Plain-language guide

IEP Terms Glossary

Schools use acronyms and legal language constantly — often without explaining what they mean. This glossary translates the most important IEP terms into plain English, so you can follow every conversation in the room.

Accommodations

Changes to how a student learns or demonstrates knowledge — not what they learn. Examples include extended time on tests, preferential seating, large-print materials, or audio recordings of textbooks. Accommodations are listed in the IEP and are legally required to be provided.

California note

In California, accommodations must also be available on state assessments (CAASPP) where applicable.

Annual IEP

Annual IEP Meeting

A required meeting held at least once per year to review your child's IEP, assess progress toward goals, and update services and supports. You can request a meeting more frequently if needed — parents do not have to wait for the annual review.

Assessment / Evaluation

Tests and observations used to determine whether a child qualifies for special education and to understand their areas of need. Assessments must be conducted in the child's primary language, by qualified professionals, and must cover all areas of suspected disability.

California note

In California, the district has 60 days from receiving parental consent to complete an initial assessment and hold an IEP meeting.

Assistive Technology

Any device, software, or tool that helps a student with a disability access their education more effectively. This includes low-tech tools like pencil grips and graphic organizers, and high-tech tools like text-to-speech software, AAC (augmentative communication) devices, or screen readers.

Baseline: The starting point used to measure a student's progress on an IEP goal. A well-written goal includes a measurable baseline — for example, 'Currently reads at a 2nd grade level with 60% fluency.' Without a baseline, it is impossible to know whether a goal has been met.
Behavior Intervention Plan: A proactive, written plan that addresses challenging behavior by identifying its function (what purpose it serves for the student) and teaching replacement behaviors. A BIP must be based on an FBA (Functional Behavioral Assessment) and is part of the IEP.

California Education Code: The body of California state law that governs public education, including special education. California's special education laws sometimes provide greater protections than federal IDEA. When the two conflict, whichever gives the student more rights applies.
California Department of Education: The state agency that oversees public education in California, including special education compliance. Parents can file a State Complaint directly with the CDE if they believe a district has violated IDEA or California Ed Code.

DIS

Designated Instruction and Services

California's term for related services — specialized supports that are necessary for a student to benefit from their education. Examples include speech-language therapy, occupational therapy, physical therapy, orientation and mobility, and counseling.

Due Process

A formal legal hearing before an administrative law judge to resolve a dispute between a parent and a school district. Due process is a right under IDEA and is one of the strongest tools available to families. It is also one of the most adversarial — many families pursue mediation or a State Complaint first.

California note

In California, due process hearings are handled by the Office of Administrative Hearings (OAH).

Eligibility: A student must meet specific criteria to qualify for special education services. There are 13 disability categories under IDEA. Qualifying requires both a diagnosed disability and evidence that the disability adversely affects educational performance, creating a need for special education.
Educationally Related Mental Health Services: Mental health services (such as therapy or counseling) provided by the school district when a student's mental health needs adversely affect their education. Districts are required to provide ERMHS as a related service when appropriate — parents do not need private insurance.
Extended School Year: Special education services provided beyond the regular school year — typically over summer — to prevent significant regression of skills. ESY is not the same as summer school. It must be offered when the IEP team determines a student's progress would significantly deteriorate without it.

Free Appropriate Public Education: The central entitlement of every child with a disability under IDEA. FAPE means your child is entitled to special education services that are specifically designed to meet their unique needs, provided at no cost to the family. 'Appropriate' does not mean the best possible education — but it must be meaningful, not minimal.
Functional Behavioral Assessment: An assessment that examines the function of a student's behavior — what triggers it, what maintains it, and what need it is serving. An FBA is required before developing a BIP and should be conducted whenever behavior is interfering with a student's learning or the learning of others.

General Education (Gen Ed): The regular classroom instruction provided to all students. Under LRE, students with IEPs must be educated in general education settings to the maximum extent appropriate, with the supports they need to succeed. Removing a student from general education requires justification.
Goals (IEP Goals): Measurable annual targets describing what a student is expected to accomplish during the IEP year. A well-written goal includes: a baseline, the skill being targeted, the condition under which the skill will be performed, and a measurable criterion for success. Vague goals like 'will improve reading' are not acceptable.

Individuals with Disabilities Education Act: The federal law that governs special education in the United States. IDEA guarantees children with disabilities the right to a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), with an Individualized Education Program (IEP). Most of the rights parents hold in the IEP process come from IDEA.
Independent Educational Evaluation: An evaluation of your child conducted by a qualified professional who is not employed by the school district. Parents have the right to request an IEE at public expense if they disagree with the district's evaluation. The district must either fund it or file for due process to defend their own evaluation.
Individualized Education Program: The legal document at the center of your child's special education. It describes current performance levels, annual goals, the services to be provided, accommodations, and how progress will be measured. Every eligible student must have one, and the district is legally required to implement it as written.
Individualized Transition Plan: A plan embedded in the IEP for students aged 16 and older (and often younger in California) that addresses goals and services for post-secondary life — including college, vocational training, employment, and independent living. Transition planning must be driven by the student's own interests and preferences.

