Howard County Public School System Terms

HCPSS

The Howard County Public School System.

CIA (Curriculum, Instruction and Assessment)

Under the direction of the Chief Academic Officer, this department oversees the development and implementation of the state curriculum standards and HCPSS instructional policies for Pre-kindergarten to grade 12.

DOA (Division of Academics)

Under the direction of the Chief Academic Officer, this division comprises the Department of Curriculum, Instruction, and Assessment office and the Department of Special Education.

DSE (Department of Special Education)

Under the direction of the Chief Academic Officer and the Executive Director, this department oversees the implementation of special education policies, procedures, and services for students with IEPs and IFSPs from birth to 21.

DOS (Division of Schools)

Under the direction of the Chief Schools Officer, this division oversees daily operations and HCPSS policies for elementary, middle and high schools.

English Language Development (ELD)

Under the direction of the Office of Curriculum, Instruction, and Assessment, this office oversees programs for multilingual learners (MLL).

General Terminology

Alternate Assessment Framework

In Maryland, the Alternate Education Framework (AEF) is a framework for instruction and assessment designed for students with the most significant cognitive disabilities who require modified standards and intensive support. The AEF is not a separate curriculum but a way to adapt the general education curriculum to meet these students’ needs. The framework is intended to ensure students can access and make progress in the general curriculum at their grade level even if they are unlikely to achieve the same standards as their peers. More information about the Alternate Assessment Framework is available online.

Autism

The DSM-5 defines Autism Spectrum Disorder (ASD) as a neurodevelopmental condition characterized by persistent differences in social communication and social interaction, as well as restricted, repetitive patterns of behavior, interests, or activities that impact daily life at home, at school, at work, and/or in the community. While these characteristics must be present from early childhood and impact daily functioning, autism can be diagnosed at any age. Autism can be diagnosed by a medical provider and/or through the special education eligibility process.

Board Certified Behavior Analyst/Supervisor (BCBA)

A professional certified in behavior analysis. A BCBA assesses, analyzes and develops behavior using applied behavior analysis principles. In their role they also supervise and train other professionals including registered behavior technicians and Board Certified Behaviors Analysts.

BIP (Behavior Intervention Plan)

A written plan developed through the IEP process to address specific student behaviors. The plan results from a Functional Behavior Assessment which identifies the causes of the identified behaviors as well as identifies educational and responsive strategies for students and staff. Specific requirements for the development and implementation of a BIP are outlined in COMAR 13A.08.04.02.

Boundless Learning

A co-teaching training model through the Johns Hopkins School of Education Center for Technology in Education that teaches the Team-Based Cycle of Instruction to general and special education teaching teams. More information about Boundless Learning is available online.

CEPT (Central Education Placement Team)

An IEP team, including the child’s parents, that meets to discuss and review the individual needs of students with an IEP who may require special education services in a more restrictive learning environment. Through a thorough review of educational, behavioral, and/or social emotional needs approved through the IEP process, the Central Education Placement team makes school placement decisions for students whose needs cannot be met in the comprehensive school setting.

CCR (College, Career, Readiness)

Benchmarks defined in the Blueprint for Maryland’s Future. These are identified skills met by the end of the 10th grade year to ensure success in postsecondary education and/or the workforce. More information about CCR is available online.

Continuum of Services

The range of services offered for students with disabilities across various settings within a comprehensive school, in a regional setting, or a separate school.

Differentiated Instruction

An educational approach that tailors instruction to meet the needs of all students within the classroom. Teachers utilize data gathered through formative assessments to adapt, accommodate and adjust the process, product, or content of the lesson. Additionally, teachers use their knowledge of student interests and learning styles to ensure access to instruction and achievement of learning objectives. More information about differentiated instruction is available online.

Disproportionality

This occurs when certain groups of students may be over or under represented in special education in the areas of identification, placement or discipline. Student groups can include race, ethnicity, socioeconomic status or gender.

Dyslexia

A neurodevelopmental learning disability that impacts reading, spelling, and reading fluency. While dyslexia is not identified as a disability under the Individuals with Disabilities in Education Act (IDEA), students with dyslexia can be identified as a student with a specific learning disability. Students with dyslexia are primarily impacted in the area of decoding and fluent word recognition that can impact reading comprehension. More information about dyslexia is available online.

