# data[].attributes.body
Resources for families.

# data[].attributes.attachment_link.readable_text
Child Find is a component of the Individuals with Disabilities Education Act (IDEA '04) that requires Public Education Agencies (PEAs) to locate, identify, and evaluate all children with disabilities, aged birth through 21. PEAs are school districts and charter schools.

Requirements

Child find applies to children who are:

Suspected of having a disability even though they are advancing from grade to grade

Highly mobile, such as migrant and homeless

Wards of the state

Private school students

Homeschool students

Note: Charter schools identify, locate, and evaluate all children with disabilities within their population served who are in need of special education and related services.

Statutes and Technical Assistance

ADE Resources

External Agency Resources

Arizona Early Intervention Program (AzEIP)

Raising Special Kids RSK is a parent organization that provides support and information for parents of children with a full range of disabilities and health care needs from birth to age 26. Programs are offered at no cost to families and are available in English and Spanish.

AZ FIND Coordinator

(928) 637-1871

# data[].attributes.attachment_link.description
Child Find is a component of the Individuals with Disabilities Education Act (IDEA '04) that requires Public Education Agencies (PEAs) to locate, identify, and evaluate all children with disabilities, aged birth through 21. PEAs are school districts and charter schools.

# data[].attributes.headline
The Multi-State Alternate Assessment: Testing Window and Grades

# data[].attributes.subject
The Multi-State Alternate Assessment: Testing Window and Grades

# data[].attributes.body
The MSAA is administered each spring during March and April.

Grades 3-8 and 11:  ELA and Math
Grades 5, 8, and 11:  Science

# data[].attributes.body
"Anxiety in the Classroom" is an online resource center for school personnel, students, and their families.

# data[].attributes.attachment_link.readable_text
Anxiety in the Classroom is an online resource center for school personnel, students, and their families.
This website provides useful information, resources, and materials about anxiety and OCD as they relate to the school setting. In addition, it offers specific tools for teachers, administrators, and other school personnel who may work with students with anxiety and/or OCD. Parents and students can also find tools and information to help them advocate for school accommodations, as well as to educate their teachers and classmates about OCD and anxiety.

Impact of Anxiety in the Classroom Setting:

OCD and anxiety are very common in children and can take a tremendous toll on the child's school performance and social functioning. Approximately 1 in every 200 children in the United States suffers from OCD or a related disorder.

Over half of adults with OCD report that their symptoms began before age 18.

The National Institute of Mental Health estimates that around 30% of youth have experienced an anxiety disorder.

A recent IOCDF-funded study has shown that OCD significantly impairs an individual's ability to take advantage of educational opportunities.

A recent study showed that OCD has a pervasive and profound impact on education across all educational levels, particularly when it has an early age of onset.

Need for Anxiety in the Classroom Resources:

Unfortunately, the professionals who interact with youth the most (such as school personnel and pediatricians) are not trained to recognize or work with anxiety/OCD in children. This means that the average child with a mental health condition will wait years after displaying symptoms to receive an accurate diagnosis and treatment.

Anxiety in the Classroom was developed by the International OCD Foundation to reduce the negative impact of anxiety and OCD on youth.

# data[].attributes.attachment_link.title
Anxiety In The Classroom | School Anxiety | Free Resources

# data[].attributes.attachment_link.description
Anxiety in the Classroom is an online resource center for school personnel, students, and their families. This website provides useful information, resources, and materials about anxiety and OCD as they relate to the school setting. In addition, it offers specific tools for teachers, administrators, and other school personnel who may work with students with anxiety and/or OCD.

# data[].attributes.headline
Anxiety -- From a Student's Perspective (TEDx Talk)

# data[].attributes.subject
Anxiety -- From a Student's Perspective (TEDx Talk)

# data[].attributes.attachment_link.title
Is it stress or is it anxiety? | Campbell Boyd | TEDxYouth@MBJH

# data[].attributes.headline
The Impact of Anxiety on Classroom Performance

# data[].attributes.subject
The Impact of Anxiety on Classroom Performance

# data[].attributes.headline
Physiological Responses to Stress and Anxiety

# data[].attributes.subject
Physiological Responses to Stress and Anxiety

# data[].attributes.headline
How Teachers Can Help Students Cope with General Anxiety in the Classroom

# data[].attributes.subject
How Teachers Can Help Students Cope with General Anxiety in the Classroom

# data[].attributes.attachment_link.readable_text
Creating a classroom environment that is conducive to learning is a priority for any educator. And, while mental health awareness is on the rise across the country, it can be difficult to identify students who might be struggling with mental health disorders such as anxiety. It's important to understand what anxiety looks like and to build classroom procedures that are supportive and effective for helping students who struggle with it, diagnosed or not. Let's take a look at what anxiety can look like in your students and examine a few strategies to help:

Signs of Anxiety in Children

It's no secret that anxiety is rising in children across the U.S. According to the Centers for Disease Control and Prevention, 7.1 percent of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety. While 6 in 10 children (59.3 percent) aged 3-17 years with anxiety receive treatment, mental health awareness is on the rise and more prevalent than ever in classrooms across the country.

Anxiety is more than just a temporary fear-it is a constant state of worry or nervousness for some students. While the signs of anxiety look different for everyone, here are a few common symptoms of generalized anxiety disorder, from the Anxiety and Depression Association of America:

Feeling nervous, irritable, or on edge

Feeling a sense of impending danger, panic, or doom

Having an increased heart rate

Breathing rapidly (hyperventilation), sweating, and/or trembling

Feeling weak or tired

Difficulty concentrating

Having trouble sleeping

Experiencing gastrointestinal (GI) problems

Other common forms of anxiety include: panic disorders and panic attacks, agoraphobia, social anxiety disorders, selective mutism, separation anxiety, and specific phobias.

Anxiety can also impact a student's educational performance, and result in issues like:

High absenteeism rates

Difficulty processing and retrieving information

Sleep deprivation

Disruptive behaviors in class

Fractured relationships with peers and teachers

Irregular homework completion and classroom participation

Complaints of physical ailments

Strategies to Help Combat Anxiety in the Classroom

Schools can often be a stressor and exacerbate anxiety in some students. While the root cause of a student's anxiety might stem from something outside the classroom, there are ways to help mitigate situations in the classroom that might cause a student to feel anxious. Here are a few tips to get you started:

When a student is beginning to feel overwhelmed with anxiety, leading deep breathing and mindfulness exercises is a quick way to slow down one's breathing (and the thoughts racing through one's mind). Deep breathing's physical effect on one's body can help a student in distress feel calmer in a matter of minutes. These deep breathing exercises from Coping Skills for Kids are a great resource to get you started. If you're looking for an app to use, Headspace offers FREE access for teachers to lead group meditation sessions in the classroom!

Offer extra time on homework or tests

If time limits on homework or exams cause anxiety in your classroom, consider offering extra time for completion or alternate methods of turning in work. For example, if a student becomes anxious at the amount of content he or she must write, consider having that student complete the work by typing or delivering it in an oral format.

If class participation causes anxiety, consider a few alternatives

Speaking in front of a group of peers can be anxiety-inducing, so offer a few alternatives to classroom discussions like turning around and sharing answers with a partner instead of the whole class or using whiteboards or notecards to hold up answers instead of saying them out loud. These strategies will help make your next classroom discussion less nerve-racking for all involved.

Provide cool-down spaces in the classroom or "cool-down passes" for a quick break

The sights and sounds of a classroom can quickly become overwhelming for someone struggling with anxiety. Offer a space in the classroom or a "cool-down pass" so that a student can step outside if need be. When a student is experiencing anxiety, his or her mind is racing at a million miles per hour, and often, a quick moment to cool down and relax can be the key in managing anxiety. It's also important to let your students know that it is perfectly OK for them to take advantage of these spaces or passes. Students shouldn't feel ashamed or embarrassed of experiencing anxiety, and normalizing anxiety is key.

Work with parents and the school counselor to consider other accommodations

If a student's anxiety is becoming a major problem in the classroom, consider working with your school's guidance counselor and the student's parents to put together other accommodations. Sharing information and problem-solving with all parties is an important part of making sure that you can help put together a comprehensive plan that supports a student's anxiety. This list from Psycom is a great resource to help brainstorm accommodations for an anxious student.

Looking for more resources to support students with anxiety in the classroom? Check out these strategies to help students cope with test anxiety!

# data[].attributes.attachment_link.title
How Teachers Can Help Students Cope with General Anxiety in the Classroom

# data[].attributes.attachment_link.description
It's important to understand what anxiety looks like and to build classroom procedures that are supportive and effective for helping students who struggle with it, diagnosed or not. Let's take a look at what anxiety can look like in your students and examine a few strategies to help.

# data[].attributes.headline
The Arizona Department of Education offers "Assistive Technology Consideration Resource Guides" to assist teams in considering assistive technology in the development, review, and/or revision of students' IEPs.

# data[].attributes.subject
The Arizona Department of Education offers "Assistive Technology Consideration Resource Guides" to assist teams in considering assistive technology in the development, review, and/or revision of students' IEPs.

# data[].attributes.attachment_link.readable_text
Definition of Assistive Technology

An assistive technology device is any "item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device." [20 USCS §1401(1)(2)34 C.F.R. 300.5].

An assistive technology service refers to any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This includes the following for a child with a disability:

The evaluation of the needs of such child, including a functional evaluation of the child in his or her customary environment;

Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

Coordinating and using other therapies, interventions, or services with assistive technology devices;

Training or technical assistance for a child with a disability, or, if appropriate, the child's family; and

Training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

[20 USCS §1401(1)(2)34 C.F.R. 300.6].

Assistive Technology Consideration Resource Guides
Assistive Technology Consideration Guide

Reading

Writing

Math

Listening

Speaking

Seating, Positioning, & Mobility

Activities of Daily Living

Studying & Organization

Recreation & Leisure

Prevocational and Vocational

ADE/ESS Assistive Technology Short-Term Loan Library
Check out our FREE AT Loan Library
For Parents
Understood - for learning & attention issues Hey, Can I try That? - A Student Handbook for Choosing and Using Assistive Technology ¡Oye! ¿Puedo yo intentar eso? (Spanish version) That Could Work For Me! - A Handbook for Adults About Choosing and Using Assistive Technology
AzTAP Loan Library (for families)

Assistive Technology Professional Learning Opportunities

The Assistive Technology team is pleased to present a wide range of professional development opportunities, from 30 minute AT-JOTs to full-day seminars with nationally recognized AT professionals.

Additional Resources

Wisconsin Assistive Technology Initiative offers free AT consideration and assessment resources for schools.

OCALI's FREE Assistive Technology Internet Modules

Each module guides you through case studies, instructional videos, pre- and post-assessments, a glossary, and much more.

Assistive Technology Tools In Public Schools is a podcast about using technology to help students meet their educational goals.

AT MEGA Collection

The AT Mega Collection is being updated.

Doug Cutler, M.A., CCC-SLP

Laura Wooten-LaFranier, M.Ed.

Page revised 11/20/2023

# data[].attributes.attachment_link.description
ADE Seal Logo 2023 Definition of Assistive TechnologyAn assistive technology device is any "item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

# data[].attributes.attachment_link.readable_text
ADE Capacity Grant Training

Multi-Tier Behavior Supports (MTBS)

The Multi-Tier Behavior Supports is a three-year training series that will assist district, charter, or school teams with the development of a school-wide approach for positive behavior management practices. This training is based on School-Wide Positive Behavior Intervention and Support (SW-PBIS) evidence-based elements. Cost:

Year One - $100 per team member for 2019-2020 cohort. Price may change slightly in future years based on costs.

Year Two - ADE/ESS funded through Procurement contract with LEA

Year Three - ADE/ESS funded through Procurement contract with LEA

For more information, please review the detailed MTBS Implementation Continuum or contact Celeste Nameth.

FBA to BSP On-line Training

The Basic Functional Behavior Assessment (FBA) to Behavior Support Plans (BSP) training consists of 7 on-line modules created by Portland State University. The modules should be completed in order with time in between each module to complete the Homework Assignment for hands-on application of the skills learned in each module before moving on to the next module. A pace of about one module per week is recommended, though in some cases more time may be needed to complete the Homework tasks assigned in a module.

The IRIS Center

For a complete list of The IRIS Center discipline training modules, see the IRIS Resource Locator under Behavior and Classroom Management

Multi-Tiered Behavior Support Specialist

(602) 542-5445

# data[].attributes.attachment_link.description
ResourcesAgency ResourcesDiscipline Blog Posts by Dispute ResolutionMulti-Tiered System of Supports (MTSS)Positive Behavioral Interventions and Supports (PBIS)Restraint and SeclusionExternal ResourcesIntervention Central - Learn specific techniques to help with a variety of classroom behaviors from defusing/de-escalation to self-management skills.PBIS - Office of Special Education Program Technical Assistance CenterTrainingsADE Capacity Grant TrainingMulti-Tier Behavior Supports (MTBS)The Multi-Tier Behavior Supports is a three-year training series that will assist district, charter, or school

# data[].attributes.headline
Strategies to Address Behavior by Function

# data[].attributes.subject
Strategies to Address Behavior by Function

# data[].attributes.headline
Positive Behavioral Interventions and Supports (PBIS)

# data[].attributes.subject
Positive Behavioral Interventions and Supports (PBIS)

# data[].attributes.body
PBIS.org provides a wealth of information, tools, training, and resources related to PBIS. This evidence-based 3-tiered framework improves and integrates data, systems, and practices that positively affect student outcomes every day.

# data[].attributes.attachment_link.description
The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

# data[].attributes.body
These tools will assist you in determining effective reinforcements for individual students.

# data[].attributes.attachment_link.readable_text
Reinforcement Surveys

A reinforcer is something that is given after the behavior that results in an increase in the behavior.

For some students, it may be necessary to initially reinforce the behavior with some type of extrinsic reward, such as activities, tokens, social interaction, or tangible. During the FBA, the team can determine reinforcers that can be used to motivate the student to engage in the alternative replacement behavior and other appropriate behaviors. The reinforcement surveys on the right can help teams determine what could reinforce the student.

When using these rewards, we must have a plan to "fade out" the reward, meaning we need to gradually replace it with more naturally occurring rewards. Of course, fading can only occur effectively once the student has shown an increased ability to engage in the appropriate, desired behavior.

