The best way to use it? Hit CTRL + F (or Command + F on a Mac) on your keyboard and type the word or acronym you are looking for. It will jump right to it.

Pro tip: Bookmark this page before your next ARD meeting. Pull it up on your phone if something is said at the table that you do not recognize. You have every right to understand every word in that room.

This glossary is under continuous revision. Special education language evolves, new programs are added, and Texas updates its rules. When things change, this page changes with them. Check back often — and if you hear a term at the table that is not on this list, reach out. I want to know what they are saying to you.

SECTION 1: THE BASICS

If you are brand new to special education — or if you need a refresher — start here. These are the foundational terms that everything else is built on.

Term / Acronym	What It Means
504 Plan 504	A plan developed under Section 504 of the Rehabilitation Act of 1973 that provides accommodations for students with disabilities who do not qualify for an IEP under IDEA. A 504 gives a child access to the same learning environment as their peers — but does not provide specially designed instruction the way an IEP does. Think of it as a support plan, not a services plan. Cathi's Note: If your child has a 504 and is still struggling, it may be time to ask whether an IEP evaluation is warranted. A 504 is not always enough.
Admission, Review, and Dismissal ARD	This is the name Texas uses for the IEP team meeting. The ARD committee is the group of people — including you as the parent — who make all decisions about your child's special education program. They determine eligibility, write the IEP, decide on placement, and review progress at least once a year. Under federal law this group is also called the IEP team. Cathi's Note: You are not a guest at this meeting. You are a full member of the ARD committee. Your signature matters, your input matters, and you have the right to disagree.
Free Appropriate Public Education FAPE	This is the legal promise of IDEA: every eligible child is entitled to an education that is free, appropriate for their unique needs, and provided at public expense. 'Appropriate' does not mean the best possible education — it means an education reasonably calculated to help your child make meaningful progress. FAPE is the legal standard everything else is measured against. Cathi's Note: When a school says 'we can't do that,' one of your first questions should be: 'Is what you are providing actually appropriate for my child's needs?'
Individualized Education Program IEP	The IEP is the legal document at the center of your child's special education. It outlines their current level of performance, their annual goals, the services they will receive, how they will participate in state assessments, and where they will be educated. Once the ARD committee agrees and you consent to services, the school is legally required to implement it. Cathi's Note: Always ask for a draft IEP before the ARD meeting. You should not be seeing this document for the first time at the table.
Individuals with Disabilities Education Act IDEA	The federal law that governs special education in the United States. IDEA guarantees that all eligible children with disabilities receive a free appropriate public education that meets their unique needs. It also gives parents specific rights throughout the process. When you hear advocates or attorneys cite the law, this is most often what they are referring to.
Least Restrictive Environment LRE	Under IDEA, your child must be educated with children who do not have disabilities to the maximum extent appropriate. Removal from the general education setting can only happen when the nature or severity of your child's disability is such that education there — even with supports — cannot be achieved satisfactorily. LRE is a spectrum, not a single answer. Cathi's Note: LRE does not automatically mean full inclusion for every child. The question is always: what environment is appropriate for THIS child?
Special Education SPED	Special education is not a place — it is a service. It means specially designed instruction to meet the unique needs of a child with a disability. Your child can receive special education services in a variety of settings, including the general education classroom.
Section 504 504	Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities in programs receiving federal funding, which includes public schools. A 504 plan provides accommodations to level the playing field — but unlike an IEP under IDEA, it does not come with the same procedural protections or funding.

Term / Acronym

What It Means

504 Plan

504

A plan developed under Section 504 of the Rehabilitation Act of 1973 that provides accommodations for students with disabilities who do not qualify for an IEP under IDEA. A 504 gives a child access to the same learning environment as their peers — but does not provide specially designed instruction the way an IEP does. Think of it as a support plan, not a services plan.

Cathi's Note: If your child has a 504 and is still struggling, it may be time to ask whether an IEP evaluation is warranted. A 504 is not always enough.

Admission, Review, and Dismissal

ARD

This is the name Texas uses for the IEP team meeting. The ARD committee is the group of people — including you as the parent — who make all decisions about your child's special education program. They determine eligibility, write the IEP, decide on placement, and review progress at least once a year. Under federal law this group is also called the IEP team.

Cathi's Note: You are not a guest at this meeting. You are a full member of the ARD committee. Your signature matters, your input matters, and you have the right to disagree.

