GLOS
SARY
ADA -
Average Daily Attendance – unofficially referred to as butts in seats. Funding is based on how many students are being served. If they don’t come to school, then they aren’t being served and funding falls off. Attendance is important.
C&I -
Curriculum and Instruction
DLP -
Distance Learning Program online learning for parents who choose to have their students educated at home. Also VLP – Virtual Learning Program.
ELL -
English Language Learner is a student who is currently learning the English language. ELL is most often used to describe students who speak another language and are learning English as their second language.
ESL -
English as a Second Language is used to refer to the programs that are specialized for ELL students. For example, schools usually have an ESL class designed for ELL students. These classes often used ESL specialized programs and curriculum. ESL is a broader term, but generally describes the tools and methods used to teach ELL students.
ELOP
The Expanded Learning Opportunities Program provides funding for afterschool and summer school enrichment programs for transitional kindergarten through sixth grade.
FTE
Full Time Equivalent
IEP
Individualized Education Plan (IEP) helps children with learning difficulties receive personalized and specific assistance. This written plan allows them to receive special education or other resources needed to be more successful in school.
LCAP -
Local Control and Accountability Plan (pronounced EL-cap). Every year, school districts in California (and only California) are required to prepare a three-year public plan known as an LCAP. The LCAP officially defines the district's goals and priorities. Work that is measurably specified in the LCAP is an official priority.
MCD
Master Course Directory is the schedule and all staff assignments. MCDs are at the heart of all staffing decisions and the bane of most site administrators.
MTSS
Multi-Tiered System of Supports is a framework with a tiered infrastructure that uses data to help match academic and social-emotional behavior assessment and instructional resources to each and every student’s needs. In this tiered, data-informed framework, educators work to ensure that the majority of students respond to core instruction. Students who need additional supports for enrichment or remediation are identified by data and provided that support with the right focus and intensity.
PBIS
Positive Behavioral Interventions and Supports is a set of practices for improving student behavior and school culture by setting clear behavioral expectations. The focus is on preventing negative or harmful behavior with effective strategies rather than simply punishing students.
PRE-K -
Pre Kindergarten is a program for 3 to 5 year old children to prepare for the academic world.
RCOE –
Riverside County Office of Education
RSP –
Resource Specialist Program is a form of special education available to students with mild to moderate learning disabilities, who are having trouble in one or more areas of classroom learning.
SDC -
Special Day Class is basically a self-contained classroom with a special education instructor and various support personnel, such as aides. SDC is usually located in a comprehensive/regular school, but may be separate from the main student body. Students may be mainstreamed for lunch or physical education, or as otherwise prescribed in their Individual Education Plan (IEP).
SEL –
Social Emotional Learning in common practice, emphasizes social and emotional skills.
SLP -
Speech-Language Pathologists assess, diagnose, and deliver speech and language related services.
SPED -
Short for Special Education.
SST -
Student Study Team is a regularly scheduled, structured meeting of general educators, supported by special education and other staff as appropriate. Their purpose is to provide an effective support system in general education that will generate effective interventions for children who are experiencing challenges in learning or behavior difficulties at school.
TK -
Transitional Kindergarten is described as the first year in a two-year Kindergarten program. However, one crucial way that TK differs from kindergarten is in lower adult-child ratio requirements. TK classes must have a 12:1 student to adult ratio, with a maximum average of 24 children in the classroom at each school site. One of the two adults in the classroom must be a fully certificated TK teacher. In 2023, the ratio may be reduced further to 10:1, if the Legislature appropriates additional funding.