# data[].attributes.attachment_link.title
Special Education / Reinforcement Surveys

# data[].attributes.attachment_link.description
A reinforcer is something that is given after the behavior that results in an increase in the behavior. For some students, it may be necessary to initially reinforce the behavior with some type of extrinsic reward, such as activities, tokens, social interaction, or tangible.

# data[].attributes.attachment_link.readable_text
Why does challenging behavior matter?

Challenging behavior is any behavior that interferes with a child's learning, engagement, and social interactions with her peers or adults. ¹ Many practitioners understand that challenging behavior can make it difficult for all children to learn well. Challenging behavior also has negative short-term and long-term effects on children. As early as preschool, challenging behavior can lead to fewer social interactions, lesser academic engagement, and the diagnosis of emotional or behavioral disorders. In the long-term, challenging behavior in early childhood puts children at risk for later academic dropout, criminal behavior, drug use, limited income and occupational success, and repeated patterns of failure. ²

Why does my child engage in challenging behavior?

Children engage in problem behavior to communicate. People working with young children should always consider problem behavior as a communication attempt, and should determine what skill the child needs to learn in order to reduce the need for the problem behavior or what environmental modification makes the behavior unnecessary.

How do I identify what my child is trying to communicate with challenging behavior?

The first step to developing an effective intervention strategy is to identify the function of the behavior. By function, we mean what the child is trying to access by engaging in the challenging behavior. In other words: you first must figure out what it is the child is trying to communicate. Common functions (or "reasons") for challenging behavior include: (a) to get access to adult attention (positive or negative!), (b) to get access to an item or activity, and (c) to escape attention, a task/direction, or an activity. To determine

the function of the child's behavior, begin by observing the child throughout the day and use the Antecedent-Behavior-Consequence (ABC) Data Sheet to take data each time challenging behavior occurs. Describe the antecedent, or what happens to the child or in the child's vicinity directly before challenging behavior occurs. Also describe the challenging behavior, including the duration, intensity, and a description of the behavior. Finally, describe the consequence of the behavior, or what happens directly after the child engages in challenging behavior. See if you can determine the antecedent, behavior, and consequence in this hypothetical scenario:

Linus is splashing in a bowl ofwater, laughing and humming as he plays. His teacher takes away the bowl of water. Linus begins to cry and engage in tantrum behavior. The teacher immediately returns the bowl of water.

In this example, you might write down:

Antecedent: teacher takes away bowl of water
Behavior: crying, tantrum behavior
Consequence: teacher returns bowl of water

When taking ABC data, you may begin to notice patterns. Look for common antecedents (e.g., toys taken away, teacher giving a direction, teacher distracted by another child and not providing attention) and common consequences (e.g., teacher giving child toy, child allowed to escape from task, teacher giving child attention). By assessing the common antecedents and consequences, you can hypothesize the function of the behavior. For example, if Linus's teacher begins taking data and notices that he engages in tantrums behavior when toys are taken away, and stops tantruming when toys are given back, she might deduce that the function of the behavior is to get access to an item. You might also notice other patterns as you begin taking data. Perhaps challenging behavior occurs only in certain settings, with certain teachers, or at certain times of the day. These are important to note on your ABC data sheet, as well, as this information will help inform your intervention. Note that "consequence" does not refer to an intended reaction to behavior. For example, if the intended reaction to yelling is "time-out", but the teacher engages in a conversation with the child about what he did wrong before she sends him to "time-out", the consequence is should be identified as anything happens immediately after the behavior (in this case, adult attention).

Now that I have hypothesized the function of the behavior, how can I help reduce challenging behavior and increase appropriate behaviors?

N ow that you have identified the behavioral function, you are ready to develop an
intervention! Remember three steps to reducing challenging behavior and increasing appropriate behaviors: Prevent, Teach, Reinforce.

When we talk about antecedent strategies, we are talking about ways to manipulate the environment or your own actions to prevent challenging behavior from ever occurring in the first place. For example, if your child engages in challenging behavior during transitions, antecedent strategies might include giving additional transition warnings, giving a choice between transitioning now or in one minute, or always having him at the front of the line during transitions between settings. For more examples of antecedent strategies, see the table below and the Environmental Arrangement section.

2. Teach: Once you have identified the behavioral function for challenging behavior, you have also just identified a skill deficit that you can help teach. Determine one or two appropriate ways for the child to ask for or access their desired reinforcer (e.g., access to attention, access to toys). This skill should be appropriate for the child's level of development, and should not be more effortful than the challenging behavior. For example, if the replacement behavior is to request access to toys, you might have the child exchange a picture card, request of her AAC device, or request verbally with a short sentence. Systematically teach that skill at a time when the child is not engaging in challenging behavior. See Progressive Time Delay and System of Least Prompts for prompting strategies that can be used to teach these new skills. Even children with advanced verbal skills sometimes need systematic instruction to engage in appropriate communication attempts.

3. Reinforce: To reduce challenging behavior, begin reinforcing the appropriate replacement skill and cease to reinforce the challenging behavior. By reinforce here, we mean giving the child access to whatever he or she is attempting to access. For example, if your child hits his peers in order to get access to attention, you would withhold attention right after he hits, while still keeping the child and her classmates safe. You might block her from hitting to keep her classmates safe, but avoid eye contact and keep your body turned away from her. If the child uses an appropriate request for attention (e.g., taps you on the shoulder, says your name), reinforce this behavior by immediately providing high-quality attention. Note that unless you systematically teach the appropriate replacement skill across the day, it is unlikely that she will use the replacement skill instead of challenging behavior! Also, remember that is a child engages in problem behavior to get attention from an adult, this is likely a powerful reward. Thus, any time the child is engaging in appropriate activities (e.g., playing), be sure to provide attention, instead of waiting until the child shows you that she "needs" attention.

Here are some examples of ways to prevent challenging behavior, teach appropriate replacement skills, and reinforce appropriate replacement skills in lieu of the challenging behavior:
Where can I find additional information regarding reducing challenging behavior and increasing appropriate replacement skills?

1. Smith, B., & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa, FL: University of South Florida, Center of Evidence-Based Practice; Young Children with Challenging Behavior.

2. Park, K. L., & Scott, T. M. (2009). Antecedent-based interventions for young children at risk for emotional and behavioral disorders. Behavioral Disorders, 34, 196-211.

3. Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

4. Technical Assistance Center on Social Emotional Intervention (TACSEI)

5. National Professional Development Center on Autism Spectrum Disorders

6. Functional Communication Training: A Review and Practical Guide

Chazin, K.T. & Ledford, J.R. (2016). Challenging behavior as communication. In Evidence-based instructional practices for young children with autism and other disabilities. Retrieved from http://ebip.vkcsites.org/challenging-behavior-as-communication

# data[].attributes.attachment_link.description
Why does challenging behavior matter? Challenging behavior is any behavior that interferes with a child's learning, engagement, and social interactions with her peers or adults. 1 Many practitioners understand that challenging behavior can make it difficult for all children to learn well. Challenging behavior also has negative short-term and long-term effects on children.

# data[].attributes.headline
Robert Marzano:  The Key to Classroom Management

# data[].attributes.subject
Robert Marzano:  The Key to Classroom Management

# data[].attributes.body
This is one of my favorite strategies to implement when co-teaching!

# data[].attributes.attachment_link.title
Co-teaching Models - Teach Half then Switch

# data[].attributes.attachment_link.readable_text
Impossible. That was my first thought when I saw the class roster. In one of my ninth grade English classes, 13 of my 27 students had IEPs. Additionally, about one-third of the students had failed the class the previous year. I dreaded the first day of school. But then something wonderful happened: The principal assigned me a co-teacher, a special education expert to serve as another set of hands (and eyes and ears!) during this class every day. I was thrilled.

My co-teacher Sandie was a joy to collaborate with, but our relationship was by no means perfect, especially at the beginning. We often struggled to find planning time. Sometimes we disagreed about how to best help a particular student. However, we nurtured the co-teaching relationship and, in time, found a rhythm that worked for us-and for the students we served.

In the years since I co-taught with Sandie and other teachers, I've coached and consulted with dozens of successful and not-so-successful teams. Co-teaching, when done well, offers benefits for both students and teachers. When not done well, it can be confusing or downright frustrating for all involved. If you are or will be part of a co-teaching partnership, this post will show you some ways to make your partnership work beautifully.

What is Co-Teaching?

In a co-teaching relationship, also known as a "push-in" arrangement, a general education teacher partners with a specialist who may be certified in teaching English Language Learners (ELLs), students with learning disabilities, or some other special population. A co-teaching team works in the general ed classroom; for the majority of the time, students with special needs are not pulled out to receive services in another location.

For instance, a middle school social studies teacher may have an ELL teacher co-teaching with him during one class period because five students in that class are newcomers to the United States and speak only Arabic fluently. A high school teacher may have one or two sections of biology to which many students with IEPs for reading are channeled; a co-teacher who specializes in reading disabilities co-teaches in these classes. A 4th grade teacher may have two students with 504 plans and another three who have specific learning disabilities in her class; she works alongside a special education teacher daily during lessons in the four core academic subject areas.

For more background, download this Brief History of Co-Teaching.

Co-Teaching Structures

General education teachers working with specialists in a "push-in" model often work in one of the following structures described by Friend and Cook (1996):

One teach, one observe: One teacher delivers instruction while the other observes student learning. Usually the observer collects data on student understanding so that the co-teaching team can better plan future instruction. Sometimes, specific students are watched closely so that the teachers can determine new strategies to use with them.

One teach, one assist: One teacher takes the lead in providing instruction while the other moves around the classroom, assisting struggling students. This help is not limited to students with special needs; the assisting professional is there to serve whomever needs support.

Parallel teaching: The class is divided in two groups and the same material is presented simultaneously by both teachers. The teachers plan the two groups deliberately to maximize the success of all students; this is not simply a "pull-out" or intervention group sitting in the same room.

Station teaching: Both teachers are actively involved in instruction as students are divided into groups and rotate from one station to the next. There may be stations where students work independently or with a paraprofessional in addition to the two stations the co-teachers facilitate.

Alternative teaching: One teacher takes a small group of students and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher.

Team teaching: Both teachers teach the content at the same time in tandem or "tag team" fashion.

It is important to note that both teachers have equal status and equal responsibility in all six of these arrangements. In the co-teaching relationships that work best, at no time is one teacher seen as subordinate to the other. Both professionals are credentialed professionals, although each may have his or her specific areas of expertise.

How to Make the Most of a Co-Teaching Partnership

Researchers and practitioners have tons of advice about how to co-teach effectively, and as a person who has been "in the trenches" with several different co-teachers, so do I. The advice below sums up the most common recommendations.

1. Respect each other.

Not surprisingly, mutual respect is critical to the co-teaching relationship. You'll have to share ideas openly and do much of your work facing students together, so respecting each other is paramount. Sometimes you'll disagree, and that's to be expected. As co-teacher and ELL specialist Melissa Eddington says, it's fine to disagree with someone's ideas, but don't make the disagreement about the person.

Teachers in co-teaching situations that don't work well often report feeling disrespected. Amy* is an ELL specialist paired with a middle school social studies teacher. When they collaborate, Amy feels her suggestions for tweaking whole-class lessons are not taken seriously by her partner. "She respects me as a professional," Amy says of her co-teacher, "but I think because I'm not experienced in her content, she doesn't see my input as valuable."

Susan*, who is licensed in both secondary science and learning disabilities, works with two physical science teachers and one biology teacher. The physical science teachers welcome her ideas and eagerly adjust their lessons based on her suggestions. They are seeing a steady increase of students mastering the required standards in the classes Susan supports. The biology teacher, however, dismisses many of Susan's ideas and accuses her of "dumbing down" his content. Susan feels disrespected and finds it hard to even be in the room with the biology teacher because he constantly positions himself as "the expert" and places her in a subordinate role.

Words and gestures speak volumes. Take care to show respect for your partner in all you do.

2. Clearly define roles and responsibilities.

Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or shirked responsibilities.

Natalie Marston (2002-2015), an elementary special ed teacher, recommends co-teachers reach agreement on scheduling, classroom procedures and behaviors, classwork and homework policies, grading, and school/home communication together so they present a united front at all times.

Obviously this type of planning requires a great deal of time, ideally before school starts. If extended time is not available prior to the beginning of the school year, then the co-teaching team should expect to put in extra hours before and after school in the first few weeks so things get off to a good start.

My co-teacher Sandie and I did not have advance warning of our assignment. We found out about it on the first teacher workday, leaving us only a few days before the students arrived. For weeks, we both felt like we were playing "catch up and keep up," but found that having lunch together (and some happy hours together) helped us stay in sync.

3. Be flexible.

Innovation is difficult. That's why so many teachers find themselves falling back on comfortable (and even tired) activities and strategies. Co-teaching allows you to gain another person's perspective on how instruction might be improved, how students might be best assessed, what resources to use, and so much more. Sometimes this means one person has to put aside his or her favorite tried-and-true strategy and try something different.

When Susan suggested a tactile, quiz-like method for reviewing the periodic table to her physical science co-teaching partners, they were skeptical about the time and materials it might require. They initially felt it would be more efficient to simply give additional notes to their students and then pair students to quiz each other. However, they agreed to try the review Susan's way. The students loved the activity, and almost every student with special needs passed the chapter test two days later. All three teachers were thrilled and committed to using the activity in future years.

4. Plan together.

The co-teaching relationship brings together two people with wonderfully rich expertise and experiences. Special educators are typically skilled in individualizing curriculum and instruction based on children's needs (Dettmer et al., 2005; Volonino & Zigmond, 2007). General educators, on the other hand, tend to have broad knowledge of the curriculum, standards, and desired outcomes for the larger group. Therefore, when general educators plan lessons, they tend to aim for the masses (Dettmer et al., 2005). Both perspectives are important, and co-teaching teams need ample planning time to work through how to best utilize each one.

Lack of planning time can lead to territorialism. Without time to plan for a good balance of content and individualization, a general ed teacher may become protective of his subject matter, or a specialist may become protective of his students. Emma*, a high school special ed teacher partnered with two geometry teachers, has experienced this. One teacher often asks Emma to pull aside the five or six students with specific disabilities within his class and work only with them. He sometimes says to her, "You worry about your kids. I'll worry about geometry." The principal is now providing an additional hour of planning time for Emma and this teacher. An assistant principal who oversees the math department facilitates the meetings so Emma feels supported and the geometry teacher has another content-area expert to hash things out with.