Free Appropriate Public Education

FAPE

This is the legal promise of IDEA: every eligible child is entitled to an education that is free, appropriate for their unique needs, and provided at public expense. 'Appropriate' does not mean the best possible education — it means an education reasonably calculated to help your child make meaningful progress. FAPE is the legal standard everything else is measured against.

Cathi's Note: When a school says 'we can't do that,' one of your first questions should be: 'Is what you are providing actually appropriate for my child's needs?'

Individualized Education Program

IEP

The IEP is the legal document at the center of your child's special education. It outlines their current level of performance, their annual goals, the services they will receive, how they will participate in state assessments, and where they will be educated. Once the ARD committee agrees and you consent to services, the school is legally required to implement it.

Cathi's Note: Always ask for a draft IEP before the ARD meeting. You should not be seeing this document for the first time at the table.

Individuals with Disabilities Education Act

IDEA

The federal law that governs special education in the United States. IDEA guarantees that all eligible children with disabilities receive a free appropriate public education that meets their unique needs. It also gives parents specific rights throughout the process. When you hear advocates or attorneys cite the law, this is most often what they are referring to.

Least Restrictive Environment

LRE

Under IDEA, your child must be educated with children who do not have disabilities to the maximum extent appropriate. Removal from the general education setting can only happen when the nature or severity of your child's disability is such that education there — even with supports — cannot be achieved satisfactorily. LRE is a spectrum, not a single answer.

Cathi's Note: LRE does not automatically mean full inclusion for every child. The question is always: what environment is appropriate for THIS child?

Special Education

SPED

Special education is not a place — it is a service. It means specially designed instruction to meet the unique needs of a child with a disability. Your child can receive special education services in a variety of settings, including the general education classroom.

Section 504

504

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities in programs receiving federal funding, which includes public schools. A 504 plan provides accommodations to level the playing field — but unlike an IEP under IDEA, it does not come with the same procedural protections or funding.

SECTION 2: THE EVALUATION AND ARD PROCESS

These are the terms you will hear during evaluations, eligibility decisions, and ARD meetings. Understanding the process gives you the power to participate in it.

Term / Acronym	What It Means
Child Find	A legal obligation under IDEA that requires school districts to actively identify, locate, and evaluate all children with disabilities within their boundaries who may need special education services — even children who are not currently enrolled in public school. If you believe your child has a disability and the school has not acted, you can request an evaluation in writing at any time. Cathi's Note: Schools must respond to a written evaluation request within 15 school days. If they refuse, they must give you a Prior Written Notice of Refusal explaining why.
Full and Individual Evaluation / Full Individual and Initial Evaluation FIE / FIIE	The comprehensive evaluation conducted to determine whether your child qualifies for special education services. A FIIE is the initial evaluation; an FIE may refer to re-evaluations. The school must use a variety of assessment tools and must evaluate in all areas related to the suspected disability. You must give written consent before it begins.
Evaluation Timelines: 15-45-30	A helpful way to remember the evaluation process in Texas: the school has 15 school days to respond to your written evaluation request with a Prior Written Notice; 45 school days to complete the evaluation once you give written consent; and 30 calendar days after the evaluation is completed to hold an ARD meeting to review results, determine eligibility, and develop the IEP if eligible. Cathi's Note: School days do not count weekends, holidays, or school breaks. Keep track of the calendar yourself.
Triennial Review Tri	A full re-evaluation that must occur at least every three years to determine whether your child continues to be eligible for special education. The ARD committee reviews existing data first — if they determine no additional testing is needed, they must inform you and give you the opportunity to request testing anyway.
Independent Educational Evaluation IEE	If you disagree with the school's evaluation of your child, you have the right to request an IEE — an evaluation conducted by a qualified professional who does not work for the school. The school must either pay for the IEE or file for a due process hearing to defend its own evaluation. You are entitled to one IEE at public expense each time the school conducts an evaluation with which you disagree. Cathi's Note: Know this right. Use it if needed.
Prior Written Notice PWN	A document the school is legally required to provide before it takes — or refuses to take — any action related to your child's identification, evaluation, placement, or the provision of FAPE. A proper PWN must include seven specific elements, including what the school is proposing or refusing, why, and what other options were considered. In Texas, you must receive this at least 5 school days before the action is taken. Cathi's Note: If a school refuses a service or evaluation request, always ask for Prior Written Notice of Refusal in writing. A verbal 'no' is not sufficient.
Prior Written Notice of Refusal PWNR	pecifically, the PWN a school must provide when it refuses to initiate or change a service, evaluation, or placement. It must contain all seven required elements. A vague or incomplete PWNR is a procedural violation. If the school's reason is 'it's not in the IEP,' that alone is not a legally sufficient explanation.
Parental Consent	Your written agreement for the school to take a specific action — such as evaluating your child, providing services for the first time, or excusing an ARD member. Consent is voluntary and can be revoked in writing at any time. Consent for evaluation does not equal consent for services.
Consensus	ARD committee decisions are supposed to be made by mutual agreement of all members, including you. This is called consensus. If you disagree with the committee's decision, you may request a recess of up to 10 school days to reconvene. You also have the right to write your own statement of disagreement in the IEP record. Cathi's Note: Decisions cannot be made by majority vote. If you are the only person in the room who disagrees, your disagreement still matters and must be documented.

