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| Academic Indicators |
According to the Michigan Department of Education, Office of Special Education and Early Intervention Services’ publication The Assist (June 2003), “academic indicators” are data points that, when coupled with other specified data points, provide a picture of how well students are doing. |
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| Accelerated Learning |
Accelerated learning is a system of support that provides personalized instruction opportunities to each student for remediation on curriculum content not yet mastered or to increase learning and experience through early college experiences and internship.
Source: Adapted from the Michigan Department of Education's Presentation of Proposed High School Graduation Requirements, November 2005. |
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| Accommodation |
The National Parent Information Network defines “accommodations” as techniques and materials that allow students with disabilities to complete school or work tasks with greater ease. An accommodation is any change in how a student accesses and demonstrates learning that does not substantially change the instructional content. Accommodations enable students to demonstrate knowledge and skills more effectively by reducing the effects of the disability. |
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| Accountability |
According to Western Michigan's Evaluation Center, accountability is the responsibility for implementing a process or procedure, for justifying decisions made, and for results or outcomes produced. Teachers are often said to be accountable for their students' learning in the assigned subject area, within the limits of the students' abilities and the time and resources available. |
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| Accreditation |
According to a glossary of terms from the Michigan Department of Education, the Michigan Revised School Code requires the Michigan State Board of Education to set standards for the accreditation of public schools in Michigan. The State Board of Education has set Education YES! as the system to accredit Michigan schools. Some schools are also accredited through the North Central Association Commission on Accreditation and School Improvement, which is one of six regional school accreditation authorities recognized by the U.S. Department of Education. |
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| Achievement Change |
According to a glossary of terms from the Michigan Department of Education, achievement change is one of two achievement components in Education YES! It is based on the goal of 100 percent proficiency in 2013-14, as set in the No Child Left Behind Act. Achievement change is computed by dividing the computed improvement rate (slope) by the target improvement rate, determining the ratio of the target that the school has attained, using
comparable scores from the Michigan Educational Assessment Program for up to five years. |
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| Achievement Status |
According to a glossary of terms from the Michigan Department of Education, achievement status is one of two achievement components in Education YES! Achievement status is computed using the weighted index derived from students’ scores on the Michigan Educational Assessment Program. Achievement status is measured in English language arts and mathematics at the elementary level. It includes science and social studies at the middle school and high school levels. Up to three years of data from comparable assessments are included in a school’s status grade. Cut scores for the grades in achievement status were set by representative panels that assigned grades to selected schools. |
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| Achievement Test |
According to A Lexicon of Learning: What Educators Mean When They Say... from the Association for Supervision and Curriculum Development (ASCD), achievement tests are tests used to measure how much a student has learned in various school subjects. Most students take several standardized achievement tests, such as the California Achievement Tests and the Iowa Tests of Basic Skills. These norm-referenced, multiple-choice tests are intended to measure students' achievement in the basic subjects found in most school districts' curriculum and textbooks. Results are used to compare the scores of individual students and schools with others—those in the area, across the state, and throughout the United States. |
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| Action Plan |
According to the Michigan School Improvement Framework, an action plan is a strategy for achieving an objective. |
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| Activities |
The things a family does day-to-day or programs where children can play and learn with others.
Source: Michigan Department of Education (2003, December). Welcome to Early On—Part 1 of the Early On Guidebook. Lansing, MI: Author. |
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| Activities of Daily Living (ADL) |
The National Center for Health Statistics defines “activities of daily living” as activities related to personal care including bathing or showering, dressing, getting in or out of bed or a chair, using the toilet, and eating. |
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| Adapted Physical Education (APE) |
“Adapted physical education” is the art and science of developing and implementing a carefully designed physical education instructional program for an individual with a disability, based on a comprehensive assessment, to give the individual the skills necessary for a lifetime of rich leisure, recreation, and sport experiences.
Source: Auxter, D., Pyfer, J. & Huettig, C. (2000, November). Principles and Methods of Adapted Physical Education (9th ed.). New York, NY: McGraw-Hill.
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| Adaptive Behavior |
Rule 340.1701a of the Michigan Department of Education’s Revised Administrative Rules for Special Education (November 2002) defines “adaptive behavior” as a student’s ability to perform the social roles appropriate for a person of his or her age and gender in a manner that meets the expectations of home, culture, school, neighborhood, and other relevant groups in which he or she participates. |
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| Addressing Unique Educational Needs of Students with Disabilities (AUEN) |
Addressing Unique Educational Needs of Students with Disabilities (1999) is a direct response to the problem of special education accountability. In general, AUEN is a standards-driven system that school districts can implement to enable them to systematically align expected standards of student performance, delivery of programs and services, and student assessments. It offers a viable framework within which educators, community service providers, parents, and students themselves can work together to consistently and effectively address the unique educational needs of students with disabilities. AUEN provides schools with four sets of educational Performance Expectations appropriate to students with disabilities. The Performance Expectations clearly identify what students with disabilities are expected to do as a result of their learning. AUEN also provides rating scales for summarizing student performance on each specific Performance Expectation. AUEN was approved by the Michigan State Board of Education in 1998 as a framework for developing MI-Access. |
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| Adequate Yearly Progress (AYP) |
The No Child Left Behind Act of 2001 mandates that a state must establish a definition of “adequate yearly progress” that each district and school is expected to meet. This is the minimum level of improvement that schools and school districts must achieve. According to the Michigan Department of Education, “adequate yearly progress” it's a measure of year-to year student achievement on the Michigan Education Assessment Program (MEAP) test for elementary and middle schools or the Michigan Merit Exam (MME) for high schools. Other indicators, such as the number of students that participate in the assessments and, for high schools, graduation rate, are also considered in the calculation.