Local Education Agency: The school district. In IEP documents and legal correspondence, the district is referred to as the LEA. The LEA Representative at an IEP meeting is the person with authority to commit district resources — their presence is legally required.
Least Restrictive Environment: A foundational principle of IDEA: students with disabilities must be educated alongside non-disabled peers to the maximum extent appropriate. Removing a student from general education requires specific justification. The burden is on the district to show why a more restrictive setting is necessary — not on the parent to prove the student belongs in general ed.

Manifestation Determination: A required meeting when a student with an IEP is facing a suspension of 10 or more school days (cumulative or consecutive). The team must determine whether the behavior was caused by the disability or by a failure to implement the IEP. If it was, the student cannot be removed from their placement.
Mediation: A voluntary, free, and confidential dispute resolution process facilitated by a neutral mediator from the California Department of Education. Mediation is less adversarial than due process and often faster. Either party can request it. Agreements reached in mediation are legally binding.
Modifications: Changes to what a student is expected to learn — not just how they learn it. For example, a student receiving modified curriculum might work on a 3rd grade standard while their peers work on 5th grade standards. Modifications are different from accommodations and should be clearly identified in the IEP.

Nonpublic Agency: A private outside agency contracted by a school district to provide services to a student with an IEP (such as ABA therapy, speech, or OT) when the district cannot provide the service directly. Services from an NPA are still district-funded and part of the IEP.
Nonpublic School: A state-certified private special education school that a district may place a student in when the district cannot provide FAPE in any public setting. Placement at an NPS is at district expense. Parents can also request an NPS placement, though districts may resist.

Other Health Impairment: An eligibility category under IDEA that covers health conditions causing limited strength, vitality, or alertness that adversely affects educational performance. ADHD is most commonly placed under OHI. The condition must affect the student's education — a medical diagnosis alone is not sufficient for eligibility.
Occupational Therapy: A related service addressing a student's ability to perform daily tasks, fine motor skills, handwriting, sensory processing, and self-care. An OT may provide direct services or consult with teachers on environmental and instructional accommodations.

PLAAFP

Present Levels of Academic Achievement and Functional Performance

Also called PLOP (Present Levels of Performance). The section of the IEP that describes where the student is right now — academically, functionally, socially, and behaviorally. All IEP goals must flow logically from the PLAAFP. If the PLAAFP is vague or out of date, the goals will be too.

Physical Therapy

A related service addressing a student's gross motor skills, mobility, posture, and physical access to the school environment. A PT may work directly with students or consult with teachers and staff on how to support a student's physical needs in the classroom.

PWN

Prior Written Notice

A written notice the district must provide any time it proposes or refuses to initiate or change your child's identification, evaluation, placement, or FAPE. It must explain what the district is proposing or refusing, why, and what other options were considered. Most parents don't know to ask for it — but you can demand it at any time.

California note

Governed by 34 CFR § 300.503 (federal) and California Education Code § 56500.4.

Related Services: Supportive services required to help a student with a disability benefit from special education. These include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, interpreting, and others. In California, related services are often called DIS (Designated Instruction and Services).
Resource Specialist Program: A service model in which a student with an IEP receives specialized instruction in a resource room for part of the school day, while spending the majority of time in general education. RSP is typically appropriate for students with mild-to-moderate needs who can access grade-level curriculum with support.

Special Day Class: A self-contained classroom staffed by a special education teacher, serving students with more intensive needs who require a smaller, more structured environment for most or all of the school day. SDC placement must be justified based on the student's individual needs — it should not be a default.
Special Education Local Plan Area: A regional body in California that coordinates and oversees special education services across multiple school districts. If your district is part of a SELPA, the SELPA has responsibilities related to ensuring FAPE is available. Parents can contact their SELPA for information and resources.
Specific Learning Disability: An eligibility category covering disorders that affect one or more basic psychological processes involved in understanding or using language — including reading (dyslexia), written expression (dysgraphia), and math (dyscalculia). SLD is the most common special education eligibility category.
State Complaint: A formal written complaint filed with the California Department of Education (CDE) alleging that a school district violated IDEA or California Ed Code. The CDE must investigate and issue a written decision within 60 days. This is a free option that does not require a lawyer and can be faster than due process.

Transition Planning: Planning built into the IEP for students age 16 and older (often earlier in California) to prepare for life after high school. This includes goals related to post-secondary education, vocational training, employment, and independent living. Transition plans must be based on age-appropriate assessments and driven by the student's own interests.
Triennial (Re-Evaluation): A comprehensive re-assessment of a student's eligibility and needs, required at least every three years. The triennial determines whether the student still qualifies for special education, whether their current placement is appropriate, and whether their IEP accurately reflects their current needs. Parents must consent to the triennial.

Waiver: A parent's written agreement to waive a specific procedural requirement — such as waiving the right to a full triennial evaluation when sufficient data already exists. Waivers are voluntary. You should never feel pressured to sign one without understanding exactly what right you are giving up.

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