SECTION 3: INSIDE THE IEP DOCUMENT

Your child's IEP is a legal document. Here are the components you will see inside it and what each one actually means.

Term / Acronym	What It Means
Present Levels of Academic Achievement and Functional Performance PLAAFP	The section of the IEP that describes your child's current academic and functional skills — what they can do right now, and how their disability affects their access to the general curriculum. Everything else in the IEP — the goals, the services, the placement decision — is supposed to flow from this section. Cathi's Note: Read the PLAAFP carefully. If it does not accurately describe your child, the entire IEP may be built on a faulty foundation. You have the right to contribute your own PLAAFP statement.
Annual Goals	Measurable goals that the ARD committee develops to address your child's needs resulting from their disability. Goals must be measurable — meaning the school must be able to tell you whether your child met them. You should receive progress reports on IEP goals at least once per grading period. Cathi's Note: Vague goals are unenforceable goals. If a goal says 'student will improve reading,' ask how they will measure it, by how much, and by when.
Supplementary Aids and Services	Supports provided in the general education classroom and other settings that help your child participate alongside non-disabled peers. Examples include visual supports, preferential seating, reduced assignments, additional adult support, or technology. These are different from the specially designed instruction in the IEP.
Related Services	Services your child needs in order to benefit from their special education program. Examples include speech-language therapy, occupational therapy, physical therapy, counseling, orientation and mobility, and transportation. Related services are written into the IEP with specific frequency, duration, and location. Cathi's Note: Related services should be driven by your child's needs — not by what the school has available that day.
Accommodations	Changes to HOW your child accesses information or demonstrates learning. Accommodations do not change what is being taught — they change how it is delivered or how your child can show what they know. Examples: extended time, preferential seating, tests read aloud, typed instead of handwritten responses. Accommodations are documented in the IEP.
Modifications	Changes to WHAT your child is expected to learn. Modifications lower the standard or expectation — for example, reducing the number of problems on a test or using a lower reading level text. Unlike accommodations, modifications change the curriculum itself. Cathi's Note: Modifications can follow a child on transcripts and can affect graduation pathways. Know the difference and ask which one is being proposed.
Behavior Intervention Plan BIP	A plan developed to address challenging behaviors that interfere with a child's learning or the learning of others. A BIP must be based on a Functional Behavioral Assessment (FBA) and outlines specific positive strategies to address the behavior. It must be included in the IEP and shared with every teacher responsible for educating your child.
Extended School Year Services ESY	Special education services provided during breaks in the school calendar — such as summer — to prevent significant regression in skills. ESY is not summer school. It is determined individually based on data showing that your child would substantially regress without continued services and would need an unreasonable amount of time to recover those skills. Cathi's Note: The ARD committee must consider ESY at every annual review. If they do not bring it up, you bring it up.
Transition Services	A coordinated set of services designed to help your child move from school into adult life — including postsecondary education, employment, and independent living. In Texas, transition planning must begin no later than the first IEP in effect when a student turns 14.
Summary of Performance SOP	A document provided to students when their special education eligibility ends due to graduation or aging out. It summarizes the student's academic and functional performance and includes recommendations for meeting postsecondary goals.

SECTION 4: TEXAS DISABILITY ELIGIBILITY CATEGORIES

These are the 14 categories used in Texas to determine eligibility for special education services under IDEA. A child must meet criteria in one or more of these categories AND need specially designed instruction as a result. Both parts of the test must be met.