Keep in mind that planning must include both instruction and assessment. Considering many students with special needs have legal accommodations for assessment (like being provided translation, extended time, or oral reading), it's best to include both partners fully in designing quizzes, tests, papers, and other high-stakes assessment tasks.

How much time is ideal? One study found that co-teachers desired, on average, 15 minutes to an hour each day for planning (Dieker & Murawski, 2003). This figure corresponds to what worked for my co-teacher and me, and it also confirms what I hear from many co-teachers in the field. Strive to find that time any way you can.

5. Don't take yourself too seriously.

Innovation requires failure. Many times, teachers feel they've failed somehow during instruction, and in reality, the students haven't even noticed. We are often our own worst critics. Revisiting or correcting something later in the day (or the next day) doesn't mean you failed earlier. It means you've learned something since. This is the kind of ongoing learning we want to model for our students.

And, as in most situations in life, a little bit of humor goes a long way. Laugh with your co-teacher. Allow students to see both of you laughing with each other and with them when something is surprising, silly, or just doesn't go the way you planned. In the words of Jennifer Wolf who co-teaches with Melissa Eddington, "Take the work seriously, but don't take yourself too seriously."

Eddington adds, "You gotta laugh at each other! Our job is hard, and if you're not laughing and making light of some things, then it's just not going to be a good place to be."

6. Communicate, communicate, communicate.

Planning time is one thing; constant communication is another. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how students will be assessed, they should also regularly communicate in less formal ways.

Co-teaching teams have different methods to create and sustain that communication:

Eddington and Wolf use the Voxer app throughout the school day and on their drives home to send messages back and forth. Voxer works like a walkie-talkie and allows back-and-forth conversation in real time when two people are not physically close to each other. Melissa says, "We're constantly communicating. We're talking about specific students. We're looking at assessments to see what areas are lacking...different things we want to bring to the classroom, things we don't want to do..."

Some other teams I've worked with use texting and emails throughout each day to share updates. Voxer, texts, and emails can all work well, especially if one teacher has urgent information or an urgent question about a particular student.

Teams can use Google Docs or other shared documents to keep track of lesson planning and to share feedback with each other on how lessons went. Collaborative documents can also be used to provide each other with information about targeted students.

In addition to ongoing communication, Ariel Sacks (2014) reminds us to periodically check in with our co-teacher about how we are doing in general. She recommends asking your partner the following:

Are there management items we should clarify, such as when are students allowed to go to the bathroom?

Are we sharing airtime well?

Are we dividing grading in an equitable way?

Would different teaching formats better utilize the two of us in the classroom?

Finally, co-teachers need to present a united front when dealing with parents. Some partners go as far as to create a shared email address from which all communication flows. This may or may not be practical in your situation. At the very least, important parent communication about a student's progress should be drafted by both parties.

For more in-depth information about communicating and collaborating with your co-teacher, see Communicating and Collaborating in Co-Taught Classrooms (Conderman et al., 2009).

7. Seek administrative support.

Sometimes, teachers have been scheduled to co-teach by administrators but didn't have much advance notice. This is what happened with Sandie and me. We were able to find snippets of time during the school day to use for planning and checking in with each other, but we had no common planning period. If you and your partner don't have a common planning time when you can frequently collaborate, ask for it. Go to your principal with a couple of proposals about how this can work without too much disruption to the rest of the schedule.

Sometimes co-teachers may not understand fully why they are being asked to team. If this is the case, ask for a meeting with the principal and any others responsible for the assignment. Ask them why they thought the two of you would be a good fit and what they hope you will accomplish with students.

If you're already in a co-teaching partnership that's not working well, and you've tried to address this with your partner, turn to a trusted administrator next for advice. If you and your co-teacher have not recently been observed, ask the administrator to come sit in on part of a lesson. Tell him or her what you'd like feedback on or what feels like it's not working well. Debrief with the administrator, ideally with your co-teaching partner. When an observer offers data and feedback to both of you, it may feel different for your partner than when you share things from your perspective. (This co-teaching observation form can help.)

It's important not to go to other teachers with your concerns. Respect the collegial relationship you have with your co-teacher and don't do anything that might undermine it. And it should go without saying that you don't want students to perceive any problems within the co-teaching relationship. Be cognizant of your demeanor, tone, and body language. Students are quite perceptive and can easily spot trouble. They are also experts at "good cop/bad cop." Don't let students play you and your partner against each other. If your colleagues or students give you any evidence that they know the co-teaching arrangement is ineffective, head straight for that trusted administrator to support you. ♦

*These names have been changed.
References:
Conderman, G., Johnston-Rodriguez, S., & Hartman, P. (2009). Communicating and collaborating in co-taught classrooms. Teaching Exceptional Children Plus,5(5). Retrieved January 26, 2017, from http://files.eric.ed.gov/fulltext/EJ967751.pdf

Dettmer, P., Thurston, L., Knackendoffel, A., & Dyck, N. (2009). Collaboration, consultation, and teamwork (6th ed.). Columbus, OH: Pearson.

Dieker, Lisa A., Murawski, W. M. (2003). "Co-teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success." The High School Journal, 86(4). Retrieved January 26, 2017, from http://search.proquest.com/docview/220220652/13494E2D48D1DB506F0/8

Friend, M. & Cook, L. (1996). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman.

Marston, N. (2002-2015). Six steps to successful co-teaching: Helping special and regular education teachers work together. National Education Association. Retrieved January 26, 2017 from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

Sacks, A. (2014, October 15). Blog post. Eight tips for making the most of co-teaching. Retrieved January 26, 2017, from http://www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html

Volonino, V. & Zigmond, N. (2007). Promoting research-based practices through inclusion. Theory into Practice, 46(4), 291-300.

Learn More

Angela Peery is the author of The Co-Teacher's Playbook, which will be available in September 2019.

Links to this book are Amazon Affiliate links. Cult of Pedagogy gets a small commission for all purchases made through these links.

Learn something new every week.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll also get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

# data[].attributes.attachment_link.description
When done well, co-teaching offers benefits for both students and teachers. When not done well, it can be confusing or downright frustrating for all involved.

# data[].attributes.body
Included in this comprehensive resource is a variety of information designed to prepare you for successful co-teaching. Information includes: "What is Co-Teaching and What is Not?"; how to prepare for successful co-teaching; and, a teaching style inventory designed to gauge your teaching preferences and styles.

# data[].attributes.attachment_link.readable_text
Coteaching is still a relatively new concept for some schools and most parents. In fact, most parents never had coteachers themselves; it can be difficult for them to grasp when they haven't seen it for themselves.

That's why I send a letter home each year introducing myself and my coteacher to the parents and guardians. It decreases confusion later when parents are contacted by multiple teachers for the same class, or when Johnny is relaying something that happened in class and he isn't able to fully explain why there are two teachers in the same class.

Basic Introductions

I start with a typical welcome paragraph that includes the name of the class, the teacher's names, and some of the basics covered. For example, I always teach tenth grade so I include a little about the state testing in the spring.

Dear Parent/Guardian,

We have the pleasure of having your child in our English 10 class this school year. This is an important year since all sophomores will be taking the Keystone Exams this spring. In order to prepare, we're going to be focusing on reading comprehension with textual support, analysis of fiction and nonfiction texts, grammar, vocabulary, and academic writing.

What is Coteaching and Why We Use It

This transitions into the next paragraph of why it is a co-taught class. Part of my explanation talks about the extra help the students get with state testing prep. Another part of my explanation includes the variety of different learners in the class and how having an extra teacher helps reach each student.

To help our students master each of the areas listed above, this class will be co-taught. Coteaching is when two certified teachers are present in the classroom and they work together through the teaching process: planning, teaching, and assessing progress. Students frequently have different learning styles and preferences. Coteaching often allows those different needs to be more easily met.

What Co-teaching Looks Like

I know a lot of teachers who still struggle with this, so I make sure I include what parents and students can expect. After explaning why there's a coteacher, transition right into specific examples of co-teaching in action. Explain the different co-teaching strategies and how they work.

Having two teachers in the same classroom looks different depending on the activity we're doing in class and the needs of the students. Sometimes we like to split the class into two groups with each teacher teaching one of the groups; this allows for a smaller teacher-to-student ratio for more complex topics. Occasionally, one teacher will pull a small group aside for additional-support instruction while the other teacher assists students with an extension assignment. This way, students receive additional help when needed or they receive meaningful extension activities led by a teacher instead of busywork to complete independently at their desk. If you are interested in learning more about the different coteaching strategies available, this website offers quick summaries of each strategy: http://www.marilynfriend.com/approaches.htm.

Invite Future Communication or Questions

Most schools have a back-to-school night a few weeks into the school year, but I like to send my letter home the very first day of school. This way, parents can come in to back-to-school night already expecting both teachers and armed with any questions or concerns they may have.

If you have any questions or concerns, we are available via email: EMAIL ADDRESS for Mrs. Teacher A and EMAIL ADDRESS for Mr. Teacher B. We will also both be present for Back-to-School-Night on Wednesday, September 7 th at 7pm. Please come see us coteach our presentation to see first-hand how our cotaught classroom works.

And of course I end with some sort of sign-off that includes my name and my coteacher's name as well as both our signatures. We send it home via the mail to make sure parents actually get it.

I know, it's only July. But it's best to start working on this stuff now; it's details like this that get overlooked in the craziness that is fall.

# data[].attributes.attachment_link.title
Introducing Coteaching to Parents - Engaging and Effective Teaching

# data[].attributes.attachment_link.description
Coteaching is still a relatively new concept for some schools and most parents. In fact, most parents never had coteachers themselves; it can be difficult for them to grasp when they haven't seen it for themselves. That's why I send a letter home each year introducing myself and my coteacher to the parents and guardians.

# data[].attributes.body
We want to continue to work with our students so they can wear their masks during the day.  I hope you find these resources helpful in doing so.

# data[].attributes.headline
Videos to Help Students Understand How to Wear Their Masks

# data[].attributes.subject
Videos to Help Students Understand How to Wear Their Masks

# data[].attributes.attachment_link.readable_text
If you're returning to in-person learning this school year, chances are students and teachers will be wearing masks. But will they be doing so safely and effectively? These mask videos for kids can help get them there.
As with any video, we recommend viewing these in advance to ensure they're appropriate for your intended audience.
1. Sing the Wear A Mask song

Best For: Pre-K and Early Elementary

Why to Watch: Doctors Bob and Pop sing a cute song that emphasizes that even though life is a little different right now, everyone is still the same behind their masks. It explains the basics of wearing a mask tightly over your mouth and nose. While geared toward the Pre-K crowd, early elementary kids will enjoy the catchy song too.

2. Learn why It's So Important to Wear a Mask

Best For: Pre-K and Early Elementary

Why to Watch: With soothing music and clearly-voiced narration, this read-aloud style mask video is an easy watch for young kids. It explains how masks protect us from virus droplets in language kids can understand, and emphasizes the importance of hand-washing too.

3. Meet the Helpers

Best For: Pre-K to Early Elementary

Why to Watch: This quick video explains how masks protect you and others from germs. It encourages kids to be "germ-busters" by wearing cloth masks.

4. Ask Why Do People Wear Masks?

Best For: Pre-K to Early Elementary

Why to Watch: Here's another catchy song explaining that people wear masks so they don't get sick. It has lots of pictures of kids and adults of all kinds wearing masks, making it easier for kids to connect.

5. There's a Why Do People Wear Masks? version for older kids, too

Best For: Elementary

Why to Watch: Older elementary kids will enjoy this hip-hop version of the Why Do People Wear Masks? song! The photos show diverse groups of people wearing masks, and reminds us we wear masks to protect both ourselves and others. This mask video for kids doesn't cover how to wear a mask properly, though, so pair it with another video or activity to cover those important points.

6. Listen to the talking hand

Best For: Elementary

Why to Watch: Simple but fun animation is backed with clear narration explaining how kids can keep themselves safe from coronavirus. This mask video for kids includes five quick tips like not touching your mask, making sure it covers your mouth and nose, and more. We really like this one for the elementary crowd.

7. Get your info straight from the World Health Organization

Best For: Elementary through High School

Why to Watch: This video put out by the World Health Organization (WHO) gives clear, easy-to-follow instructions on how to wear a mask safely. The animations demonstrate the tips, and also show a diverse population of folks using masks. It's not an exciting video, but it tells kids (and adults) exactly what they need to know.

8. Watch Bill Nye's awesome demo

Best For: Older Elementary through High School

Why to Watch: Bill Nye the "Science Guy" has been teaching us practical science for generations. His viral (in a good way!) video demonstrates the effectiveness of masks by restricting airflow. As usual, Bill Nye's video is engaging, fun, and informative, which is why this is one of the most popular mask videos for kids (and grown-ups) out there!

9. Explore how well masks work

Best For: Middle and High School

Why to Watch: This video delves deeper into the science behind masks, and while kids may not follow all the technical details of some of the experiments, the visuals are really compelling. Learn how properly-fitted masks work to keep virus droplets from spreading from person to person. (Note that this video briefly mentions condoms and STIs, so know your audience. It's toward the end, so you can stop the video early if you prefer.)

10. Debunk the face mask myths

Best For: Middle and High School

Why to Watch: Produced by PBS, this video is part of the same series as Why Masks Work (above). It debunks myths about face masks, ranging from why the smell from passing gas isn't the same as coronavirus droplets to whether masks deprive you of oxygen. This video was made for adults, but it's generally appropriate for high school and even most middle school audiences. And the information is fascinating!
In addition to watching these mask videos for kids, learn How To Teach Kids to Wash Their Hands So They'll Remember It Forever.
Plus, 10 Face Masks for Teachers We Love and 13 Of Our Favorite Masks For Kids.

# data[].attributes.attachment_link.title
These Videos Help Students Understand How to Wear a Mask

# data[].attributes.attachment_link.description
If you're returning to in-person learning this school year, chances are students and teachers will be wearing masks. But will they be doing so safely and effectively? These mask videos for kids can help get them there. As with any video, we recommend viewing these in advance to ensure they're appropriate for your intended audience.

# data[].attributes.headline
ADE Special Education Guidance for COVID-19

# data[].attributes.subject
ADE Special Education Guidance for COVID-19

# data[].attributes.attachment_link.readable_text
This page contains guidance and resources related to special education for students with disabilities for Arizona's public education agencies (districts, charters, state institutions, and secure care schools) related to the COVID-19 Spring 2020 School Closure. NOTE: Please review dated materials and resources on this webpage carefully - some resources on this page are no longer current but have been maintained for reference purposes.

