Glossary of Terms
PPS Glossary Important Terms, Laws & Things to Know
This page provides a helpful overview of important terms, laws, programs, and services related to Pupil Personnel Services. It is designed to help families better understand commonly used language, student supports, and the legal protections and processes that may apply throughout a child’s education.
Because every student’s needs and circumstances are different, this glossary is intended as a general resource and starting point. Families with questions about how a particular term, law, or service applies to their child are encouraged to contact the appropriate school staff member for additional guidance.
Important Terms, Laws, and Things Parents & Guardians Should Know
Click on any box for a brief overview of imporant terms, phrases, and laws that parents, guardians, and caregivers should be familiar with.
Please do not hesitate to Contact Us with questions regarding your student’s education plan.
Section 504
Section 504 of The Rehabilitation Act of 1973 requires public schools to offer accommodations for eligible students with disabilities. The accommodations help students with special health needs to participate in District programs and activities on an equal basis with their peers who do not have disabilities.
Special Education
Special Education means specially designed individualized or group instruction or special services or programs provided at no cost to the parent, to meet the unique needs of students with disabilities. Special education programs and services are designed to assure that children with disabilities receive appropriate and equal opportunities for educational growth.
The Pupil Personnel Services (PPS) department is responsible for the evaluation, placement, and service provision of and for students with disabilities as defined by the Part 200 of the Commissioner’s Regulations and IDEA (Individuals with Disabilities Education Act). This act mandates a free and appropriate education in the least restrictive environment. Special Education services are available through the Committee on Preschool Special Education (CPSE) for preschool-age students (ages 3-5) and the Committee on Special Education (CSE) for school-age students (ages 5-21) as prescribed under the Commissioner’s Regulations Section 200.6.
The function of these committees is to determine if handicapping conditions exist, and to make recommendations to the Goshen Central School’s Board of Education regarding special education placement and/or related services. All information is kept confidential and is accessible only with parental permission.
Committee on Preschool Special Education (CPSE)
The Committee on Preschool Special Education (CPSE) is designed to serve
youngsters between 3-5 years of age.
View the CPSE Page for an in-depth view of CPSE services.
NY State Law ; Chapter 408
Chapter 408 of New York State Education Law requires that each teacher and service provider who is responsible for the implementation of a student’s Individualized Education Plan (IEP), be provided with a hard or electronic copy of their students’ IEPs.
Individualized Education Program (IEP)
An Individualized Education Program (IEP) is a written plan for a student who qualifies for special education services. It outlines the student’s individual needs, goals, accommodations, services, and supports to help them make progress in school.
In New York State, IEPs are developed through the Committee on Special Education (CSE) with input from families, teachers, specialists, and other members of the student’s educational team.
An IEP differs from a 504 Plan in that an IEP is designed for students who require special education or specially designed instruction. A 504 Plan generally provides accommodations and supports that allow a student with a disability to access the general education program.
Both are individualized to the student and are intended to provide the support needed for success in school.
Who Should Have a Copy of My Student's IEP?
All of the following Goshen Central School District employees should have a copy of and be familiar with your student’s IEP
Building Administrator(s)
Special Education Teacher(s)
General Education Teachers
Special Area Teachers (i.e. – art, music, physical education)
Speech-Language Therapists
Building Psychologists
Occupational Therapists
Physical Therapists
Related Service Providers
Who Should be Familiar With (but not necessarily have a copy of) My Student's IEP?
All of the following Goshen Central School District employees should be familiar with your student’s IEP, yet are not required to have a copy
Teacher Aides
Other School Aides/Monitors
Bus Drivers
Bus Attendants
Case Managers
Each student with an IEP has a case manager who has knowledge of the student’s disability and education program and is responsible for informing school personnel of their IEP implementation responsibilities. The case managers inform the general education teacher, paraprofessional (i.e., teaching assistant or teacher aide), and other provider and support staff persons of their responsibility to implement the recommendations on a student’s IEP.
Additional Parent Members
While Additional Parent Members are not advocates, they can help parents understand and participate in the meeting by explaining procedures, asking questions, and clarifying information.
If you would like to have an Additional Parent Member attend your child’s IEP meeting, please submit your request in writing to the Pupil Personnel Office at least 72 hours before the meeting. The Pupil Personnel Office will then reach out to the next person on a rotational list to attend your meeting. If there is not a parent member available for your meeting, you can choose to reschedule your meeting to a date when one is available.
Please feel free to contact us with any questions regarding additional parent members. If you are interested in becoming an additional parent member, please reach out to us at the Pupil Personnel Office and we can help you with the process.