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Glossary of Terms and Definitions The OCR Elementary and Secondary School Survey (E&S Survey) in the U.S. Department of Education is used by the Office for Civil Rights (OCR) to obtain data regarding student access to elementary and secondary schools and to programs or services within those schools. There are minor differences in definitions in some data items between the 2000 E&S Survey and previous Surveys. Most differences in definitions are minor; others are more substantive. In order to understand the data clearly, it is important for you to be familiar with the definitions used.
An institution that provides pre-school, elementary and/or secondary instruction;
has one or more grade groupings (pre-kindergarten through 12) or is ungraded;
has one or more teachers to give instruction; is located in one or more buildings;
has an assigned administrator(s); receives public funds as its primary support;
and is operated by an education agency. Public schools include charter schools
that receive public funding from local or state sources.
An unduplicated count of students enrolled in the district as of October 1, 2000,
or the nearest convenient date prior to December 15, 2000. Whenever possible,
report public school enrollment on the date which is as consistent as possible
with the special education Child Count date in your state.
CHILDREN WITH DISABILITIES - IDEA
Under the
Individuals with Disabilities Education Act (IDEA)
, children with mental retardation, hearing impairments including
deafness, speech or language impairments, visual impairments including blindness,
emotional disturbance, orthopedic impairments, autism, traumatic brain injury,
other health impairments, or specific learning disabilities, deaf-blindness, multiple
disabilities, or developmental delay; and who, by reason thereof, need special
education and related services.
CHILDREN WITH DISABILITIES - 504
An elementary or secondary student with a disability who is being provided with related
aids and services under
Section 504
of the Rehabilitation Act of 1973, as amended, and is not being
provided with services under the Individuals with Disabilities
Education Act (IDEA).
Pedagogical practice of separating students into different classrooms within a grade based on their estimated achievement or ability levels, and who are ability grouped for classroom instruction in mathematics, or English-Reading-Language Arts.
NOTE 1:
Ability grouping includes students pulled out of regular mathematics or English-Reading-Language
Arts classes for Title I purposes in these subject areas.
NOTE 2:
In this application, ability grouping does NOT include grouping by achievement
level on the basis of required prerequisites for certain courses (for instance, Algebra
I as a prerequisite for Algebra II).
Please Note - Standards for Fereral data on race and ethnicity are under revision, which will affect
future reporting, not reporting for this form. You are currently limited to choosing one racial or
ethnic category for each student, although we will be able to accommodate multiracial responses in the future.
Because schools' recordkeeping will be affected, we will provide ample notice before the revision goes into effect.
The Office for Civil Rights is working with other offices in the U.S. Department of Education, as well as with the
Office of Management and Budget (OMB), to develop categories for aggregating multiple race responses.
LIMITED ENGLISH PROFICIENCY (LEP) STUDENT
This category comprises individuals who: CHILDREN WHO RECEIVED SPECIAL EDUCATION OUTSIDE THE REGULAR CLASS LESS THAN 21 PERCENT OF THE SCHOOL DAY (LESS THAN 21%).
The number of children with disabilities receiving special education and related services
outside the regular classroom for less than 21 percent of the school day. This
may include children with disabilities placed in: regular class with special
education/related
services provided within regular classes; regular class with special education/related
services provided outside regular classes; or regular class with special education
services provided in resource rooms. This definition is consistent with definitions
used by the Office of Special Education Programs Placement form.
CHILDREN WHO RECEIVED SPECIAL EDUCATION OUTSIDE THE REGULAR CLASS AT LEAST 21 PERCENT BUT NO MORE THAN 60 PERCENT OF THE SCHOOL DAY (BETWEEN 21% AND 60%).
The number of children with disabilities receiving special education and related services
outside the regular classroom for at least 21 percent but no more than 60 percent
of the school day. This may include: resource rooms with special education/related
services provided within the resource room; or resource rooms with part-time instruction
in a regular class. This definition is consistent with definitions used by the
Office of Special Education Programs Placement form.
CHILDREN WHO RECEIVED SPECIAL EDUCATION OUTSIDE REGULAR CLASS FOR MORE THAN 60 PERCENT OF THE SCHOOL DAY (MORE THAN 60%).
The number of children with disabilities receiving special education and related services
outside the regular classroom for more than 60 percent of the school day. Do not
include children who receive education programs in separate day or residential
facilities. This category may include children placed in: self-contained classrooms
with part-time instruction in a regular class or self-contained special classrooms
with full-time special education instruction on a regular school campus. This
definition is consistent with definitions used by the Office of Special Education
Programs Placement form.
