Adequate Yearly Progress. As defined by each state under section 1111(b)(2) of the No Child Left Behind Act, “adequate yearly progress” is the measure of yearly progress of the state and of all public schools and school districts in the state toward enabling all public school students to meet the state’s academic content and achievement standards.

Average Per-Pupil Expenditure (APPE). The expenditure per pupil for the cost of general education, defined in 34 CFR 300.702.

Charter School. A nonsectarian, tuition-free, public elementary or secondary school that is exempt from significant state or local rules that inhibit the flexible operation and management of public schools. Charters are created by a developer as a public school or adapted by a developer from an existing public school, and are operated under public supervision and direction. They operate under state charter laws in pursuit of a specific set of educational objectives determined by the school’s developer and agreed to by the authorized public chartering agency. All charters have a written performance contract with a public chartering agency that includes a description of how student performance will be measured pursuant to state assessments that are required of other schools. Charters also comply with federal civil rights laws and IDEA, and applicable federal, state and local health, safety and audit requirements. (sec. 5210(1)).

Corrective Actions. Generally defined as any step or activity that a state or entity must complete in order to correct identified non-compliance with the law; under the No Child Left Behind Act, it is a term of art defined in section 1116(b)(7).

Excess Costs. The costs that exceed the average annual per-student expenditure in a local educational agency during the preceding school year for an elementary or secondary school. (34 CFR 300.184(b)).

Individualized Education Program (IEP). A written statement for a child with a disability that is developed, reviewed and revised in a meeting in accordance with the provisions of IDEA.

Individuals with Disabilities Education Act of 1990 (IDEA). Public Law 101-476. Amended the Education for All Handicapped Children Act (EAHCA), Public Law 94-142. The Act ensures that all children with disabilities have available to them a free appropriate public education that includes special education and related services designed to meet their unique needs.

Interagency Education Research Initiative (IERI). A federal partnership that includes the U.S. Department of Education's Office of Educational Research and Improvement, the National Institute of Child Health and Human Development, and the National Science Foundation. IERI works to implement rigorous educational research in mathematics, reading and the sciences by supporting a program of research addressing the scaling of educational practices validated in more traditional research studies. http://www.ed.gov/offices/OERI/IERI/.

Local Educational Agency (LEA). A public board of education or other public authority legally constituted within a state for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a state, or for a combination of school districts or counties as are recognized in a state as an administrative agency for its public elementary or secondary schools. (34 CFR 300.18).

Monitoring and State Improvement Planning (MSIP). One of two divisions within OSEP. MSIP carries out activities related to the IDEA formula grant programs. MSIP is responsible for review of state eligibility documents, and for monitoring OSEP's formula grant programs to ensure consistency with federal requirements and to ensure that states and other public agencies continue to implement programs designed to improve results for infants, toddlers, children and youth with disabilities. Additionally, MSIP leads OSEP's technical assistance to the states through the Regional Resource Centers, the State Improvement Grant program and the General Supervision Enhancement Grant program.

National Information Center for Children and Youth with Disabilities (NICHCY). A national information, dissemination and referral center that provides information on disabilities and disability-related issues for families, educators and other professionals. NICHCY’s focus is children and youth (birth to age 22). http://nichcy.org/.

National Institute of Child Health and Human Development (NICHD). One of the 27 components of NIH. NICHD administers a multidisciplinary program of research, research training and public information on reproductive biology and population issues; on prenatal development as well as maternal, child and family health; and on medical rehabilitation. http://www.nichd.nih.gov/.

National Institutes of Health (NIH). An agency of the U.S. Department of Health and Human Services’ Public Health Service. NIH is the steward of medical and behavioral research for the nation. Its mission is science in pursuit of fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to extend healthy life and reduce the burdens of illness and disability. http://www.nih.gov/.

National Institute on Disability and Rehabilitation Research (NIDRR). One of three components of OSERS at the U.S. Department of Education. NIDRR generates, disseminates, and promotes new knowledge to improve the options available to individuals with disabilities. It conducts programs of research to maximize the full inclusion, social integration, employment and independent living of individuals with disabilities. NIDRR’s focus includes research in areas such as employment; health and function; technology for access and function; and independent living and community integration. http://www.ed.gov/offices/OSERS/NIDRR/.