Term / Acronym

What It Means

Autism

A developmental disability significantly affecting verbal and nonverbal communication and social interaction. Under Texas rules, there are 11 specific strategies that must be considered for every child identified as AU at every ARD meeting.

Deaf or Hard of Hearing

DHH

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. Includes both deafness and partial hearing loss.

Deafblind

A combination of hearing and visual impairments causing severe communication, developmental, and educational needs that cannot be served in programs for children who are deaf or blind alone.

Developmental Delay

A delay in physical, cognitive, communication, social, emotional, or adaptive development. In Texas, this category is available for children ages 3 through 9 as of the 2024-2025 school year.

Emotional Disability

A condition over a long period of time that adversely affects educational performance due to an inability to learn that cannot be explained by intellectual, sensory, or health factors; difficulty building or maintaining relationships; inappropriate behaviors or feelings; a general pervasive mood of unhappiness; or a tendency to develop physical symptoms or fears. This category includes conditions such as anxiety disorders, bipolar disorder, OCD, conduct disorders, and psychotic disorders.

Cathi's Note: Emotional Disability is one of the most misunderstood and underserved eligibility categories. If your child's emotional or behavioral struggles are interfering with their education, they deserve a proper evaluation — not just a 504.

Intellectual Disability

Changes to WHAT your child is expected to learn. Modifications lower the standard or expectation — for example, reducing the number of problems on a test or using a lower reading level text. Unlike accommodations, modifications change the curriculum itself.

Cathi's Note: Modifications can follow a child on transcripts and can affect graduation pathways. Know the difference and ask which one is being proposed.

Multiple Disabilities

A combination of impairments — such as intellectual disability with orthopedic impairment — that causes severe educational needs that cannot be served in a program designed for any single impairment.

Noncategorical Early Childhood

NCEC

A category used for children ages 3 through 5 who have developmental needs but whose primary disability category cannot yet be clearly determined. This category will no longer be used beginning with the 2025-2026 school year.

Orthopedic Impairment

A severe orthopedic impairment that adversely affects educational performance, including impairments caused by congenital anomaly, disease, or other causes such as cerebral palsy or amputations.

Other Health Impairment

OHI

A disability category covering health conditions that result in limited strength, vitality, or alertness due to a chronic or acute health problem — including ADHD, diabetes, epilepsy, heart conditions, asthma, sickle cell anemia, Tourette syndrome, and others. OHI is the most common eligibility category for students with ADHD.

Cathi's Note: If your child has ADHD, they may qualify under OHI — but they still must need specially designed instruction, not just a 504, for this category to apply.

Specific Learning Disability SLD	A disorder in one or more basic psychological processes involved in understanding or using language, which may affect the ability to read, write, spell, listen, think, speak, or do math. Includes dyslexia, developmental aphasia, and related conditions. Does not include learning problems primarily caused by visual, hearing, or motor disabilities; intellectual disability; emotional disturbance; or environmental factors.
Speech Impairment SI	A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects educational performance.
Traumatic Brain Injury TBI	An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment that adversely affects educational performance.
Visual Impairment VI	An impairment in vision that, even with correction, adversely affects educational performance. Includes both partial sight and blindness. Children identified as VI must have braille instruction addressed in their IEP unless the ARD committee determines it is not appropriate.

SECTION 5: PROGRAMS, PLACEMENTS, AND SETTINGS

Placement is one of the most important — and most misunderstood — decisions made at the ARD table. These are the settings and program types you may hear discussed. Note: program names and codes can vary by district. Always ask your district specifically what each program means for your child.