According to NCLB, Michigan and other states must develop annual target goals for AYP. The State must raise the targets in gradual increments with the expectation that 100 percent of the students in Michigan will demonstrate proficiency on state assessments by the 2013-14 school year. Targets will increase for the 2007-2008 school year 8-12 percent. |
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| Adult Learning Theory |
According to the Michigan School Improvement Framework, adult learning theory is a concept that examines how adults learn. The adult learner assimilates useful information into her/his personal “experience bank” against which future learning events will be compared and to which new concepts will be related. Unless what is learned can be applied to actual work or life situations, the learning will not be effective or long lasting. |
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| Advanced Coursework |
The Michigan Department of Education’s publication Standards for Accredation: Education Yes! A Yardstick for Excellent Schools (March 2003) defines “advanced coursework” as learning opportunities that go beyond the knowledge and skills mandated by the core curriculum framework. Examples of advanced coursework include but are not limited to dual enrollment and advanced placement provided face-to-face or through distance learning technologies. This applies to vocational and technical college courses, as well as those in the sciences and the liberal arts. |
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| Advanced Placement (AP) |
AP courses are taught on site at a high school or online. They offer students rigorous courses of study equivalent to college-level courses. Students can take an AP test and, if they score high enough, receive college credit for the course. Each college or university sets its own policy for acceptable scores and the number of credits.
Source: Adapted from the Michigan Department of Education's Presentation of Proposed High School Graduation Requirements, November 2005.
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| Advocacy Organizations |
Groups that can help families understand their rights. They can also speak or act on a family's behalf.
Source: Michigan Department of Education, Office of Early Childhood Education and Family Services in Guidebook 3, Transition: Leaving Early On. |
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| Alternate Assessment |
According to the 2006 MI-Access Handbook, alternate assessment in an assessment used to measure the learning progress and performance of students with disabilities whose IEP Teams have determined it is inappropriate for them to par-ticipate in general education assessments (i.e., the MEAP). |
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| Alternative Certification |
The No Child Left Behind Act of 2001 explains that most teachers are required to have both a college degree in education and a state certification before they can enter the classroom. The No Child Left Behind Act of 2001 encourages states to offer other methods of qualification that differ from these traditional methods that allow talented individuals to teach subject they know. These alternative methods of qualification comprise “alternative certification.” |
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| Alternative Certification Programs |
These programs are aimed at preparing teachers for the true classroom experience. Candidates must have a bachelor’s degree and at least a 2.5 grade point average. The program should include “how-to-teach” experiences. Certification comes after a year of full-time teaching.
Source: Dill, Vicky S, & Stafford-Johnson, Delia (2002, November). A Different Road. American School Board Journal, 189, 44-46.
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| Americans with Disabilities Act (ADA) |
The U.S. Department of Justice’s publication A Guide to Disability Rights Laws (March 2002) explains that the Americans with Disabilities Act prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. |
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| Annual Goals |
According to the United States Department of Education, Office of Special Education and Rehabilitative Services’ publication A Guide to the Individualized Education Program (July 2000), “annual goals” are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable – meaning that it must be possible to measure whether the student has achieved the goals. |
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| Annual State Objective |
According to a glossary of terms from the Michigan Department of Education, annual state objective is the level of achievement on the MEAP English language arts and mathematics tests needed to make AYP based on achievement. The annual state objective will
increased gradually until it reaches 100 percent in 2014. |
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| Antecedent |
The Michigan Department of Education, Office of Special Education and Early Intervention Services’ publication Positive Behavior Support for ALL Michigan Students: Creating Environments That Assure Learning – Summary (June 2001) defines “antecedent” as any occurrence, setting, or event that happens before a behavior takes place. |
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| Applied Behavior Analysis |
The Michigan Department of Education, Office of Special Education and Early Intervention Services’ publication Positive Behavior Support for ALL Michigan Students: Creating Environments That Assure Learning – Summary (June 2001) defines “applied behavior analysis” as a methodology that includes systematic collection and graphing of data to determine student progress toward a specific objective. |
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| Aptitude Test |
According to A Lexicon of Learning: What Educators Mean When They Say... from the Association for Supervision and Curriculum Development (ASCD), aptitude tests are tests that attempt to predict a person's ability to do something. The most familiar are intelligence tests, which are intended to measure a person's intellectual abilities. The theory underlying intelligence tests is that each person's mental ability is relatively stable and can be determined apart from his/her knowledge of subject matter or other abilities, such as creativity. Some aptitude tests measure a person's natural ability to learn particular subjects and skills or suitability for certain careers. |
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| Articulation |
Articulation is an agreed upon alignment between courses and levels of academic instruction. For example, some Career and Technical Education (CTE) programs have articulation agreements with community colleges and universities through which specific CTE course serve as prerequisites for college courses.