A magnet school or program is a special school or program designed to attract students
of different racial/ethnic backgrounds for the purpose of reducing, preventing
or eliminating racial isolation. Racial isolation means a school with 50 percent
or more minority enrollment.
A charter school is a school providing free public elementary or secondary education
to eligible students under a specific charter granted by the state legislature
or other appropriate authority and designated by such authority to be a charter
school.
An alternative school is a public elementary or secondary school that addresses the
needs of students which typically cannot be met in a regular school and provides
nontraditional education which falls outside of the categories of regular education,
special education, vocational education, gifted and talented or magnet school
programs. This definition includes schools which are adjunct to a regular school,
e.g., are located on the same campus as a regular school but have a separate principal
or administrator.
The unduplicated count of students on the rolls of the school taken, whenever possible,
as of the date which is consistent with the date of the special education Child
Count in your state (but no earlier than October 1, 2000, and no later than December
15, 2000).
Gifted Or Talented (G/T) Programs
Special programs during regular school hours for students who possess unusually high academic
ability or a specialized talent or aptitude such as in literature or the arts.
Students who have a home language other than English and who are so limited in their English
proficiency that they cannot participate meaningfully in the school's regular
instructional program.
Students enrolled in a program of language assistance such as
English-as-a-Second-Language or bilingual education. The count does not
include students who are studying a language other than English.
Paddling, spanking, or other forms of physical punishment imposed on a student.
Excluding a student from school for disciplinary reasons for one (1) school day or longer.
It does NOT include students who served their suspension in the school.
The exclusion of a student from school for disciplinary reasons that results in the
student's removal from school attendance rolls or that meets the criteria for
expulsion as defined by the appropriate state or local school authority.
Students receiving special education services at this school under the Individuals
with Disabilities Education Act during the current school year. Includes all students
attending this school, even if they reside outside the school district.
If a student has more than one disability, he or she
is counted by the primary disability.
Does not include pre-kindergarten/preschool children.
This refers to significantly sub-average general intellectual functioning existing
concurrently with deficits in adaptive behavior and manifested during the developmental
period, which adversely affect a child's educational performance.
Students require intermittent support to perform functional academic skills, activities
of daily living (self-care, home living, use of their community, recreation and
leisure activities, work) or communicating and interacting with others. This support
may be episodic, time-limited (may be intense but for a relatively short period
of time), or of low intensity over a long period of time.
Students require limited but continuing support to perform functional academic skills,
activities of daily living (self-care, home living, use of their community, recreation
and leisure activities, work) or communicating and interacting with others. This
support may be consistent over time. It may be either time-limited (but may be
intense for a substantial period of time), or of low intensity over a life span.
Students require extensive or pervasive support to perform functional academic skills,
activities of daily living (self-care, home living, use of their community, recreation
and leisure activities, work) or communicating and interacting with others. Support
may be of high intensity, over long periods of time, or potentially life sustaining.
Emotional Disturbance. (Previously entitled Serious Emotional Disturbance)
This refers to a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree, which adversely affects a child's
educational performance: (1) an inability to learn, which 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
behavior or feelings under normal circumstances; (4) a general pervasive mood
of unhappiness or depression; or (5) a tendency to develop physical symptoms or
fears associated with personal or school problems. The term includes schizophrenia.
The term does not apply to children who are socially maladjusted, unless it is
determined that they have an emotional disturbance.
This refers to a disorder in one or more of the basic psychological processes involved
in understanding or in using language, spoken or written, which may manifest itself
in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical
calculations. The term includes such conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term
does not include learning problems that are primarily the result of visual, hearing,
or motor disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage.
Defined in the Individuals with Disabilities Education Act as a child who is
experiencing developmental delay, as defined by your state, and as measured by
appropriate diagnostic instruments and procedures in one or more of the following
cognitive areas: physical development, cognitive development, communication
development, social or emotional development, or adaptive development.
An impairment in hearing, whether permanent or fluctuating, that adversely affects
a child's educational performance. It also includes 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 a child's educational
performance.
Speech or Language Impairments
This refers to a communication disorder, such as stuttering, impaired articulation,
a language impairment, or a voice impairment, that adversely affects a child's
educational performance.
This refers to a visual impairment which, even with correction, adversely impacts a
child's educational performance. The term includes both partial sight and
blindness.