School Closures: Clarifications and Guidance - Last Update: 5/15/20

The Governor's declaration applies to all Arizona K-12, brick-and-mortar schools, including district, charter, and career and technical education districts (CTEDs) associated with a K-12 facility.

The governor has extended the stay at home order until May 15th. Approved private day schools are not considered open for in-person attendance for public placements. This will be updated once the department receives further guidance from the governor's office.

The declaration does NOT apply to:

Online schools and dropout recovery programs that have the capacity to operate remotely. These programs/online schools should stay open and continue to offer services to students and honor contracts with school districts.

Daycare facilities and preschools, which are encouraged to follow all guidance by the Department of Health Services. Families are encouraged to keep children at home whenever possible and to reserve spots in day care and other childcare facilities for the children of first responders, healthcare workers, and other essential workers.

Adult education programs, although ADE the has recommended that all these programs close their face-to-face classes from 3/16 through 4/10/2020.

Educational programs offered in county jails and county juvenile detention centers. We advise these programs to follow protocols by the Arizona Department of Corrections and Arizona Department of Juvenile Corrections

Educational programs offered in county jails and county juvenile detention centers. We advise these programs to follow their local county governing body protocols. This includes county jail and juvenile education programs run through county accommodation districts.

Educational programs administered in residential treatment centers can choose to remain open at this time since no feasible placements can be made in the interim with involvement from a state placing agency and closure of other educational entities.

School closure is NOT a complete shutdown of school operations and instructional obligations to students. During school closures, staff are still expected to engage in work-related activities, and students and families are expected to meet the instructional requirements of their teachers and schools.

School leaders, teachers, staff, and parents must work together to plan for continuity in education and critical services during this time. Specifically, during the closure, educators and community leaders are called on to:

Continue to deliver educational opportunities to the extent possible through remote learning and independent study, which may or may not include online learning or printed materials, among other options;

Provide school meals; and

Arrange for the supervision of students during ordinary school hours.

Schools will continue to be funded as if they were in session and staff will continue to be paid. If these conditions are met, makeup days will not be necessary, and the Department is working with the Governor's Office and legislative leaders to provide clarity in the law.

This is a fluid situation and more information on the implications of school closures will be provided through the Arizona Department of Education as it becomes available. View the original PDF of School Closures: Clarifications and Guidance.

Communication from Federal Oversight Bodies at the US Department of Education - Last Update: 3/26/20

OCR Short Webinar on Online Education and Website Accessibility (Length: 00:07:08) (Office for Civil Rights), March 26, 2020

This webinar addresses the importance of equitable access for students with disabilities when providing online education.

Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary, and Secondary Schools While Serving Students with Disabilities (Office for Civil Rights and the Office of Special Education and Rehabilitative Services), March 21, 2020

This document encourages schools to provide educational programs through distance instruction and reiterates the requirement to provide FAPE to students with disabilities. It offers examples of alternative methods of instruction and services, understanding that FAPE may be provided consistent with the need to protect the health and safety of students with disabilities and those providing services to students. It also provides an overview of federal flexibility regarding special education timelines.

Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students (Office for Civil Rights), March 16, 2020

This document provides information regarding the applicable statutory/regulatory requirements responding to discrimination in schools in the following areas:

Bullying or Harassment

Denial of Access on the Basis of Race, Color, or National Origin

Students with Disabilities at Elementary or Secondary Schools

Students with Disabilities in Postsecondary Schools

It also contains resources for communicating about coronavirus, including:

Questions and Answers on Providing Services to Children with Disabilities During a COVID-19 Outbreak (Office of Special Education Programs), March 12, 2020

This document provides high level responses to the following questions that are relevant during Arizona's school closure:

1. Is an LEA required to continue to provide a FAPE to students with disabilities during a school closure caused by the COVID-19 outbreak?

2. May an IEP Team consider a distance learning plan in a child's IEP as a contingency plan in the event of a COVID-19 outbreak that requires for school's closure?

3. What activities other than special education and related services may and may not be provided with IDEA Part B funds both prior and during a COVID-19 outbreak?

Fact Sheet: Impact of COVID-19 on Assessments and Accountability under the Elementary and Secondary Education Act (Office of Elementary & Secondary Education), March 12, 2020

This document discusses the potential implications of COVID-19 on State assessment and accountability systems. It also addresses other considerations regarding the use of Federal funds under the ESEA of 1965, as amended.

FERPA & COVID-19, March 2020

This document assists school officials in protecting student privacy in the context of COVID-19 as they consider the disclosure of personally identifiable information (PII) from student education records to individuals and entities who may not already have access to that information.

Arizona Executive Orders and Legislation re: COVID-19 - Last Update: 3/30/20
Executive Orders
Stay Home, Stay Healthy, Stay Connected EO 2020-18 dated March 30, 2020

Extends statewide school closure, in coordination with Superintendent of Public Instruction Kathy Hoffman, from March 15, 2020 through the end of the school year. Also institutes a "Stay home, Stay healthy, Stay connected" policy that promotes physical distancing, while also encouraging social connectedness to slow the spread of COVID-19. All individuals will limit their time away from their homes except to conduct/participate in "Essential Activities,' to work, volunteer or participation in "Essential Functions," to use any services/products provided by "Essential Businesses," or participate in employment in a sole proprietor or family owned business that is not open to serve the public beginning at 5:00 p.m. on March 31, 2020 through April 30, 2020.

Expansion of Telemedicine EO 2020-15 dated March 25, 2020

Expands telehealth services to Arizona licensed providers such as psychologists, occupational therapists, physical therapists, behavioral health providers, audiologists, and speech-language pathologists.

Prohibiting the Closure of Essential Services EO 2020-12 dated March 23, 2020

Educational institutions, including public and private pre-K-12 schools, are identified as "Essential Services"
House Bill 2910: public school closures: coronavirus disease (signed by the Governor)

This House Bill outlines school finance and operational requirements for schools during closures due to COVID-19. It contains a number of important clarifications about the following:

Instructional days/attendance and funding

Statewide assessment

Public-school letter grades

Public school employee pay and activities

General education delivery via alternative formats

It also outlines a provision (7) for students with disabilities, allowing public schools to "deviate from statutory requirements relating to special education programs, including implementing alternative modes of service delivery." PLEASE NOTE: Federal guidance requires that public schools follow requirements under the IDEA during school closure and any deviation must be allowable within the IDEA (see links in Federal Guidance section above and FAQ section below).

Communication from ADE/Exceptional Student Services - Last Update: 7/20/20

Hot Topic Executive Order 2020-44 Related to "School Days" and Special Education Timelines, July 20, 2020

ADE/ESS has been asked a variety of questions by public education agencies (PEAs) around "school days" under the Executive Order 2020-44 issued by the Governor on June 29, 2020. For any questions or clarifications please contact your PEA's assigned Program Support and Monitoring specialist.

Hot Topic regarding the use of electronic signatures, July 15, 2020

ADE/ESS has received a number of questions regarding the use of electronic signatures. Based upon guidance provided by the Office of Special Education Programs (OSEP), ADE/ESS is providing this Hot Topic regarding the use of electronic signatures.

Hot Topic Regarding ESY and Compensatory Educational Services Related to EO 2020-44, July 10, 2020

This is a Hot Topic to address questions from the field in light of the Governor's June 29, 2020 Executive Order considering Compensatory Educational Services and Extended School Year Services. ADE/ESS provides guidance based on interpretation of current Executive Orders, as well as federal and state regulations. Please consult with your district/charter legal counsel to determine how to implement service delivery in your schools.

Governor's Expansion of Telemedicine - OT, PT, SLP Services, March 26, 2020

This document describes Governor Ducey's Executive Order 2020-15: Expansion of Telemedicine and its impact on provision of services by telepractice for the duration of the health emergency.

ASBA/ADE COVID-19 Guidance for Schools, March 17, 2020

This presentation covers a range of topics: general school closure information; continuity of educator and staff pay; School Finance, instructional days, and graduation; assessments; special education considerations; continuity of nutrition services; and additional resources/contacts. Special education information is found in slides 15-20.

Special Education Timelines and COVID-19, April 1, 2020

NOTE: This document was updated on 4/1/20 to reflect ADE monitoring timeline changes due to the school closure being extended to the end of the FY 20 school year. This document acknowledges the challenges in meeting deadlines caused by school closure and the flexibility that can be provided related to evaluations/reevaluations, IEPs, Onsite/Self-Assessment, and Data Review Monitorings, 60-Day items, Corrective Action Plans (CAPs), Dispute Resolution, and preschool transition conferences.

Arizona Early Intervention Program (AzEIP) Serving Children and Families During COVID-19 - Last Update 6/15/20

The Arizona Early Intervention Program (AzEIP) is Arizona's statewide interagency system of services and supports for families of infants and toddlers, birth to three years of age, with disabilities or delays. AzEIP is established by Part C of the Individuals with Disabilities Education Act (IDEA), which provides eligible children and their families access to services to enhance the capacity of families and caregivers to support the child's development.

AzEIP is administered through the Arizona Department of Economic Services. More information about the AzEIP program and how children and families will be served during the COVID-19 pandemic.
"AzEIP Is Accepting Referrals" Flyer
AzEIP leadership disseminated this flyer to ensure that the referral sources are informed that Arizona early intervention services are being accessed during the COVID-19 emergency crisis. The service delivery methods for each family may look different based on the technology and needs of the family and child but our Team Based Early Intervention Providers are reaching out routinely to check in with families.

Information and Resources for Parents and Families - Last Update 4/23/20
Raising Special Kids Webpage
This is a one-stop shop for parent and family information about supports for children with disabilities and includes information specific for parents regarding COVID-19 resources.
Raising Special Kids Flyer for COVID-19 Raising Special Kids Events
RSK holds regular events online for parents and families of children with disabilities, including events specific to COVID-19. See this webpage for the event calendar.
ADE Resources for Families
The Arizona Department of Education has provided a resource section for parents and families on its main COVID-19 webpage. See this page for information about: distance learning resources, school meals, Wi-Fi and broadband, social-emotional and behavioral supports, and more!

Compensatory Educational Services - Last Update 4/30/20

Questions in this section have been submitted to ADE/ESS or were determined as areas of need. Answers to questions are based on current guidance from federal and state agencies. For PEA-specific guidance, please consult the legal counsel of your entity. Q & A have been date stamped and will be continuously updated.

Approved Special Education Programs in Private Day Schools - Last update: 4/14/20
Q: Will funding continue, for private day schools during the mandatory closure of all schools? (Posted 3/26/20)
Funding for all publicly enrolled students flows between the state and the district/charter. Assurance of continued funding for private day school services would depend on the contractual agreements between each district and charter that is placing students at the private day school.
Q: Does the mandatory school closure apply to private day schools? (Updated 3/26/20 to provide clarity regarding approved private school options and funding.)
Maybe. The Arizona Department of Education (ADE) does not have authority over payments to private providers for students with disabilities who have an IEP through an LEA. LEAs are responsible for their students' IEPs and for providing FAPE to the students for whom they are responsible. However, ADE recognizes the need for continuity of services to students during the COVID-19 school closure, as well as the need for appropriate accommodations and modifications for SWD to access educational opportunities. School closure is not a complete shutdown of school operations and LEAs should plan for continuity in education and critical services during this time. Approved private day schools may also play a role in provision of services to SWD if they choose to continue school operations (e.g., online, distance learning). Service provision and funding for private day school services depends on the terms of contractual or business agreements between each LEA that is placing students at an approved private day school.
Q: If an approved private day runs a year-round program, can it provide services once the Governor's order requiring closure is lifted? (Posted 4/14/20)
Per the Governor's Executive Order, public schools are to remain closed until the end of the year and private schools are required to remain closed through at least April 30, 2020, in alignment with federal guidance. While private schools can continue to operate, publicly placed students and their respective placements remain under the local-control purview of districts and charters. As such, private schools will need to coordinate with the individual PEA as to whether students will physically return to campus. At this time, PEAs are tasked with providing general education opportunities to all students and with the provision of a free and appropriate education to students with IEPs until the end of the school year.

Arizona Online Instruction (AOI) - Last update: 3/24/20
Q: AOI entities have been directed to stay open. If they are going to expand to full capacity but are not be able to serve all students in the PEA to go online for new instruction, does this put the AOI in jeopardy for not providing FAPE to all students with disabilities? (Posted 3/24/20)
PEAs must ensure open enrollment practices/expansion of programs are not violating any state or federal regulations regarding discriminatory practices.
Q: If a PEA has a credit recovery program that is available to all students online and they plan to continue this program, is there a risk of not providing FAPE? (Posted 3/24/20)
PEAs must ensure open enrollment practices/expansion of programs are not violating any state or federal regulations regarding discriminatory practices. PEAs must ensure that students with disabilities who are enrolled are provided a FAPE.

Child Find - Last update: 4/14/20
Q: Do we still need to complete/conduct 45-day screenings for any new students? (Posted 3/24/20)
Timelines cannot be changed. If school is occurring, virtually or otherwise, these will need to be completed in accordance with the required timeline, including any necessary follow up.
Q: If we begin distance learning/online learning, will those days count as school days for the 15-school day parent request timeline for an initial evaluation? (Posted 3/24/20)
Schools are currently closed, per the Governor's order, therefore school day timelines do not resume until school resumes.
Q: For an initial evaluation, if assessments are needed, how do we conduct these? (Posted 3/24/20)
ADE/ESS cannot indicate what is medically safe for a family or for specific students. If a school decides to provide assessments, they should be provided in accordance with the most up-to-date CDC guidance. Additionally, assessment administration guides should be consulted for participation types allowing for valid results.
Q: If a parent contacts the school/PEA with a concern regarding a possible developmental delay or other concern(s) they have regarding their child do I have to conduct a 45-day screening during the school closure? (including preschool aged and home school children) (Posted 3/26/20)
The PEA is obligated to complete a 45-day screening to address the parent's concern(s) in accordance with Arizona Administrative Code included below. Alternative means of completing screenings may be used where appropriate.
A.A.C. R7-2-401.D.5 and 6 5. Identification (screening for possible disabilities) shall be completed within 45 calendar days after: a. Entry of each preschool or kindergarten student and any student enrolling without appropriate records of screening, evaluation, and progress in school; or b. Notification to the public education agency by parents of concerns regarding developmental or educational progress by their child aged 3 years through 21 years. 6. Screening procedures shall include vision and hearing status and consideration of the following areas: cognitive or academic, communication, motor, social or behavioral, and adaptive development. Screening does not include detailed individualized comprehensive evaluation procedures. Q: Does HB2910, which allows for deviations from statutory regulations for special education programs, allows PEAs any flexibility on the 45-day screening process for newly enrolled students who don't have one completed already? (Posted 4/14/20)
The IDEA requires each state to have in place a mechanism to identify children who are suspected of having a disability and who may be in need of specially designed instruction. The 45-day screening process is Arizona's statutory mechanism for child find required by IDEA. Because there has been no change or waiver to the child find requirement, the 45-day screening requirement remains in place.