Term / Acronym	What It Means
Placement	The educational setting in which your child's IEP will be implemented. Placement refers to the point along the continuum of options — from full-time general education to homebound instruction — that the ARD committee determines is appropriate for your child. Placement is NOT the same as the physical school building your child attends. It refers to the type of setting and the degree of time spent with non-disabled peers. Cathi's Note: Placement must be determined AFTER the IEP is written — not before. If a school tells you the placement first and then writes the IEP around it, that is the wrong order.
General Education / Inclusion Gen Ed	The regular classroom setting where students without disabilities are educated. A student on an IEP may receive services in this setting with supports, a co-teacher, or push-in services from a special education teacher.
Resource Room	A special education setting where a student leaves the general education classroom for a portion of the day to receive specialized instruction in a small group. A student in a resource setting still spends a significant part of their day in the general education environment.
Self-Contained Classroom	A special education classroom in which students receive most or all of their instruction separately from non-disabled peers. Students in a self-contained setting may still participate in non-academic activities such as lunch, PE, specials, or extracurricular activities with general education peers.
Co-Teaching	A model in which a general education teacher and a special education teacher share responsibility for instruction in the same classroom. Students on IEPs receive their services within the general education setting. The effectiveness of co-teaching depends heavily on how the model is implemented.
Program Code 56 Code 56	A Texas placement code indicating that the student's special education instruction occurs entirely or primarily in a special education setting, separate from non-disabled peers. This is considered one of the more restrictive placements on the LRE continuum. It may be appropriate for some students but should always be justified based on the individual child's IEP needs. Cathi's Note: If your child is placed in a Code 56 setting, ask what data supports this level of restriction and what the path looks like toward a less restrictive environment if appropriate.
Disciplinary Alternative Education Program DAEP	A placement for students who have violated the student code of conduct. There are specific protections for students with disabilities who are placed in a DAEP, including manifestation determination requirements. Special education services must continue in a DAEP setting.
Interim Alternative Educational Setting IAES	A temporary educational placement used when a student with a disability is removed for disciplinary reasons. The IAES must still provide FAPE and allow the student to continue making progress on their IEP goals. The ARD committee determines the IAES.
Homebound Instruction	Instruction provided to a student at their home due to a medical condition or other circumstances that prevent school attendance. This is one of the most restrictive placements on the LRE continuum and must be justified by documented need.
Early Childhood Special Education ECSE	Special education services provided to eligible children ages 3 through 5 prior to kindergarten entry. ECSE services are provided in various settings based on the child's IEP.

Early Childhood Intervention

ECI

A statewide program in Texas for infants and toddlers under age 3 who have developmental delays or disabilities. ECI is administered by the Texas Health and Human Services Commission. At age 3, children may transition from ECI to public school special education services.

SECTION 6: WHO'S at the Table

You will meet a lot of people at the ARD table. Here is who they are and what they do.

Cathi's Note: Decisions at the ARD table must be made by consensus — mutual agreement — not majority vote. If you are the only person in the room who disagrees, your disagreement is still valid and must be documented. You are not outvoted. You are heard

Term / Acronym

What It Means

You — the parent

Full committee member. Equal voice at the table. Your signature documents agreement or disagreement with every decision made.

General Education Teacher

The school district's official representative at the ARD meeting. This person must have the authority to commit district resources and must be knowledgeable about general curriculum and the availability of special education services. This is not always the campus principal — but it should always be someone with real decision-making power.

Cathi's Note: Know who the LEA representative is at your meeting and what authority they actually have.

Special Education Teacher or Provider

Delivers your child's specially designed instruction. Often the person who writes and monitors IEP goals. Knows your child's day-to-day program.

LEA Representative

The school district's official representative. Must be knowledgeable about the general curriculum AND have the authority to commit district resources. Always ask who this person is and confirm their authority.

Interpreter of Evaluation Data

The person who can explain what assessment results mean in plain language. This role is often filled by the LSSP (scho

Related Service Providers

Speech-language pathologist, occupational therapist, physical therapist, counselor, and others — present when their service area is being discussed or changed.

The Student (when appropriate)

Especially important for transition-age students. Their preferences, interests, and goals belong in this room and in the IEP.

Others with knowledge of the child

Anyone — at the discretion of the parent or school — who has relevant knowledge or expertise. This includes private therapists, outside evaluators, or a parent advocate. You can bring someone.

Multidisciplinary Evaluation Team

MDT

The team of professionals who conduct the initial evaluation. Membership varies based on the suspected disability and may include the LSSP, SLP, general education teacher, special education teacher, and others.

SECTION 7: ASSESSMENTS AND STATE TESTING

State testing comes up at every ARD meeting. Here is what you need to know.