Source: Adapted from the Michigan Department of Education's Presentation of Proposed High School Graduation Requirements, November 2005.
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| Arts Education and Humanities for All Students |
According to the Michigan Department of Education’s publication Education Yes!—A Yardstick for Excellent Schools, schools will be given credit for providing all children with a foundation in the arts; for offering ongoing education in music, drama, and the visual arts; and for affording opportunities for high levels of achievement in the arts. |
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| Assessment |
Assessments are used to evaluate a student’s mastery of the instructed curriculum. Assessments can be paper and pencil tests, demonstrations, projects, or other performances.
Source: Adapted from the Michigan Department of Education's Presentation of Proposed High School Graduation Requirements, November 2005. |
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| Assessment Plan |
According to the Michigan Department of Education, Office of Special Education and Early Intervention Services’ publication The Assist (June 2003), an “assessment plan” guides how an assessment is built or developed. The plan includes information on the assumptions underlying the assessment, the areas assessed, the number of assessment items and their formats, prototype items to guide item writers, and other information about the assessment. |
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| Assisted Oral Reading |
According to the National Institute for Literacy, assisted oral reading refers to a mature reader's support of a learner's oral reading by helping with word recognition, or by reading orally along with him/her. Paired reading (partner) and choral reading (whole class) are forms of assisted oral reading.
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| Assistive Technology Device (ATD) |
The Individuals with Disabilities Act Amendments of 1997 defines “assistive technology device” as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. |
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| Assistive Technology Service |
The Individuals with Disabilities Act Amendments of 1997 defines “assistive technology service” as any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. |
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| At-Risk |
This is a term applied to students who have not been adequately served by social service or educational systems and who are susceptible to educational failure due to lack of services, negative life events, or physical or mental challenges, among other factors.
Source: Parent’s guide: new education terms and abbreviations. PRincipal Communicator, March 2003.
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| Attention Deficit Disorder (ADD) |
The Autistic Continuum Connections, Education, and Support Site defines "attention deficit disorder" as a disorder characterized by hyperactivity, attentional deficits, and impulsivity. ADD often leads to learning and behavior problems at home, school, and work. Although it is first manifested in childhood, it may not be diagnosed until later in life. Also called Attention Deficit Hyperactivity Disorder (ADHD). |
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| Attention Deficit Hyperactivity Disorder (ADHD) |
According to the National Attention Deficit Disorder Association, “attention deficit hyperactivity disorder” is a diagnosis applied to children and adults who consistently display certain characteristic behaviors over a period of time. The most common core features include:
- distractibility (poor sustained attention to tasks),
- impulsivity (impaired impulse control and delay of gratification), and
- hyperactivity (excessive activity and physical restlessness)
In order to meet diagnostic criteria, these behaviors must be excessive, long-term, and pervasive. The behaviors must appear before age seven, and continue for at least six months. A crucial consideration is that the behaviors must create a real handicap in at least two areas of a person's life, such as school, home, work, or social settings. These criteria set ADHD apart from the "normal" distractibility and impulsive behavior of childhood, or the effects of the hectic and overstressed lifestyle.
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| Augmentative and Alternative Communication (AAC) |
The University of Nebraska Lincoln’s Augmentative and Alternative Communication Center defines “augmentative and alternative communication” as an area of clinical practice that attempts to compensate (either temporarily or permanently) for impairment and disability patterns of individuals with severe expressive communication disorders. |
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| Autistic Impairment or Autism (AI) |
Rule 340.1715 of the Michigan Department of Education’s Revised Administrative Rules for Special Education (November 2002) defines “autism” as a lifelong developmental disability that is typically manifested before 30 months of age. Autism is characterized by disturbances in the rates and sequences of cognitive, affective, psychomotor, language, and speech development. |
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| Automaticity |
According to the National Institute for Literacy, automaticity of a skill is achieved when it can be performed with little or no conscious attention to its execution. Automaticity of word recognition frees conscious attention for comprehension. |
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| Average Per-Pupil Expenditure (APPE) |
According to the Individuals with Disabilities Education Act (IDEA), the term average per-pupil expenditure in public elementary and secondary schools in the United States means—
(a) Without regard to the source of funds—(1) The aggregate current expenditures, during the second fiscal year preceding the fiscal year for which the determination is made (or, if satisfactory data for that year are not available, during the most recent preceding fiscal year for which satisfactory data are available) of all LEAs in the 50 States and the District of Columbia); plus (2) Any direct expenditures by the State for the operation of those agencies; divided by
(b) The aggregate number of children in average daily attendance to whom those agencies provided free public education during that preceding year. |
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| AYP Advisory |
According to a glossary of terms from the Michigan Department of Education, AYP advisory is an alert that is given to a school with only one year’s MEAP results, indicating that the results are below the annual state objective. |
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