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Glossary of Terms and Definitions The Civil Rights Data Collection in the U.S. Department of Education (previously the Elementary and Secondary School Survey) 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 2004 Civil Rights Data Collection and previous Elementary and Secondary 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, 2004,
or the nearest convenient date prior to December 15, 2004. 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).
Ability grouping is defined as the 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, i.e., Algebra I as a prerequisite for Algebra II.
NOTE: Standards for Federal data on race ethnicity are under revision, which will affect future reporting, not reporting for the 2004 Civil Rights Data Collection. School districts were advised, for the 2004 Civil Rights Data Collection, that they are currently limited to choosing one racial or ethnic category for each student, although the Department will be able to accommodate multiracial responses in the future. Because school's recordkeeping will be affected, the Department 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: EDUCATIONAL PLACEMENT MORE THAN 60% OF THE SCHOOL DAY (CHILDREN WHO RECEIVED SPECIAL EDUCATION OUTSIDE REGULAR CLASS FOR MORE THAN 60 PERCENT OF THE SCHOOL DAY). 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 (a) self-contained classrooms with part-time instruction in a regular class or (b) 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; and/or providing an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). Racial isolation means a school with 50 percent or more minority enrollment. In this definition, funds may come from Federal, state, or local sources.
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, 2004, and no later than December 15, 2004). Enrollment data collected on this form includes both general education and special education students.
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 reported as needing LEP programs who are enrolled in a program of language assistance (e.g., English-as-a-Second-Language or bilingual education). Does not include students enrolled in a class to learn 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. Does not include students who were suspended from the classroom but 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 under the Individuals with Disabilities Act at this school during the current school year. Include all students in the school, even if they reside outside the school district. A student should be counted only once, based on the students primary disability.
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.
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.
A child with a developmental delay, as defined by the individuals with Disabilities Education Act, is a child who is experiencing developmental delays, 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. HEARING IMPAIRMENTS, INCLUDING DEAFNESS
This refers to 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 that 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 one of the following in the previous school year (2003-2004), if the school grants high school diplomas and/or certificates of attendance or completion:
For the entire previous school year (2003-2004), beginning from the date of the school's first interscholastic athletics competition through its last.
An unduplicated count of students in membership in a district as of a date consistent with the state's special education Child Count. If it is not possible to use the state's special education Child Count, the count should be taken between October 1, 2004 and December 15, 2004. Include students in pre-kindergarten, pre school, and non-district facilities. Non-district facilities include public and private schools, intermediate units, and residential facilities outside the local education district, as well as social service agencies and homebound/hospital students.
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 full-time classroom teachers employed by your school as of October 1, 2004, who had met all applicable state teacher certification requirements for a standard certificate. The count includes beginning teachers who had met the standard teacher education requirements even if they hadn't completed the state-required probationary period. The count does not include teachers with emergency, temporary, or provisional certification. The count also does not include teachers who work less than full-time at the school, principals, or guidance counselors. This is not a count of full-time equivalent teachers.
This page last modified May 9, 2007 |