Term / Acronym	What It Means
State of Texas Assessments of Academic Readiness STAAR	Texas's statewide standardized assessment program. Most students with disabilities take the STAAR with or without accommodations. The ARD committee determines how your child will participate and what accommodations are documented in the IEP.
STAAR Accommodations	Changes to testing conditions that allow a student with a disability to access the STAAR without changing what is being measured. Accommodations must be documented in the IEP and must reflect what the child uses in instruction — not just on tests. Examples include extended time, a separate setting, text-to-speech, and Spanish language version. Cathi's Note: The accommodations your child uses on the STAAR must be consistent with what they use in the classroom. If a child never uses a read-aloud in class, the district may resist including it as a testing accommodation.
Alternate Assessment	For students with the most significant cognitive disabilities, the ARD committee may determine that a student should take an alternate assessment aligned with alternate academic achievement standards instead of the STAAR. This decision carries significant implications for graduation pathway and must be carefully considered.
Texas Essential Knowledge and Skills TEKS	The state's academic content standards — what all Texas students are expected to learn at each grade level in each subject. IEP goals must be connected to the TEKS.
Personal Graduation Plan PGP	A plan developed for students who do not perform satisfactorily on a state assessment or who are at risk of not completing high school. May be developed in conjunction with an IEP for students with disabilities.

SECTION 8: LEGAL TERMS AND DISPUTE RESOLUTION

These are the terms you hope you never need — but that you absolutely should know before you need them.

Term / Acronym	What It Means
Procedural Safeguards	A document given to parents at least once a year that explains all of your legal rights under IDEA — including your rights related to evaluations, IEP meetings, placement decisions, confidentiality, and dispute resolution. You must receive this document at specific trigger points including the initial referral, any disciplinary change of placement, and upon request. Cathi's Note: Read it. Or ask me to walk you through the parts that matter most for your situation.
Functional Behavioral Assessment FBA	An evaluation process used to identify the function or purpose of a student's challenging behavior — in other words, what the behavior is communicating or achieving for the child. An FBA must be conducted before developing a Behavior Intervention Plan, or when a student's behavior results in a disciplinary change of placement.
Manifestation Determination Review MDR	A meeting that must be held within 10 school days of a disciplinary decision that would constitute a change of placement for a student with a disability. The ARD committee reviews whether the behavior was caused by or had a direct and substantial relationship to the child's disability, OR whether it was the direct result of the school's failure to implement the IEP. Cathi's Note: If the behavior IS a manifestation of the disability, the school cannot proceed with the disciplinary change of placement in most circumstances.
Stay-Put	A provision in IDEA that says once a due process complaint is filed, your child must remain in their current educational placement while the dispute is being resolved — unless you and the school agree otherwise. Stay-put protects your child's placement during disagreements.
Due Process Hearing	A formal legal proceeding before an impartial hearing officer in which a parent or school presents evidence to resolve a dispute about identification, evaluation, placement, or the provision of FAPE. This is the most formal dispute resolution option available under IDEA and has specific timelines and procedural requirements.
Mediation	A voluntary process in which a neutral, trained mediator helps you and the school reach agreement on a dispute. Mediation is offered by the Texas Education Agency and is available for any dispute under IDEA, whether or not a due process complaint has been filed. Discussions in mediation are confidential.
State IEP Facilitation	A free service offered by the Texas Education Agency in which an independent IEP facilitator assists an ARD committee that has reached an impasse. Both you and the school must agree to request facilitation, and the request must be submitted within 10 calendar days of the ARD meeting that ended in disagreement.
Family Educational Rights and Privacy Act FERPA	A federal law that protects the privacy of student education records and gives parents the right to review, request amendments to, and control the disclosure of their child's educational records. Under IDEA, you also have the right to inspect all records related to your child's special education.

SECTION 9: COMMONLY USED PROGRAMS AND SUPPORTS

These terms come up in day-to-day conversations about your child's program.

