State of Alaska

Glossary of Terms


Terms Definitions

Appropriate behaviors to meet needs

Some examples of preschool age appropriate behaviors to meet needs include standing up for rights, demonstrating appropriate trust in adults, exercising responsibility for his/her own well being, showing balance while moving, climbing up and down, asking questions, and using tools for writing and drawing. See Indicator 7: Early Childhood Outcomes


Adequate Yearly Progress (AYP) is a measure of accountability for Alaska’s school districts. The State of Alaska sets out measurable goals for each school district to achieve. These goals are based on students’ tests scores from yearly assessments that all students are required to take each year. To meet AYP requirements, schools must show improvements on students test scores from year to year. See Indicator 3: Assessment.

Child Find

A federal requirement for each school district to establish and implement procedures for identifying all children with disabilities ages 3-21, who reside in the district, regardless of the severity of the disability, for whom the district is responsible to provide special education services. See Indicator 11: Child find.

Competitive employment

A job that is open to all applicants and is awarded to an employee after an application is submitted and a job interview concluded. The person awarded the job is usually selected from a pool of qualified applicants. See indicator 14: Post School Outcomes


A document that certifies a student has graduated from high school by completing the required courses and passing the Alaska High School Qualifying Exam.

Drop out

A student who was enrolled in the district at some time during the school year and whose enrollment terminated. Dropouts do not include graduates, transfers to public or private schools, or transfers to state- or district-approved education programs. Students with absences
due to suspension, illness, or medical conditions are not reported as dropouts. Students who leave the school to seek a GED are considered drop outs. See Indicator 2: Drop-Out Rates.

Early Childhood Transition

A transition from Infant Learning Programs (Part C), to school district Preschool, Services (Part B). See Indicator 12: Early Childhood Transition.

Part B

Refers to students ages 3-21. See Indicator 12: Early Childhood Transition.

Part C

Refers to children ages 0-3. See Indicator 12: Early Childhood Transition.


The exclusion of a student from the educational program of a school district. To expel a student the district must follow Alaska Statues 14.30.030, which gives the legal reasons that a student can be expelled. Expulsions are approved by a district’s school board. See Indicator 4: Suspension/Expulsion.


To graduate from high school in Alaska, students must earn at least 21 credits. Some school districts require more then 21 credits. The State Board of Education & Early Development stipulates that students earn four credits in language arts, three in social studies, two each in math and science, and one in health/physical education.
In addition, students must achieve passing grades on all three tests on the Alaska High School Graduation Qualifying Exam, which measures competency in reading, writing, and math. Students, who experience disabilities, can pass an optional exam, as part of an Individual Education Program or 504 Plan, and with the approval of the state Department of Education & Early Development.
Students who do not pass the High School Graduation Qualifying Exam or an approved optional exam receive a Certificate of Achievement. See Indicator 1: Graduation Rates.


An Individual Education Program (IEP) is a written plan developed by the IEP team that translates evaluation information into a practical plan for specially designed instruction and delivery of services. See Indicators 12, 13 and 14.

Improved acquisition and use of knowledge skills>

Some examples of preschool age acquisition and knowledge skills include classifying objects; compare, measure, and arrange objects in a series; use numbers and counting, take on pretend roles, show awareness of time and spatial concepts, understand and follow oral directions, answer questions, and asks questions. See indicator 7: Preschool Outcomes.

Inappropriate identification

Errors made in the assessment of children for special education services, which results in students being incorrectly assessed as needing special educations services, or receiving services that do not match their needs. See indicator 9: Disproportionality - Child with a Disability.


Local School District


Least Restrictive Environment(LRE) is a federal requirement for providing services to children with disabilities. The law mandates that each child with a disability should receive services in aninstructional setting that most closely approximates the learning environment of his/her non-disabled peers (regular classroom), in a manner beneficial to the individual student and students in the regular classroom. The least restrictive environment is determined by the IEP Team. See indicator 5: School Age Least Restrictive Environment.


Stands for “On Line Alaska School Information System.� This is the Department of Education’s statewide system for collecting and disseminating student information. See Indicator 20: State Reported Data.

Outside the regular class

Any learning environment that is not in the regular classroom. This could be a special education classroom, resource room, or some other place away from the student’s peers or outside the school setting. See indicator 5: School Age Least Restrictive Environment.

Participation Rate

The rate of participation by a group of students as defined by a mathematical percentage.
Participation rate = N/T
N= number of students Participating.
T= total number of students in group.
See Indicator 20: State Reported Data.

Positive Social Emotional Skills

Some examples of preschool age positive social and emotional skills include recognizes and manages feelings appropriately, cares for classroom environment, follows classroom routines, follows classroom rules, plays well with other children, recognizes feeling of others, shares and respect rights of self and others, uses thinking skills to resolve conflicts, and participates in conversations. See indicator 7: Preschool Outcomes.

Post School Outcomes

Activities students are involved in after completion of high school. Some examples are post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. See Indicator 14: Post School Outcomes.


A suspension is the temporary exclusion of a student from the educational program of a school district. A suspension can be imposed by a school’s administration and does not require approval of the school board. See Indicator 4: Suspension/Expulsion.


Data that is submitted to the Department of Education before the established deadline for submission is timely data. See indicator 15: State Reported Data.