Compensatory Educational Services - Last update: 5/5/20
Q: If a public education agency (PEA) provided some services during the school closure, or only enrichment opportunities, must it assess the needs of individual students for compensatory education? (Posted 4/30/20)
Yes. During the period of school closure related to COVID-19, emergency remote learning is being provided to all students as outlined in HB2910 and the Governor's executive orders. Per state and federal guidance and implementing regulations, PEAs are required to provide equitable access to general education opportunities and continue to provide a free and appropriate education (FAPE) to students with disabilities to the maximum extent possible. It is acknowledged, that despite best intentions, efforts and creative solutions, there are some students who will not receive a FAPE over the course of the school closure. Therefore, PEAs will need to make individual determinations, for each student, as to whether compensatory educational services will be owed due to the PEAs failure or inability to provide a FAPE.
Q: Why must compensatory educational services be considered if the PEA provided some educational opportunities to students with disabilities? (Posted 4/30/20)
Compensatory educational services are not expressly defined in the IDEA; however, courts [under the authority granted them in 20 U.S.C. § 1415(i)(2)(C)(iii) and 34 C.F.R. § 300.516(c)(3)] have long awarded compensatory educational services as an appropriate remedy under the IDEA when a student has been denied a FAPE. In the present circumstances, the purpose of compensatory services is to remedy the PEA's failure or inability to provide a child with a disability with appropriate services during the time that the child is (or was) entitled to a free appropriate public education.
Q: Does a PEA have to provide the same amount (minute for minute) of service time missed from the IEP as compensatory educational services? (Posted 4/30/20)
No. Compensatory educational services are not a contractual remedy, but an equitable remedy. It is designed to ensure that the student is appropriately educated within the meaning of the IDEA and as such "[t]here is no obligation to provide day-for-day or minute for minute compensation for time missed." See Parents of Student W. v. Puyallup Sch. Dist., 31 F.3d 1489, 1496-97 (9th Cir.1994). Compensatory educational services should be determined by looking at the totality of the circumstances for each student and determining the amount of service needed to remedy the educational deficits resulting from a failure to provide a FAPE.
Q: How should a PEA determine whether a student with a disability should receive compensatory education services? (Posted 4/30/20)
Compensatory educational services should be determined by looking at the totality of the circumstances for each student, including parental input, and determining the amount of service, if any, needed to remedy the educational deficits resulting from a failure or inability to provide a FAPE. A formal IEP meeting is not required to make a determination of the need for, the amount or delivery of compensatory educational services. However, in looking at the totality of the circumstances, parental input should be solicited and considered. It is then incumbent upon the PEA to make an offer of compensatory educational services when the determination has been made that an individual student was not provided with, or the PEA was unable to provide services during the period of school closure that would constitute a FAPE for that student.

In determining whether a FAPE was provided during the time of school closure, the best source of data may be 4 th quarter progress reports as this data is most likely to capture student performance during the closure itself. If 4 th quarter progress reporting is not available, nothing in this guidance would prohibit a PEA from collecting data to assess the need for compensatory educational services during the summer break if it was safe and feasible to do so. In any event, it is recommended that PEAs collect data and solicit parental input no later than 30 school days of students returning to the school campus, to determine the need for compensatory services.

In making an individualized determination as to whether a student is owed compensatory educational services, schools should consider a variety of factors, including but not limited to; services provided during the period of school closure, ability of the student to access any services provided during the period of school closure, regression in skills, progress or lack of progress made on IEP goals, and parental input.
Q: How should a PEA determine the amount of compensatory educational service time that is needed? (Posted 4/30/20)
In making an individualized determination as to whether a student is owed compensatory educational services, schools should consider a variety of factors, including but not limited to; services provided during the period of school closure, ability of the student to access any services provided during the period of school closure, regression in skills, progress or lack of progress made on IEP goals, and parental input.

Compensatory educational services should be offered that will allow the student to continue to make progress in the general education setting, or to progress at an appropriate pace in light of the child's circumstances, once students may safely return to the school campus.
Q: Must parents be involved in the determination of compensatory educational service provision? (Posted 4/30/20)
Yes. PEAs should solicit and consider parental input to determine whether compensatory educational services are needed and if necessary, how those services will be delivered.
Q: Can a PEA offer all students summer school as compensatory educational services? (Posted 4/30/20)
No. PEAs must ensure that individualized determinations are made related to the extent to which a student may require compensatory services. Schools should not create blanket rules offering a set amount of compensatory services to all students, or to subsets of students with disabilities, when they return to school campuses. In order to provide a FAPE, schools have an obligation to consider compensatory education for each student with a disability without the need for parents or guardians to file a state administrative complaint or a due process request for hearing.
Q: Must all students with disabilities be provided with compensatory educational services? (Posted 4/30/20)
No. PEAs must ensure that individualized determinations are made related to the extent to which a student may require compensatory educational services. In the present circumstances the purpose of compensatory educational services is to remedy the PEA's failure or inability to provide a student with a disability a FAPE during the time that the child is (or was) entitled to a FAPE.
Q: If a parent refused the IEP services provided by the PEA in an alternative format during the period of school closure, must the PEA determine whether the student should receive compensatory educational services when the student did not participate or attend the services available? (Posted 4/30/20)
PEAs are advised to document all efforts to provide a FAPE to students during the period of school closure as well as document parent and student contact and communication. Please consult your legal counsel for the best way to proceed in this specific circumstance.
Q: Can parents refuse compensatory services? (Posted 4/30/20)
Yes, parents can refuse an offer of compensatory educational services. It is recommended that PEAs document parental input in the determination of the need for compensatory educational services and the proposed plan to provide the services, as well as the parent's refusal of the services offered. Prior written notice may be sent to document an offer of compensatory educational services and the parent's refusal. If a parent refuses the offer, the PEA has met its obligation by making the compensatory educational services available.
Q: If a parent refuses an offer of compensatory educational services, does the PEA have any further obligation? (Posted 4/30/20)
Once the PEA has made the offer of individualized compensatory educational services, the parent should make the student available to receive the services offered. If a parent refuses the offer, the PEA has met its obligation by making the compensatory educational services available. It is recommended that PEAs document parental input in the determination of the need for compensatory educational services and the proposed plan to provide the services as well as the parent's refusal. This may be done through a prior written notice.
Q: Can the service minutes provided in the current IEP be reduced, if compensatory educational services are offered, to account for additional service time provided as compensatory educational services? (Posted 4/30/20)
No. Compensatory educational services cannot interfere with the services the student is to receive under a current IEP. Compensatory services must be provided in addition to the services implemented in a current IEP. The delivery of the compensatory educational services cannot change the student's least restrictive environment.
Q: Must an IEP meeting be held once school resumes if a student's needs have changed as the result of the school closure? (Posted 4/30/20)
If a student's educational, social/emotional or behavioral needs have changed to the degree that the student's ongoing services or supports are no longer sufficient to provide a FAPE, the student's IEP team should meet to determine if the current IEP requires revision to reflect the student's current needs. (i.e. a student who did not have behaviors that impeded learning when school closed has now developed behaviors that impede his progress or a child has become markedly more anxious or depressed or has lost core academic skills previously learned). This is not the same as, or a substitute for, compensatory educational services nor will it be necessary in all cases.
Q: When can compensatory educational services be provided? (Posted 4/30/20)
Compensatory educational services may be provided during the regular school day, over school breaks, in intensive targeted, individualized programs, or by outside service providers. If compensatory educational services are to be provided during the school day, the student's least restrictive environment cannot be altered due to the provision of the compensatory educational services. Because the provision of compensatory educational services is an equitable remedy, PEAs are encouraged to be creative in designing a plan to deliver compensatory educational services that meets the needs of the individual student in remedying the failure or inability of the PEA to provide a FAPE.
Q: Must an IEP meeting be held to determine the need for compensatory educational services? (Posted 4/30/20)
No. IEP teams do not have to meet to determine if a student requires compensatory services, however parental input should be solicited and considered when determining the need for compensatory educational services and how the compensatory educational services will be provided.
Q: Can a PEA provide ESY to all students instead of offering compensatory educational services? (Posted 4/30/20)
No. Compensatory services should not be confused with extended school year services (ESY). ESY is designed to maintain skills over school breaks and prevent degradation of skills that will not be recouped within a reasonable time once school has resumed. The determination of the need for ESY services is a separate determination made in a student's IEP meeting.

Compensatory educational services are delivered when the PEA has failed or was unable to provide a FAPE to a student. In the current circumstance the failure or inability to provide a FAPE was due to school closure related to the COVID-19 pandemic.
Q: What happens if a PEA does not have the time, forgets, or fails for any reason, to make individualized determinations of the need for compensatory educational services to the students it serves? (Posted 4/30/20)
Parents retain their procedural safeguards and may file a state administrative complaint or file for a request for a due process hearing if their child is denied a free and appropriate public education, including the failure or inability of the PEA to provide a FAPE to the student during the time of an extended closure. However, it is not advised that PEAs wait until a parent submits a state administrative complaint or files a request for a due process hearing as this may further delay the provision of a FAPE and result in the need for additional compensatory educational services.
Q: What happens if a parent disagrees with the PEA's offer of compensatory educational services? (Posted 4/30/20)
Parents retain their procedural safeguards in the event their child has been denied a FAPE. Parental rights under the IDEA have not been waived. Additionally, it is recommended that an alternative dispute resolution process such as mediation be used to resolve disagreements related to the need for compensatory educational services or the amount of compensatory educational services offered.
Q: What obligation does a PEA have to a student who was enrolled during school closure but has since withdrawn from school? (Posted 4/30/20)
The provision of compensatory educational services is an equitable remedy that is appropriate when a PEA either failed or was unable to provide an enrolled student with a disability a FAPE. It would fall to the PEA in which the student was enrolled at the time of the failure or inability to provide a FAPE to make a determination as to whether or not compensatory educational services need to be provided to the student and to deliver those services as appropriate.
Q: What obligation does the PEA have to a student with a disability who was enrolled at the time of the school closure but graduated or "aged out" before students return to campus for the 2020/2021 school year. (Posted 4/30/20)
The provision of compensatory educational services is an equitable remedy that is appropriate when a PEA either failed or was unable to provide an enrolled student with a disability a FAPE. It would fall to the PEA in which the student was enrolled at the time of the failure or inability to provide a FAPE to make a determination as to whether or not compensatory educational services need to be provided to the student and to deliver those services as appropriate. School districts have flexibility and can be creative in fashioning compensatory educational services offers and the unique needs of the student should be considered. However, please consult with your legal counsel for advice related to specific factual circumstances.
Q: If a parent refused services that were provided during the period of school closure, must the PEA make a determination as to the need for compensatory educational services or make an offer of compensatory educational services? (Posted 4/30/20)
It is strongly recommended that PEAs document attempts to provide services that were accessible to the students, through alternative or virtual formats, and to record contact and communications with parents and students. Because the compensatory educational services framework is founded on the failure or inability of the PEA to provide a FAPE, a parent's refusal of services may excuse the PEA of its obligation to consider compensatory educational services. However, please consult with your legal counsel for advice related to specific factual circumstances.
Q: Who determines if an 8th grade student moving on to a high school district should receive an offer of compensatory educational services? (Posted 5/5/20)
The provision of compensatory educational services is an equitable remedy that is appropriate when a PEA either failed or was unable to provide an enrolled student with a disability a FAPE. It would fall to the PEA in which the student was enrolled at the time of the failure or inability to provide a FAPE to make a determination as to whether or not compensatory educational services must be provided to the student and to deliver those services as appropriate.
Q: A student received the same educational opportunities as all other students in the school. Data shows that s/he did not regress more than any other student. Does s/he need to be offered compensatory education? (Posted 5/5/20)
In making an individualized determination as to whether a student is owed compensatory educational services, schools should consider a variety of factors, including, but not limited to: services provided during the period of school closure, ability of the student to access any services provided during the period of school closure, regression in skills, progress or lack of progress made on IEP goals, and parental input. It would be inappropriate to determine compensatory education based solely upon a comparative analysis of regression between individual students who may or may not be similarly situated.
Q: If the PEA individualized the special education student's instruction toward his/her goals and offered related services, is the PEA responsible to offer compensatory services? (Posted 5/5/20)
Not all students will need to be provided with compensatory educational services. However, it is acknowledged that despite best intentions, efforts, and creative solutions, there are some students who will not receive a FAPE over the course of the school closure. Therefore, PEAs will need to make individual determinations as to whether compensatory educational services will be owed due to the PEA's failure or inability to provide a FAPE.
Q: Can a PEA offer compensatory educational services beginning this summer? (Posted 5/5/20)
Yes, if it is allowable and safe to do so based upon executive order and federal, state, and local health and safety guidelines and protocols.
Q: Can a PEA provide compensatory educational services after the normal school day? (Posted 5/5/20)
Yes. Compensatory educational services may be provided during the regular school day; over school breaks; in intensive, targeted, individualized programs; or by outside service providers. If compensatory educational services are to be provided during the school day, the student's least restrictive environment cannot be altered due to the provision of the compensatory educational services. Because the provision of compensatory educational services is an equitable remedy, PEAs are encouraged to be creative in designing a plan to deliver compensatory educational services that meets the needs of the individual student in remedying the failure or inability of the PEA to provide a FAPE.
Q: Is a PEA responsible to consider the provision of compensatory educational services if a student is newly enrolled (start of next year) and was not in the district during the time of closure? (Posted 5/5/20)
No. The provision of compensatory educational services is an equitable remedy that is appropriate when a PEA either failed or was unable to provide an enrolled student with a disability a FAPE. Compensatory services provision falls to the PEA in which the student was enrolled at the time of the failure or inability to provide a FAPE to make a determination as to whether or not compensatory educational services need to be provided to the student and to deliver those services as appropriate.
Q: Can a PEA provide compensation education throughout the school day during times a student is not already receiving special education services? (Posted 5/5/20)
Compensatory educational services may be provided during the regular school day; over school breaks; in intensive, targeted, individualized programs; or by outside service providers. If compensatory educational services are to be provided during the school day, the student's least restrictive environment, as documented in the IEP, cannot be altered due to the provision of the compensatory educational services. Because the provision of compensatory educational services is an equitable remedy, PEAs are encouraged to be creative in designing a plan to deliver compensatory educational services that meets the needs of the individual student in remedying the failure or inability of the PEA to provide a FAPE.
Q: If a PEA made special education services available, but the parent chose not to have his or her child participate, what is the PEA's obligation for compensatory services? (Posted 5/5/20)
Determination of the need for compensatory educational services is made on an individual student basis. PEAs are advised to document all efforts to provide a FAPE to students during the period of school closure as well as document parent and student contact and communication. Please consult your legal counsel for the best way to proceed in this specific circumstance.
Q: How is the PEA required to document the provision of compensatory services? (Posted 5/5/20)
PEAs may develop documentation policies regarding the provision of compensatory educational services and at this time, ADE/ESS does not have any suggested format. Determinations of the need for compensatory educational services are not an item that is included in a file review/monitoring and is not utilized for any federal reporting requirements. Prior written notices may also be used to document an offer of compensatory educational services or the determination that compensatory educational services are not required.
Q: If parents have requested the full IEP team to be part of a compensatory education determination, should the PEA use an IEP meeting as the vehicle to make this determination? (Posted 5/5/20)
Nothing in the IDEA prevents an IEP team from making a determination of the need for compensatory educational services.
Q: Is there a timeline of when compensatory services must be completed? (Posted 5/5/20)
At this time, there is not a timeline established by which compensatory educational services must be completed. The compensatory educational services delivery should be individualized and meet the unique needs of the student. If compensatory educational services are needed, parental input should be sought when developing the compensatory educational services plan.
Q: When looking at the student's compensatory needs, can the school differentiate between needs resulting from the school's inability to provide the IEP services and needs the student may have developed because of the pandemic? (Posted 5/5/20)
If a student's educational, social-emotional, or behavioral needs have changed to the degree that the student's ongoing services or supports are no longer sufficient to provide a FAPE, the student's IEP team should meet to determine if the current IEP requires revision to reflect the student's current needs (i.e., a student who did not have behaviors that impeded learning when school closed has now developed behaviors that impede his progress or a child has become markedly more anxious or depressed or has lost core academic skills previously learned). This is not the same as, or a substitute for, compensatory educational services nor will it be necessary in all cases.
Q: Who should be part of the decision-making regarding compensatory services besides the parent? (Posted 5/5/20)
PEAs will need to decide who is responsible for determining the need for compensatory educational services. Nothing in the IDEA requires a specific individual to make or be involved in the determination.
Q: Do compensatory services have to be provided by a special education teacher? (Posted 5/5/20)
No. Compensatory educational services are not a contractual remedy but an equitable remedy. Compensatory educational services should be determined by looking at the totality of the circumstances for each student and determining the amount and type of service needed to remedy the educational deficits resulting from a failure to provide a FAPE. Schools have flexibility and can be creative in fashioning compensatory education offers.