Term / Acronym	What It Means
Response to Intervention RTI / RtI	A tiered framework of interventions provided in the general education setting before — or sometimes instead of — a special education referral. RTI provides increasingly intensive instruction based on student response. Important: RTI may NOT be used to delay or deny a timely special education evaluation. If you have requested an evaluation in writing, the school cannot redirect you to RTI instead.
Multi-Tiered System of Supports MTSS	A school-wide framework for providing academic and behavioral support to all students through multiple tiers of intervention, with special education as the most intensive level. RtI is often used as part of an MTSS.
Assistive Technology AT	Any device or service that helps a student with a disability access the curriculum, communicate, or participate in educational activities. This includes everything from low-tech tools like pencil grips to high-tech tools like text-to-speech software or AAC devices. The ARD committee must consider whether your child needs AT.
Vocational Rehabilitation VR	A state agency program that provides services to help individuals with disabilities prepare for, enter, and maintain employment. As your child approaches transition age, the IEP may include a referral to VR to begin building toward employment goals.
Career and Technical Education CTE	Programs that provide students with technical skills and career preparation. Students with disabilities on IEPs may participate in CTE, and the ARD committee must include a CTE representative when a student is being considered for placement in these programs.
Adaptive Physical Education APE	A specially designed physical education program for students with disabilities who need modified instruction. APE is a direct special education service — not a related service — and must be provided if the student's disability affects their ability to participate in general physical education.
Language Proficiency Assessment Committee LPAC	A committee responsible for placement and assessment decisions for students identified as Emergent Bilingual. If your child is both an emergent bilingual student and a student with an IEP, both the LPAC and ARD committee must coordinate on decisions.
Functional Vocational Evaluation FVE	An assessment used to identify a student's career interests, aptitudes, and work-related skills. A FVE is required as part of transition planning for older students.

Term / Acronym

What It Means

Response to Intervention

RTI / RtI

A tiered framework of interventions provided in the general education setting before — or sometimes instead of — a special education referral. RTI provides increasingly intensive instruction based on student response. Important: RTI may NOT be used to delay or deny a timely special education evaluation. If you have requested an evaluation in writing, the school cannot redirect you to RTI instead.

Multi-Tiered System of Supports

MTSS

A school-wide framework for providing academic and behavioral support to all students through multiple tiers of intervention, with special education as the most intensive level. RtI is often used as part of an MTSS.

Assistive Technology

Any device or service that helps a student with a disability access the curriculum, communicate, or participate in educational activities. This includes everything from low-tech tools like pencil grips to high-tech tools like text-to-speech software or AAC devices. The ARD committee must consider whether your child needs AT.

Vocational Rehabilitation

A state agency program that provides services to help individuals with disabilities prepare for, enter, and maintain employment. As your child approaches transition age, the IEP may include a referral to VR to begin building toward employment goals.

Career and Technical Education

CTE

Programs that provide students with technical skills and career preparation. Students with disabilities on IEPs may participate in CTE, and the ARD committee must include a CTE representative when a student is being considered for placement in these programs.

Adaptive Physical Education

APE

A specially designed physical education program for students with disabilities who need modified instruction. APE is a direct special education service — not a related service — and must be provided if the student's disability affects their ability to participate in general physical education.

Language Proficiency Assessment Committee

LPAC

A committee responsible for placement and assessment decisions for students identified as Emergent Bilingual. If your child is both an emergent bilingual student and a student with an IEP, both the LPAC and ARD committee must coordinate on decisions.

Functional Vocational Evaluation

FVE

An assessment used to identify a student's career interests, aptitudes, and work-related skills. A FVE is required as part of transition planning for older students.

One More Thing

Knowing this language is a powerful first step. But knowing how to use it at YOUR child's ARD table, for YOUR child's specific diagnosis, current services, and upcoming goals, is a different thing entirely. That is what I do.

If this glossary gives you everything you need to walk in confident and prepared, that is a win. And if you get to the table and realize you need someone in your corner, I am here.

Thank you for letting me play a role in your story.

TTFN, Cathi Rae

Ready to walk in prepared?	Want to build long-term advocacy skills?
Your ARD is coming up and you need to walk in knowing this language AND knowing what to ask for. That's exactly what a Considerations Report does — it tells you what your child's IEP should say, backed by law, before you ever sit down at that table.	Want to understand this language deeply enough to use it confidently at every ARD, every year? The PATC Program is how we build that together.
Get your Considerations Report before your next ARD. Call or text: 832.930.1345	Learn more about the PATC Program. Call or text: 832.930.1345

Ready to walk in prepared?

Want to build long-term advocacy skills?

Your ARD is coming up and you need to walk in knowing this language AND knowing what to ask for. That's exactly what a Considerations Report does — it tells you what your child's IEP should say, backed by law, before you ever sit down at that table.

Want to understand this language deeply enough to use it confidently at every ARD, every year? The PATC Program is how we build that together.

Get your Considerations Report before your next ARD.

Call or text: 832.930.1345

Learn more about the PATC Program.

Call or text: 832.930.1345