This refers to a severe orthopedic impairment that adversely affects a child's educational
performance. The term includes impairments caused by congenital anomaly (e.g.,
clubfoot, absence of some member, etc.), impairments caused by disease (e.g.,
poliomyelitis, bone tuberculosis, etc.) and impairments from other causes (e.g.,
cerebral palsy, amputations, and fractures or burns that cause contractures).
This refers to a development disability significantly affecting verbal and non-verbal
communication and social interaction, generally evident before age 3, that adversely
affects 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.
This refers to an acquired injury to the brain caused by an external physical force,
resulting in total or partial functional disability or psychosocial impairment
or both, that adversely affects a child's educational performance. The term applies
to open or closed head injuries resulting in impairments in one or more areas,
such as cognition; language; memory; attention; reasoning; abstract thinking;
judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial
behavior; physical functions; information processing; and speech. The term does
not apply to brain injuries that are congenital or degenerative, or brain injuries
induced by birth trauma.
This refers to concomitant hearing and visual impairments, the combination of which
causes such severe communication and other developmental and educational problems
that they cannot be accommodated in special education programs solely for children
with blindness or children with deafness.
This refers to concomitant impairments (such as mental retardation-blindness, mental
retardation-orthopedic impairments, etc.), the combination of which causes such
severe educational problems that the problems cannot be accommodated in special
education programs solely for one of the impairments. The term does not include
deaf-blindness.
This refers to having limited strength, vitality, or alertness, due to chronic or acute
health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis,
asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or
diabetes, which adversely affects a child's educational performance.
Students who received a regular high school diploma or a certificate of attendance or completion
from the previous (1999-2000) school year. Certificate of attendance or completion
refers to an award of less than a regular diploma, or a modified diploma, or fulfillment
of an Individual Education Plan for students with disabilities.
For the entire previous school year (1999-2000), beginning from the date
of your school's first official interscholastic athletic competition through its
last. Does not include intramural sports or cheerleading. Each competitive
level of a given sport is counted as a separate team (e.g., freshman, junior varsity,
and varsity). For example, a school with freshman, junior varsity, and varsity
basketball teams has three (3) teams.
A student is counted once for each team he or she is on. For example, a student
should be counted twice if he or she is on two teams.
An unduplicated count of students in membership in a district, as of a date consistent with your state's special education Child Count
(but no earlier than October 1, 2000, and no later than December 15, 2000).
The count includes students enrolled in pre-kindergarten, pre-school, and non-district
facilities. Non-district facilities include public and private schools, intermediate
units, and residential facilities as well as social service agencies and homebound/hospital
students.
NON-DISTRICT SCHOOL OR FACILITY
A public or private school or facility that provides instruction or services that
are not provided by the local education agency. This includes regional service
agencies that provide administrative or special services to local education agency
students. A private school may serve children with disabilities who are placed
by a public agency in the private school, and who receive special education and
related services in the private school at public expense.
A childbearing woman who is of school age and either is or was enrolled
in school at some time during the previous school year.
A zero tolerance expulsion policy is a policy that results in mandatory
expulsion of any student who commits one or more specified offenses (for
example, some zero tolerance polices specify offenses involving guns,
or other weapons, or violence, or similar factors, or combinations of
these factors.) NOTE: A zero tolerance expulsion policy should still be
included in your response to this question even if the resulting "mandatory"
expulsion may be subject to some narrow or limited exceptions. For example, if
the Federal Gun-Free Schools Act permits, "State law to allow the chief administering
office of...a local education agency to modify such expulsion requirement on a case by
case basis" and State or district zero tolerance policies may similarly give discretion for limited
exceptions to the strict application of the expulsion requirement. Such
policies would still be 'zero tolerance' policies, which should be included
in your responses to this question. The count requested should only exclude
students expelled as a result of such policies.
EXPULSION/TOTAL CESSATION OF EDUCATIONAL SERVICES
The student, after expulsion from school, was not offered other educational
services by either the school or the district.
The number of teachers employed by your school, as of October 1, 2000, who
had met all applicable state teacher certification requirements for a standard
certificate. In this count, include beginning teachers who had met the standard teacher
education requirements even if they hadn't completed the state-required
probationary period. DO NOT include teachers who have emergency, temporary, or
provisional certification. DO NOT include teachers who work less than full time
at your school.
This page last modified May 9, 2007 |