Early Childhood - Last update: 4/29/20
Q: Is there any exception to the in-by-3 timeline? (Updated 4/29/20)
Per OSEP guidance, there are no exceptions to timelines at this time. There is currently a waiver under consideration by congress that may be forthcoming and may adjust or remove this timeline. You can view the Secretary of Education's request.
Q: During mandatory school closures, would we be able to state "parent unavailable" as a reasonable exception to the in-by 3 timeline? (Posted 3/24/20)
It depends. The PEA has to make efforts to meet the in-by 3 requirements. If the PEA has made efforts and the parent is refusing to participate, then that would meet the "parent unavailable" criterion.
Q: Is the continued collection of Teaching Strategies Gold (TSG) data required for preschool children with disabilities? (Updated 4/29/20)
Ongoing periodic assessment, for the purpose of progress monitoring for preschool children with disabilities, is not required during school closure. Preschool outcome data, for state and federal reporting purposes, should use the last data set collected prior to the closure as the student exit data set. Additional information is located here from ADE /Early Childhood Special Education. Additional process information regarding how to exit a student from TSG can be found here.

Ongoing periodic assessment for preschool data collection is not the same as progress monitoring for IEP goals. Progress reports must be completed to the best of one's ability given closure scenarios. PEA's are encouraged to implement IEP's by providing services to the extent safe and feasible through alternative means, which includes tracking progress on IEP goals.
Q: Are preschool children with disabilities entitled to FAPE during the school closure? (Posted 4/8/20)
Preschool children fall under mandated IDEA requirements for students ages 3-21. The method by which FAPE is afforded may look different, and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to implement an IEP for a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.

Enrollment- Last update: 4/14/20
Q: Can a PEA enroll and or withdraw students during the mandated public-school closure? (Posted 4/14/20)
Yes, students should be enrolled or withdrawn following COVID 19 ADE School Finance guidelines.

Evaluations - Last update: 4/14/20
Q: If we have had the parents' permission to evaluate and the 60-day timeline was started before the mandatory school closure, what is our obligation? What are we to do? (Posted 3/24/20)
Timelines are still in place. Arizona allows for a 30 -day extension, so this is an available option. Meetings can be held via alternative methods. See OSEP guidance.
Q: What about students in the middle of timelines? (Posted 3/24/20)
Timelines cannot be extended, per OSEP. Meetings can be held via alternative means in order to ensure timelines can be met as best as possible. See OSEP guidance.
Q: If school does not resume, what happens to evaluations in progress? (Posted 3/24/20)
Timelines cannot be extended, per OSEP. Meetings can be held via alternative means in order to ensure timelines can be met as best as possible. See OSEP guidance.
Q: If assessments are needed, how do we conduct these? (Posted 3/24/20)
ADE is not in any position to indicate what is medically safe for a family or for specific students. If a school decides to provide assessments, they should be provided in accordance with the most up-to-date CDC guidance. Additionally, assessment administration guides should be consulted for participation types allowing for valid results.
Q: How do I obtain parent signatures, when needed, during closure if we are not holding in-person meetings? (Posted 3/24/20)
Parent signatures are only required in very specific cases under IDEA. Outside of these specific cases, if the PEA uses signatures to evidence parent participation, the PEA will need to determine how they plan to document parent participation during the closure.
Q: Is the 30-day extension for an evaluation calendar days or school days? (Posted 4/8/20)
The extension of the evaluation timeline, allowable under the Arizona Administrative Code, is 30 calendar days.
Q: Can a PEA have multiple 30-day extension? (Posted 4/8/20)
Arizona Administrative Code states an additional 30-day extension can be agreed upon by the PEA and parents if it is in the best interest of the child. Only one 30-day extension is allowable by board rule.
Q: If a student is currently labeled DD or PSD and is aging out of these categories, what does the PEA do? (Posted 4/14/20)
Evaluation timelines have not been extended or modified. The MET should meet to determine if existing data is sufficient to appropriately determine a new eligibility category. If the MET decides to collect data, it should proceed in accordance with the most up-to-date CDC guidance. Additionally, assessment administration guides should be consulted so that the administration of the specific assessments allow for valid data collection and interpretations.
Q: May a district/charter delay obtaining consent to evaluate a student until school resumes even though the MET convened and determined the need for additional assessment? (Posted 4/14/20)
The IDEA does not specify the time period between the MET determination that additional data is needed and a parent or guardian signing the consent form, however the time period must be reasonable. The signing of the consent form triggers the 60-day period by which a PEA must meet to determine eligibility. Delaying consent to avoid beginning the assessment timeline is not endorsed by ADE. Please consult your PEA's legal counsel, as delaying obtaining consent to collect additional data may result in a denial of FAPE, in the event the child is found eligible, and the student may be owed compensatory education for the delay.
Q: How will Maintenance of Effort be impacted? What allowances can/will be made? (Posted 3/31/20)
Fiscal - Last update: 5/5/20
Q: Will there be additional funds to address costs during closure? (Posted 3/31/20)
Inquiries regarding flexibility or exceptions to Maintenance of Effort has already been forwarded to the Office of Special Education Programs (OSEP). ADE has no authority to waive the IDEA Maintenance of Effort testing requirements or grant waivers related to them. The only allowable exceptions that exist for Maintenance of Effort do not address situations such as the closure we are suddenly in. The federal government did issue guidance regarding ESEA Maintenance of Effort but has not provided clarity nor insight on IDEA Maintenance of Effort.
Q: Can we pay out staff who are listed on the IDEA Entitlement grant during the mandatory closure? (Posted 4/14/20)
There are no additional funds that have been established for extra services during the closure. State funding has been maintained and the federal funding under the IDEA Entitlement grant has some increased flexibility during the time of the closure. For example, the federal grant can pay for cancellations for events due to closure of venues during this time. Additionally, staff can continue to be paid even though school is closed because of the closure that has been mandated.
Q: Will LEAs be receiving any additional funds to help cover compensatory services? (Posted 5/5/20)
The Office of Management and Budget (OMB) issued a memorandum (M-20-17) that provides administrative, financial management, and audit reporting relief for recipients and applicants of federal financial assistance directly impacted by COVID-19. Recipients may continue to charge salaries and benefits to currently active federal awards consistent with the recipients' policy of paying salaries (under unexpected or extraordinary circumstances) from all funding sources. Recipients are required to maintain records and documentation to substantiate the cost, including reference to the recipients' salary policy.

Governor's Emergency Education Relief Fund

Elementary and Secondary School Emergency Relief Fund

Extra funding will be made available for many public school needs through the CARES Act, but currently there is only general guidance. The two funding sources are:

More information will be disseminated about these funds from ADE, including when and how they will be available and the allowable expenses.
Q: Provision 7 of this bill includes the following language: ...public schools may deviate from statutory requirements related to special education programs. What does this mean? (Posted 3/31/20)
House Bill 2910 (HB2910) - Last update: 3/31/20

Per IDEA and OSEP guidance, students with disabilities are still entitled to a free and appropriate public education. Any deviation from state statutory provisions related to special education must align with federal law set forth in IDEA at this time. Congress has not suspended IDEA and the federal mandates contained therein.
Q: Are we able to have students come to schools 2 times/week to receive services? If so, will we need to provide transportation to students that have transportation as part of their IEP? (Posted 3/24/20)
Individualized Education Programs (IEPs) - Last update: 5/20/20
Q: Can we determine to meet student needs in ESY, rather than provide services during the closure? (Posted 3/24/20)
ADE/ESS cannot indicate what is medically safe for a family or for specific students. Any services provided at school should be provided in accordance with the most up-to-date CDC guidelines, as well as any additional restrictions provided by the Governor. Transportation should be provided, again in accordance with CDC guidelines, if necessary, for the student to receive FAPE. Alternate means of service provision should be considered for students.
Q: Can we do IEP meetings over the phone? (Posted 3/24/20)
Extended School Year (ESY) is a separate requirement that has to be considered for all students with disabiltiies. Extended school year services are not a substitute for compensatory services. If services are not provided due to safety concerns, a consideration of compensatory services would need to be completed and a plan outlined if needed. It may be appropriate to provide compensatory services over the summer, but this is a separate consideration from ESY.
Q: How do we provide progress reports? (Posted 3/24/20)
Yes, alternative participation for meetings is an option and is encouraged.
Q: What are service minutes going to look like for specialized instruction? (Posted 3/24/20)
Progress reports will need to be completed to the best of one's ability given closure scenarios. PEAs are encouraged to work on goals as best they can using alternative means, during the closure, and measuring progress based on this. PEAs are encouraged to implement IEPs to the extent possible and to utilize alternative means to measure progress on goals during the period of school closure.
Q: Are we allowed to use alternate methods of instruction to provide specially designed instruction (SDI)? (Posted 3/24/20)
SDI (specially designed instruction) should be provided in accordance with IEPs, as is possible and feasible, utilizing alternative means. The method by which services are delivered may look different and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: If we provide packets for delivery of SDI, do we customize each student's packet to be focused on his or her IEP goals and would virtual delivery need to accompany the packet? (Posted 3/24/20) Q: Will a student's special education and related services change due to closure? (Posted 3/24/20)
Alternate methods of instruction can and should be made available. The IDEA does not require that the IEP contain methodology or method of instruction unless necessary to provide a FAPE. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: A school has a family that has refused service. What does the school need to do? (Posted 3/24/20)
In order to be considered specially designed instruction (SDI), a packet would have to be individualized to meet the needs of the student as outlined in the student's IEP. However, the use of alternative means of instruction is encouraged and supported. Whole class packets must be accessible to students with disabilities and could provide enrichment or additional practice but would not be considered SDI.
Q: A PEA is providing services through virtual instruction. The student continually refuses to participate in the virtual instruction. What obligation does the PEA have to the student to provide additional support? (Posted 3/24/20)
To the extent possible students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: If it is written in the IEP that a student has support from a paraprofessional, how would that be implemented? (Posted 3/24/20)
The school can document their attempts to provide services and continue to be ready willing and able to provide services.
Q: When considering students with significant disabilities and providing services in-home, aren't we putting students and families at risk for infection? (Posted 3/24/20)
To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. The PEA should remain ready willing and able to provide services.
Q: If we decide to provide distance learning opportunities does the IEP need to be addended? (Posted 3/24/20)
Assistance from a paraprofessional is not SDI. Teams should determine whether the use of a paraprofessional or other adult support is necessary for the student to access the general education curriculum being provided by the school. If the student does not require additional adult support to access the general education curriculum being provided, then it would not be necessary to provide paraprofessional support in the student's home. If paraprofessional support is necessary in order for the student to access either the SDI or the general education curriculum, then compensatory educational services should be considered once school resumes.
Q: When going virtual for instruction, are we required to provide internet and/or computers to all students, if they do not have access? (Updated 3/26/20 to provide additional clarity)
ADE/ESS cannot indicate what is medically safe for a family or for specific students. If a school decides to provide services in the home, services should be provided in accordance with the most up-to-date CDC guidance.
Q: Are compensatory services necessary for all students? (Posted 3/24/20)
Addenda to the IEP are not required until/unless there is a change in placement after school resumes. To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: Can a general education teacher or other certificated personnel provide SDI during the school closure? (Posted 3/26/20)
All students should have access to any virtual learning opportunities provided by the PEA. ADE/ESS does not dictate how a PEA implements its virtual learning platform and PEAs should seek advice from legal counsel on issues related to access and equity in specific instances.
Q: Does sending a draft IEP to a parent via email and soliciting input constitute alternative means of team participation? (Posted 3/26/20)
A general compensatory service plan for all students with disabilities is inappropriate. Compensatory education is dependent upon the individual needs of the student and cannot be one size fits all. If comp education is needed, it must be determined on an individual basis once school resumes.
Q: Can we do IEP meetings over the phone? (Posted 3/24/20)
The student's IEP that was in effect at the time of the closure remains in effect. If the IEP states that certificated staff, other than the special education teacher can provide the SDI then the same applies during any period of alternative instruction due to closure. If the IEP specifies that services must be provided by a special education teacher, then a special education teacher must provide the SDI.
Q: If a student is found eligible for services during the closure, when do services need to begin? (All students aged 3-21) (Posted 4/8/20)
IEP team participation with required team members is essential in IDEA. IDEA highlights parent participation in the IEP process as critical. If alternate means of participation through phone, video or otherwise are unavailable the PEA should consult their legal counsel on how best to proceed.