No Child Left Behind Act (NCLB). Public Law 107-110. President Bush signed the No Child Left Behind Act into law on January 8, 2002. The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in 1965. It redefines the federal role in K-12 education and will help close the achievement gap between disadvantaged and minority students and their peers. It is based on four basic principles: stronger accountability for results, increased flexibility and local control, expanded options for parents and an emphasis on teaching methods that have been proven to work.

Office of Educational Research and Improvement (OERI). A program office of the U.S. Department of Education that provides national leadership for educational research and statistics. OERI conducts research and demonstration projects funded through grants to help improve education; collects statistics on the status and progress of schools and education throughout the nation; and distributes information and provides technical assistance to those working to improve education. http://www.ed.gov/offices/OERI/.

Office of Special Education and Rehabilitative Services (OSERS). The program office within the U.S. Department of Education focused on improving results and outcomes for people with disabilities of all ages. OSERS supports parents, individuals, school districts and states in three main areas in three offices: special education (OSEP), vocational rehabilitation (RSA) and research (NIDRR). OSERS also provides funds to programs that offer information and technical assistance to parents of children with disabilities, as well as members of the learning community who serve these individuals. http://www.ed.gov/offices/OSERS/.

Office of Special Education Programs (OSEP). One of three components within OSERS at the U.S. Department of Education. OSEP is dedicated to improving results for infants, toddlers, children and youth with disabilities, ages birth through 21, by providing leadership and financial support to assist states and, through them, local school districts. OSEP administers IDEA. http://www.ed.gov/offices/OSERS/OSEP/.

Orthopedic Impairment (OI). 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) (34 CFR 300.7(c)(8)).

Other Health Impairment (OHI). Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that: 1) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever and sickle cell anemia; and 2) adversely affects a child's educational performance (34 CFR 300.7(c)(9)).

Part B. Part of the Individuals with Disabilities Education Act providing formula grant assistance to state education agencies for the education of children with disabilities, ages three through 21.

Part C. Part of the Individuals with Disabilities Education Act providing funds to state lead agencies to assist in the provision of early intervention services to infants and toddlers with disabilities, ages birth through two.

Part D. Part of the Individuals with Disabilities Education Act that assists SEAs and others in reforming and improving their systems for providing educational, early intervention and transitional services, including systems for professional development, technical assistance and dissemination of knowledge about best practices, to improve results for children with disabilities.

Rehabilitation Services Administration (RSA). The component under OSERS that oversees formula and discretionary grant programs that help individuals with physical or mental disabilities to obtain employment and live more independently through the provision of such supports as counseling, medical and psychological services, job training and other individualized services. RSA’s primary formula grant program provides funds to state vocational rehabilitation (VR) agencies to provide employment-related services for individuals with disabilities, giving priority to individuals who are significantly disabled. http://www.ed.gov/offices/OSERS/RSA/.

Section 619. One of the formula grants programs under Part B of IDEA administered by OSEP, Section 619 serves children ages three through five.

Specific Learning Disability (SLD). A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such 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 (34 CFR 300.7(c)(10)).

State Educational Agency (SEA). The state board of education or other agency or officer primarily responsible for the supervision of public elementary and secondary schools in a state. In the absence of this officer or agency, it is an officer or agency designated by the governor or state law (34 CFR 77.1).

Title I. Title I refers to the first title of the Elementary and Secondary Education Act, and includes programs aimed at disadvantaged students. Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging state academic content standards and academic achievement standards. (20 USC 6311 et seq.).

Vocational Rehabilitation (VR). A state-supported program of services funded under Title I of the Rehabilitation Act of 1973 that assists individuals with disabilities who are pursuing meaningful careers. VR assists those individuals to secure gainful employment commensurate with their abilities and capabilities through local job searches and awareness of self-employment and telecommuting opportunities.

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