Dysgraphia

A learning disability that primarily impacts a person’s ability to write. This can impact a student’s ability to form letters and/or impact a student’s ability to spell. Students with dysgraphia may be eligible for special education services as a student with a specific learning disability. More information about dysgraphia is available online.

Dyscalculia

A learning disability that impacts a person’s ability to understand and work with numbers and math concepts. A student may have difficulty counting, understanding number sense, memorizing math facts, and performing calculations. Like dyslexia and dysgraphia, a student with dyscalculia may qualify for special education services as a student with a specific learning disability. More information about dyscalculia is available online.

Evidence based practices

These practices are effective instructional practices based on scientific evidence from controlled settings that are replicable.

High-Leverage Practices (strategies)

A set of 22 research based and evidence based practices for special education. More information about high-leverage practices is available online.

IEP Survey Card

A survey developed by the HCPSS Department of Special Education that is shared with families at the conclusion of every IEP team meeting to gain feedback from families on their experience. This data is reviewed to celebrate accomplishments as well as develop strategies of improvement at the school and system level.

IEP (Individualized Education Program)

An educational plan for a student from ages 3 to 21 with an educational disability. The IEP is developed by a multidisciplinary team including a school administrator, a general education teacher, special education teacher, and the parent/guardian. Additional IEP team members such as a related service provider (e.g., speech language pathologist, occupational therapist, physical therapist) can be included based on the student’s individual needs. More information about special education services is available on the HCPSS website and more information about the IEP is available on this MSDE resource.

IFSP (Individualized Family Support Plan)

A service plan for young children ages birth through age 3 and their families to support the child’s development in their early years. This plan supports families in caring for their child with a disability in their home with their family, in child care, and in the community. More information about IFSP is available on the HCPSS website and MSDE website.

Inclusive practices

Practices that create a learning environment for all students to access and succeed. Practices can include instructional, environmental, and social practices, adaptations, modifications, and accommodations to meet the needs of all students in the school and classroom. More information about inclusive practices is available from the Institute of Community Inclusion and on the MSDE website.

LRE (Lease Restrictive Environment)

A requirement under the Individuals with Disabilities in Education Act (IDEA) that students with disabilities receive their education with their non disabled peers to the greatest extent possible. More information about LRE is outlined in COMAR 13a.05.01.10 and in the Individuals with Disabilities Education Act Sec. 300.114.

LSCI (Life Space Crisis Intervention)

A 6-stage behavior intervention strategy that is evidence based and trauma informed. It is designed for educators, counselors, social workers, psychologists, parents, and caring adults. More information about Life Space Crisis Intervention is available online.

MTSS (Multi-Tiered Systems of Support)

An educational framework that is proactive and preventative as well as strengths based. It emphasizes data based decision making to ensure successful academic, behavioral, and social emotional outcomes for all students. Additional key components of the MTSS model include screening, progress monitoring, and a multi level prevention system. More information about MTSS is available online.

MLL (Multi Lingual Learners)

Students who are developing proficiency in more than one language. More information about multilingual learners is available online.

Narrow(ing) the gap

A term used to describe the difference in student outcomes between groups of learners. Students with disabilities as a group can have a performance or achievement gap lower than their nondisabled peers. When access, instructional supports, and specially designed instruction are in place, the gap in achievement between students with and without disabilities can be minimized.

Neuroaffirming practices

A strengths based approach to education that validates neurodiversity: the different ways the brain works. These practices recognize and respect the neurological differences such as ADHD, autism, and dyslexia to name a few.

PFA/SBT (Practical Functional Assessment/Skills Based Training)

A behavior assessment and intervention approach to address students with high intensity and unsafe behaviors. More information about Practical Functional Assessment/Skills Based Training is available online.

Pyramid Model

A tiered approach that provides universal support for young children in behavior and social emotional development. Key strategies focus on establishing relationships, building supportive learning environments, and data based decision making. More information about the pyramid model is available online.

QRT (Quick Response Team)

A school support model that provides on site coaching and modeling for school staff to meet a specific student or school need. This support is focused, short term, and designed to build the capacity of school staff to meet the instructional, behavioral, and/or emotional needs of students.