Yes, alternative participation for meetings is encouraged and is an option. PEAs need to ensure that all required meeting participants are included.
Q: Should IEP services be determined based on school schedule, staff availability, or other administrative concerns? (Posted 4/8/20)
If a child has been found eligible to receive services under the IDEA, the IEP team must meet and develop an initial IEP within 30 days of a determination that the child needs special education and related services. Consult 34 C.F.R. § 300.323(c)(1). This timeline has not been extended at this time, per OSERS and OSEP.
Q: Does the PEA need to provide a student with AT (high and/or low tech) in their home for virtual educational opportunities? (Posted 4/8/20)
The method by which FAPE is afforded may look different, and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to implement an IEP for a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.

The services included in the IEP should address the needs of the individual student and be reasonably calculated to allow the child to make meaningful educational progress in light of the child's circumstances. Similar to when a school closure is not in effect, staffing and school schedules do not dictate the services the child requires. During the mandated school closure, the method by which FAPE is afforded may look different and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to implement an IEP for a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: If a PEA is only providing enrichment activities, no new learning, what is the requirement for special education services? (Posted 4/8/20)
Teams should determine whether the use of the student's AT is necessary for the student to access the general education curriculum being provided by the school. Teams should also consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and the full range of needs, including opportunities for direct instruction in the child's language and communication mode.
Q: If a PEA decides to provide only related services virtually, would the PEA then be required to provide all services in the student's IEP? (Posted 4/8/20)
If the student does not require AT for communication or to access the general curriculum, then it would not be necessary to provide AT in the student's home. If AT is necessary in order for the student to access either the SDI or the general education curriculum, and it is not provided in the home, then compensatory educational services should be considered once school resumes.
Q: Can the IEP team meet to review the IEP, without revising, to ensure timelines are intact? (Posted 4/14/20)
Services should be provided in accordance with IEPs, as is possible and feasible, utilizing alternative means. The method by which services are delivered may look different and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: If a PEA has results from an IEE or an FBA, how does the PEA proceed due to the closure? (Posted 4/14/20)
Services should be provided in accordance with IEPs, as is possible and feasible, utilizing alternative means. The method by which services are delivered may look different and the use of alternative delivery instruction or methodology is encouraged. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: Can an IEP team meet to reduce a student's service time due to the closure? (Posted 4/14/20) Q: Are PEAs able to provide in-person ESY? (Posted 4/29/20)
Yes, in some instances. IDEA requires that each student's IEP be reviewed at least annually and revised as appropriate. In some instances, it would be appropriate for the team to determine that the existing IEP provides a FAPE. However, all IEPs should be reasonably calculated to allow the student to make meaningful educational progress in light of the child's circumstances. The priority should be to provide a FAPE to the student and not merely to comply with procedural timelines.
Q: Do progress reports require signatures? (Posted 5/5/20)
The PEA should proceed as they would in any other circumstance, per its PEA policies. If alternate means of participation through phone, video, or otherwise are unavailable, the PEA should consult its legal counsel on how best to proceed.
Q: If schools are mandated by executive order to be closed over the summer, does a PEA still have to provide ESY? (Posted 5/5/20)
No. IDEA requires that each student's IEP be reviewed at least annually and revised as appropriate. To the greatest extent possible, students should be provided with the special education services outlined in their current IEPs. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. Reducing service minutes to fit a school specific need is not appropriate.
Q: Can ESY be provided virtually, even if in-person services are considered safe? (Posted 5/20/20)
There has been no waiver of the provision of FAPE. Students who require ESY services as a condition of FAPE should be provided with those services to the extent safe and feasible. It is unknown at this time if students will be able to return to a school campus after the end of the regular school year calendar. The health and safety of students and staff is paramount in any consideration as to whether in-person ESY services can be provided. Please consult the CDC guidelines, Arizona Department of Health Services guidelines, or any Governor's executive orders for information on what restrictions are in place may be in place at the time ESY is to be provided.
Q: Can ESY be provided in multiple formats (virtual and in-person) over the entire summer (June and July)? (Posted 5/20/20)
The IDEA does not require that progress reports be signed. If the PEA has a policy that requires signatures on progress reports, please consult your school's legal counsel or administration for further guidance.
Q: If a family has decided not to participate in virtual activities during the school closure, can a PEA still offer ESY in a virtual format? (Posted 5/20/20)
Yes. FAPE must continue to be offered to students with disabilities. If a student's IEP team determined that ESY is needed as part of the provision of FAPE to the student, then ESY must be provided to the extent that it is safe and feasible to do so.
Q: If a student's IEP team has determined the student is eligible for ESY, and if ESY is required to be provided through virtual learning, what is the obligation of the PEA to consider compensatory education services if the child does not participate in the virtual ESY? (Posted 5/20/20)
Yes, possibly. Decisions about ESY services must be made according to the individual needs of a student and focused on skills that impact educational benefit. The team considers academic, social, functional, or behavioral skills related to any IEP goal that impacts the student's overall functioning. Loss, or potential loss, of a specific skill without recoupment of the skill within a reasonable amount of time may qualify a student for ESY if such loss negatively impacts the student's ability to make meaningful progress in light of the child's individual circumstance. To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. The PEA should remain ready, willing, and able to provide services.
Q: If a parent refuses to send his/her child to ESY, for safety concerns not supported by medical documentation, what obligation does the PEA have to provide alternative means of participation? (Posted 5/20/20)
Yes. Decisions about ESY services must be made according to the individual needs of a student and focused on skills that impact educational benefit. The team considers academic, social, functional, or behavioral skills related to any IEP goal that impacts the student's overall functioning. Loss, or potential loss, of a specific skill without recoupment of the skill within a reasonable amount of time may qualify a student for ESY if such loss negatively impacts the student's ability to make meaningful progress in light of the child's individual circumstance. To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. The PEA should remain ready, willing, and able to provide services.
Q: Can a student be found eligible for ESY due to their regression in light of the mandated school closure? (Posted 5/20/20)
Yes. Decisions about ESY services must be made according to the individual needs of a student and focused on skills that impact educational benefit. The team considers academic, social, functional, or behavioral skills related to any IEP goal that impacts the student's overall functioning. Loss, or potential loss, of a specific skill without recoupment of the skill within a reasonable amount of time may qualify a student for ESY if such loss negatively impacts the student's ability to make meaningful progress in light of the child's individual circumstance. To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. The PEA should remain ready, willing, and able to provide services.
Q: Does the PEA need to complete 4th quarter progress reports for students on IEPs? (Posted 5/20/20)
Decisions about ESY services must be made according to the individual needs of a student and focused on skills that impact educational benefit. The team considers academic, social, functional, or behavioral skills related to any IEP goal that impacts the student's overall functioning. Loss, or potential loss, of a specific skill without recoupment of the skill within a reasonable amount of time may qualify a student for ESY if such loss negatively impacts the student's ability to make meaningful progress in light of the child's individual circumstance. To the extent possible, students should be provided with the special education services outlined in the IEP. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes. The PEA should remain ready, willing, and able to provide services. PEAs may want to consult their legal counsel on student specific situations.
Q: If a child participated minimally, or not at all, in virtual activities provided during the closure, how can a progress report be completed, if required per the child's IEP? (Posted 5/20/20)
Parents retain their procedural safeguards rights for ESY the same as they do for other IEP team decisions. Per IDEA regulations: While parents do not have veto power over IEP team decisions, they may challenge an IEP team decision that they disagree with by requesting mediation or filing a due process complaint against the school. The IDEA provides these procedural safeguards as a means for resolving disputes between parents and schools concerning the identification, evaluation, placement, or the provision of a free appropriate public education (FAPE). If the disagreement results in the filing of due process complaint, then the student would remain in his or her current educational placement, as defined in IDEA" This is generally understood to mean the last agreed upon placement (and not the placement that is being challenged in due process).

Decisions about ESY services must be made according to the individual needs of a student and focused on skills that impact educational benefit. The team considers academic, social, functional, or behavioral skills related to any IEP goal that impacts the student's overall functioning. Loss, or potential loss, of a specific skill without recoupment of the skill within a reasonable amount of time may qualify a student for ESY if such loss negatively impacts the student's ability to make meaningful progress in light of the child's individual circumstance.
Q: Are PWNs required during the closure? (Posted 3/31/20)
It depends. A child's IEP is required to include when progress will be communicated to parents. PEAs will need to review the individual child's IEP to determine when progress reports are required to be sent to families. Progress reports should be completed in accordance with what is included in the child's IEP.

Progress reports will need to be completed to the best of one's ability given closure scenarios. PEAs are encouraged to work on goals as best they can using alternative means, during the closure, and measuring progress based on this. PEAs are encouraged to implement IEPs to the extent possible and to utilize alternative means to measure progress on goals during the period of school closure.
Q: Do districts have to continue to offer proportionate share services during the closure? (Posted 3/31/20)
Prior Written Notice (PWN) - Last update: 3/31/20

Per IDEA 300.503, a PWN must be provided in the following circumstances: (1) proposals to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child; or (2) refusals to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child. The provision of online or other distance learning opportunities is not considered a change in placement, and neither an IEP nor a PWN would be required. Students are still entitled to FAPE as defined by the IEP in effect when the school closure occurred. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education, on an individual basis, once school resumes.
Q: Are PEAs required to submit documentation for students on an educational voucher? (Posted 4/8/20)
Proportionate Share - Last update: 3/31/20

It would not be feasible, nor is it required, for districts to continue proportionate share services during the closure. Proportionate share services vary between districts but generally rely on teaching staff within a district to provide services off-site. During this time of closure, this would go against the intent of closure for public and private schools. Additionally, districts are ultimately responsible for the scope of services offered and the time range for the school year. If the districts do not meet the spending obligation of proportionate share over the life cycle of federal funds for any given grant year, those funds may potentially be reverted to the federal government.
Q: Are we allowed to ask students to come to the school, so speech services can be provided via teletherapy? (Updated 4/29/20)
Students Enrolled at Residential Treatment Centers on an Educational Voucher - Last update: 4/8/20
Q: We would like to complete speech teletherapy but are told that Medicaid will not reimburse. Is there a way to have Medicaid reimburse? (Updated 4/29/20)
Yes, A.R.S.15-1183(C) states "If an extension is denied or a home district fails to complete the requirements for a continuing residential education voucher, the home school district is responsible for payment of educational costs until the requirements of subsection B of this section have been met" (regarding screening, identification procedures, and review of placement). With specific voucher questions, PEAs should email the ESS Vouchers Unit.
Q: Is there a confidentiality issue when providing teletherapy online to a group of students, rather than one-on-one? (Posted 3/26/20)
Telethealth - Last update: 4/29/20
Q: Are all PEAs required to provide teletherapy during school closures? (Posted 3/26/20)
Alternate means of service provision should be considered for students. Consult CDC guidelines. By executive order, Governor Ducey has authorized the use of Teletherapy services. Please consult your practice, licensing or credentialing association if you have specific legal questions related to the use of teletherapy. Follow this link for more information regarding Medicaid billing.
Q: Can a PEA choose to provide all therapies via teletherapy? (Posted 3/26/20)
Alternate means of service provision should be considered for students. Consult CDC guidelines. By executive order, Governor Ducey has authorized the use of Teletherapy services. Please consult your practice, licensing or credentialing association if you have specific legal questions related to the use of teletherapy. Follow this link for more information regarding Medicaid billing.
Q: Do therapy services provided via telepractice count as IEP service minutes? (Posted 3/26/20) Q: Are SLPAs and COTAs allowed to provide teletherapy? (Posted 4/14/20)
FERPA does not apply as therapy is not an educational record. Teletherapists should follow any ethical guidelines associated with their therapist organizations. See the additional FERPA information from OSEP. Please consult with legal counsel for an interpretation of the statutes and how they apply to your specific practice area.
Q: Should PEAs continue efforts to complete the parent satisfaction survey during the closure? (Posted 3/26/20)
What services are provided by a PEA during the school closure is not mandated by ADE. PEAs must make reasonable efforts to provide a FAPE to students with disabilities, which may include the provision of teletherapy services as accessible and appropriate for an individual student. Please consult your practice, licensing or credentialing association if you have specific legal questions related to the use of teletherapy.
Q: If discussions about retention were already in process prior to the closure, and the student has not yet been evaluated due to the closure, should the child be promoted or retained? (Posted 5/5/20)
ADE does not mandate how a district provides a FAPE to students. Teletherapies can be utilized if it is feasible to do so and meets the needs of the individual student. PEAs must make reasonable efforts to provide a FAPE to students with disabilities, and teletherapies may be appropriate, if it is feasible to do so. Teletherapists should follow any ethical guidelines associated with their therapist organizations. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: How is "educational opportunity" defined in Arizona? (Posted 5/5/20)
Teletherapy may be utilized to provide a FAPE to students. However, a student may still be owed compensatory education, which is determined on an individual basis, if teletherapy is not an effective method of service delivery for the student. Whether teletherapy is equivalent to in-school service delivery is dependent on the individual needs of the student. Teletherapists should follow any ethical guidelines associated with their therapist organizations. If it is not safe or feasible to deliver instruction to a student and provide a FAPE, then the team should consider compensatory education on an individual basis once school resumes.
Q: If a PEA has determined the child has met his/her graduation requirements, and the family is now stating they disagree, what is the PEA's obligation? (Posted 5/5/20)
Please consult your PEA's legal counsel and the practitioner's licensing organization. Many PEAs are already providing services by SLPs via teletherapy.
Q: Is there guidance regarding providing services for medically fragile students, who may be at greater risk for COVID-19, when school resumes? (Posted 5/20/20)
Miscellaneous - Last update: 5/20/20

Yes, this is a general supervision requirement and therefore the timelines cannot be adjusted. PEAs should make all efforts possible to assist parents in completing the parent survey through alternative means as necessary and feasible.