RBT (Registered Behavior Technician)

A paraprofessional with certification in behavioral analysis. They provide behavior support to students under the supervision of a Board Certified Behavior Analyst. More information about Registered Behavior Technicians is available online.

Research based practices

Teaching methods that have been thoroughly researched and theories that improve student learning outcomes.

Restraint

A personal restriction that immobilizes or reduces the ability of a student to move their torso, arms, legs, or head freely that occurs during school hours. It is utilized only as a last resort after other interventions have proven ineffective and the student or others are at imminent risk for harm. More information about restraint is available online.

Safety Care

A crisis prevention and management system that teaches verbal and physical skills to de-escalate, prevent, and minimize challenging behaviors. The tools utilize principles of Applied Behavioral Analysis(ABA) and Positive Behavior Interventions and Supports (PBIS). More information about Safety Care is available online.

School-based staff

Staff members working with students in a school including administrators, teachers, related service providers and paraeducators.

SDI (Specially Designed Instruction)

Individualized instruction designed for the unique needs of the student to ensure access and progress in the general education curriculum. More information about specially designed instruction is available online.

Students with disabilities

Refers to students with IEPs or IFSPs that receive special education services within the Howard County Public School System.

Synergy

The student data information system utilized by the Howard County Public School System.

Trauma Informed practices

These practices focus on creating a safe and caring environment for students who have experienced trauma. They aim to build a safe learning environment for students to increase belonging and trust that lead to increases in engagement in learning.

Twice Exceptional (2E)

The term refers to individuals who demonstrate both advanced cognitive abilities (giftedness) and one or more learning differences or disabilities. This can include conditions such as dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder(ASD), emotional disabilities, speech language disabilities. While not an identified educational disability in IDEA or COMAR, 2E students can be eligible for both special education and gifted programs. More information about twice exceptional learners is available online.

UDL (Universal Design for Learning)

An educational learning first defined by David H. Rose, Ed.D. of the Harvard Graduate School of Education and the Center for Applied Special Technology (CAST) in the 1990s. These principles ensure learning environments and instructional design for all learners from the onset to ensure access and achievement for all students. More information about Universal Design for Learning is available online.

Ukeru

A behavior approach that utilizes verbal and nonverbal communication to convert/divert a person exhibiting unsafe behavior and teaches practitioners techniques that keep both students and caregivers safe. Additionally, physical re-direction and trauma-informed, restraint-free blocking techniques are used to avoid injury and self-harm to students. More information about Ukeru is available online.

Walkthrough

A brief structured observation intended to provide feedback and reflection on specific instructional practices and student performance to identify strengths and needs. Data collected on teacher moves and student participation are used to inform future instructional planning to increase student academic achievement and engagement in learning.

HCPSS and Community Organizations

AUSOM (Autism Society of Maryland)

A 501(c)(3) nonprofit organization and is an affiliate of the Autism Society of America whose mission is to serve children with autism and their families from Howard, Montgomery, and Anne Arundel counties. More information about the Autism Society of Maryland is available online.

CAPA (Chinese American Parent Association of Howard County)

A nonprofit and charitable organization that supports Chinese American families and their children in collaboration with the public school system to meet their diverse needs. More information about the Chinese American Parent Association of Howard County is available online.

HCASA (Howard County Association of Supervisors and Administrators)

The collective bargaining unit for all certificated supervisory employees and leadership interns in the Howard County Public School System. More information about the Howard County Association of Supervisors and Administrators is available online.

HCEA (Howard County Education Association)

The bargaining unit for all non-supervisory certificated employees in the Howard County Public School System. More information about the Howard County Education Association is available online.

MCIE (Maryland Coalition for Inclusive Education)

A nonprofit organization that supports international training and research in inclusive practices for students with disabilities. More information about the Maryland Coalition for Inclusive Education is available online.

SECAC (Special Education Citizens Advisory Committee)

A parent and community group that provides advocacy for the needs of Howard County Public School System students with disabilities and their families. More information about the Special Education Citizens Advisory Committee is available online.

TCOE (The Council of Elders)

A community organization of Howard County who advance and support the education and cultural well-being of black students in collaboration with educators, parents, and community leaders. More information about The Council of Elders is available online.