Decisions as to the retention or promotion to the next grade of individual students is determined by the policies of the PEA and does not fall within the IDEA.

Pursuant to HB2910, all students, including students with disabilities, are to be provided with educational opportunities, which are "determined by the public school for the duration of the statewide closure." Additionally, pursuant to the IDEA, and in alignment with OSERS, OCR, and OSEP guidance, students with disabilities are to continue to be provided with a FAPE, as outlined in their IEPs, to the maximum extent safe and feasible during school closure. Educational opportunities are extended to all students; FAPE is above and beyond educational opportunities.

Graduation and the receipt of a regular high school diploma is a PEA decision and is based on graduation requirements outlined by the State Board of Education. FAPE, as articulated in a student's IEP, is not a graduation requirement. A student can obtain the requirements in order to graduate, and if they did not receive a FAPE during the period of school closure, still be provided with the equitable remedy of compensatory education. The student does not need to be re-enrolled in high school or have graduation delayed to be provided with compensatory educational services. Please consult your school's legal counsel for specific factual scenarios.

ADE/ESS cannot indicate what is medically safe for a family or for specific students. Any services provided at school should be provided in accordance with the most up-to-date CDC guidelines, as well as any additional restrictions provided by the Governor. Transportation should be provided, again in accordance with CDC guidelines, if necessary, for the student to receive FAPE.

# data[].attributes.attachment_link.title
Special Education Guidance for COVID-19: Spring 2020 School Closure

# data[].attributes.attachment_link.description
Closure-Hompage-Image_0.png This page contains guidance and resources related to special education for students with disabilities for Arizona's public education agencies (districts, charters, state institutions, and secure care schools) related to the COVID-19 Spring 2020 School Closure. NOTE: Please review dated materials and resources on this webpage carefully - some resources on this page are no longer current but have been maintained for reference purposes.

# data[].attributes.attachment_link.title
Health Services / MUSD COVID-19 Dashboard

# data[].attributes.attachment_link.description
Inspiring students to learn today & lead tomorrow.

# data[].attributes.attachment_link.title
Health Services / Health Mitigation Plan

# data[].attributes.attachment_link.description
This plan is based on guidelines and recommendations from local and state health departments as well as regulations from the Governor and State Legislature. These requirements are subject to change as additional information about the spread and prevention of COVID-19 becomes available.

# data[].attributes.body
This resource details the differences between a high school diploma and a high school certificate of completion, including the implications for post-school outcomes.

# data[].attributes.headline
Dr. Marianne Valdez Play & Learn Preschool Program

# data[].attributes.subject
Dr. Marianne Valdez Play & Learn Preschool Program

# data[].attributes.attachment_link.readable_text
The Dr. Marianne Valdez Play and Learn (PAL) Preschool Program is an integrated inclusive licensed preschool providing the highest quality education during the school year to children with identified learning challenges and their non-disabled peers, three years of age until eligible for Kindergarten.

Students enjoy a safe and nurturing environment and personalized attention from state-licensed teachers and highly trained educational assistants. Developmentally appropriate activities including art, motor skills, and language development, are provided within a structured learning environment where children have the opportunity to build self-esteem and positive social experiences.

The early childhood curriculum is researched-based and aligned with our Arizona Early Learning Standards and Head Start. This curriculum is designed to help our young learners build confidence, be creative, and to develop critical thinking skills. Most importantly, this curriculum is all about play! It facilitates exploration, inquiry, and hands-on learning. The program is in accordance with IDEA (Individuals with Disabilities in Education Act-Public Law) and licensed by the Arizona Department of Health Services.

PAL also implements a program designed to promote social-emotional learning that is necessary for school success, academic achievement, positive social relationships, and the development of emotional intelligence.

The Marana Unified School District PAL Preschool Center is licensed by the Arizona Department of Health Services and is classified as a "Full Day Care" facility. The Department's local contact information is:

Child Care Licensing Tucson Office
400 W. Congress, Suite 100
Tucson, AZ 85701
520-682-6541
Annual Licensing Inspection Reports are available for review in the PAL office.

For students who may qualify for special education services, the Marana Unified School District screens children starting at age 2 years, 10 1/2 months. If screening results indicate that a child may have a disability, a comprehensive evaluation will be necessary to determine the child's eligibility for special education and related services. A team will meet to begin the process.

Screening and evaluation are free. All information contained in the screening or evaluation is confidential. To schedule a screening, contact Elizabeth Wallace at the Marana Unified School District Exceptional Student Services Office at 520-682-4815.

For children who are typically developing, the Preschool Peer Model Program (tuition required) provides an opportunity for children with identified learning challenges and their non-disabled peers to attend the same classroom. Peer models provide an excellent learning model for students demonstrating learning challenges. Peer models also benefit from an experientially rich, developmentally appropriate preschool with exposure to children with personal differences.
Benefits of the Peer Model Program

State-licensed teachers and highly trained educational assistants.

Developmentally appropriate activities including circle time, art, motor skills, and language development.

A structured learning environment in which children have the opportunity to build self-esteem and positive social experiences.

Free developmental screening and evaluation, if recommended.

Peer Model Eligibility

Residence within the Marana Unified School District

3-4 years of age, not yet Kindergarten age eligible

Toilet trained

The child demonstrates appropriate modeling in all developmental areas - speech/language, social/behavior, cognitive, adaptive, physical

Consistent daily attendance

All languages eligible

For more information about the Peer Model Program at PAL, contact Elizabeth Wallace at the Marana Unified School District Exceptional Student Services Office at 520-682-4815.
PAL Location, Schedule, Peer Model Fee Schedule

Located at the MUSD Early Learning and Resource Center, 7651 N Oldfather Rd, Tucson, AZ 85741.

Pre-K and 3 Year Old Program: Monday, Tuesday, and Thursday $120/month

AM Session 9:00 - 11:30 am

PM Session 12:30 - 3:00 pm

*PAL Center follows the Marana Unified School District school year calendar and is closed when MUSD schools are closed for holidays/breaks. Nutritious snacks provided. Transportation not included.

# data[].attributes.attachment_link.title
Exceptional Student Services (Special Ed) / Play & Learn Preschool

# data[].attributes.attachment_link.description
The Dr. Marianne Valdez Play and Learn (PAL) Preschool Program is an integrated inclusive licensed preschool providing the highest quality education during the school year to children with identified learning challenges and their non-disabled peers, three years of age until eligible for Kindergarten.

# data[].attributes.headline
Early Childhood Education: The Arizona Department of Education 

# data[].attributes.subject
Early Childhood Education: The Arizona Department of Education 

# data[].attributes.attachment_link.readable_text
Early Childhood Special Education (ECSE) is a state and federally mandated program for children (ages 3-5) who meet state eligibility criteria because they are experiencing developmental delays. School districts and other public agencies are responsible for locating, identifying and evaluating eligible children and offering a free & appropriate public education (FAPE). Eligible children are entitled to a FAPE at no cost to the family. If a child is eligible, the public school district of the child must offer services to meet their identified needs.

Currently there are over 10,000 children receiving special education services (2019 data). Services are provided through programs in the local school district, in Head Start programs and other community early childhood programs funded through federal, state and local funds. It is important to remember that special education is not a place but a system of services and supports for children with disabilities.

Child Find is part of Arizona's system for identifying children suspected of having a delay. When a delay is suspected or children are not meeting milestones local school districts offer Child Find services to observe and evaluate children's play, communication, behavior, learning and movement skills. Please visit the Child Find resource page for further information about this service or call your local school district to request a screening.

Arizona's Child Outcomes Data Profile

States are required to report on three child outcomes for preschool to the Office of Special Education Programs (OSEP). The Center for IDEA Early Childhood Data Systems (DaSy) provides each state with a comparative analysis of state data to national data annually. View the 2017 State Child Outcomes Data Profile.

# data[].attributes.attachment_link.title
ECSE - Early Childhood Special Education

# data[].attributes.attachment_link.description
IMG_4544.jpg Early Childhood Special Education (ECSE) is a state and federally mandated program for children (ages 3-5) who meet state eligibility criteria because they are experiencing developmental delays. School districts and other public agencies are responsible for locating, identifying and evaluating eligible children and offering a free & appropriate public education (FAPE).

# data[].attributes.headline
The Early Childhood Technical Assistance Center

# data[].attributes.subject
The Early Childhood Technical Assistance Center

# data[].attributes.body
The ECTA Center is focused on assisting states to improve service systems for young children with disabilities and in scaling up and sustaining effective services and research-based interventions for infants, toddlers and preschoolers with disabilities and their families.

# data[].attributes.attachment_link.title
ECTA Center: Improving Systems, Practices and Outcomes

# data[].attributes.attachment_link.description
The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement numbers H326P170001 and H326P220002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

# data[].attributes.attachment_link.readable_text
What are Extended School Year (ESY) services?

Extended school year services are special education and related services that are provided to a child with a disability beyond the normal school year, are in accordance with a child's IEP, are provided at no cost to the parents, and are in alignment with the standards set by the state education agency (SEA). [34 C.F.R. § 300.106(b)] The regulations that implement the IDEA require IEP teams to determine, on an individual basis, whether ESY services are necessary to provide a FAPE to the child. [34 C.F.R. § 300.106(a)(1)] "Student participation in an ESY program is not compulsory. ESY services are not required for all students with a disability."[A.A.C R7-2-408(D)] "Eligibility for [ESY] participation shall not be based on need or desire for any of the following: 1) A day care or respite care service for students with a disability; 2) A program to maximize the academic potential of a student with a disability; and 3) A summer recreation program for students with a disability." [Id. at Subsection (E)]

Does ESY have to address all of a student's IEP goals?

Extended school year services are special education and related services that are provided to a child with a disability beyond the normal school year, are in accordance with a child's IEP, are provided at no cost to the parents, and are in alignment with the standards set by the state education agency (SEA). [34 C.F.R. § 300.106(b)] The regulations that implement the IDEA require IEP teams to determine, on an individual basis, whether ESY services are necessary to provide a FAPE to the child. [34 C.F.R. § 300.106(a)(1)] "The critical question that each IEP team must ask regarding ESY services is whether meaningful progress on critical skills related to IEP goals that occurred during the regular school year will be significantly jeopardized (thus significantly jeopardizing the provision of FAPE) if ESY is not provided." [Arizona Department of Education, Exceptional Student Services (ESS) AZ-TAS Guidelines for Extended School Year Services, February 2007, pg. 2] A critical skill is defined as an academic, social, functional or behavioral skill that is related to an IEP goal and is critical to the student's overall school and community functioning. [Id. pg. 5] Not all goals on a student's IEP are necessarily critical skills. It is incumbent on the IEP team to make "a determination if the student's IEP contains critical skills that need ESY services in order to ensure [a] FAPE to the student." [Id. pg. 12]

What does an IEP team have to consider when making an ESY eligibility determination?

The determination of whether a pupil is eligible for ESY services shall take into account least restrictive environment considerations and shall be determined by a multifaceted inquiry by the [IEP] team based on retrospective data, such as past regression and the rate of recoupment, and predictive data. [A.R.S. § 15.881(B)] "The critical question that each IEP team must ask regarding ESY services is whether meaningful progress on critical skills related to IEP goals that occurred during the regular school year will be significantly jeopardized (thus significantly jeopardizing the provision of FAPE) if ESY is not provided." [Arizona Department of Education, Exceptional Student Services (ESS) AZ-TAS Guidelines for Extended School Year Services, February 2007, pg. 2] A critical skill is defined as an academic, social, functional or behavioral skill that is related to an IEP goal and is critical to the student's overall school and community functioning. [Id. pg. 5] It may be that some goals on a student's IEP are not critical skills. Therefore, it is incumbent on the IEP team to make "a determination if the student's IEP contains critical skills that need ESY services in order to ensure [a] FAPE to the student." [Id. pg. 12]

When is a school required to make an eligibility determination for ESY services?

The regulations that implement the IDEA require IEP teams to determine, on an individual basis, whether ESY services are necessary to provide a FAPE to the child. [34 C.F.R. § 300.106(a)(2)] Arizona State Board of Education rules state that, "For a student with a disability currently enrolled in special education, eligibility for ESY services shall be determined no later than 45 calendar days prior to the last day of the school year." [A.A.C. R7-2-408(C)]

# data[].attributes.attachment_link.description
What are Extended School Year (ESY) services?Extended school year services are special education and related services that are provided to a child with a disability beyond the normal school year, are in accordance with a child's IEP, are provided at no cost to the parents, and are in alignment with the standards set by the state education agency (SEA).

# data[].attributes.headline
E.S.S.:  Homebound and Homebased Procedures

# data[].attributes.subject
E.S.S.:  Homebound and Homebased Procedures

# data[].attributes.body
This guide explains the difference between homebound and homebased services, outlines the step-by-step procedures teams must follow when implementing  services, and lists the staff and parental responsibilities associated with home instructional services.

# data[].attributes.body
The Homebound Eligibility Form, which is available at the Health Office at each District school, is completed by the student's physician and reviewed in order to determine eligibility for homebound instructional services

# data[].attributes.headline
Homebound versus Home Placement/Homebased:  What are the Differences?  

# data[].attributes.subject
Homebound versus Home Placement/Homebased:  What are the Differences?  

# data[].attributes.body
Resources and ideas to assist in your planning practices, classroom environment, and instructional delivery
https://sites.google.com/g.maranausd.org/instructionalresourceshub/home

# data[].attributes.body
Educating All Learners provides a comprehensive collection of resources to support educators in meeting the needs of students with disabilities during the COVID-19 pandemic.

# data[].attributes.attachment_link.description
Educating All Learners is committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability. Click here to learn more.

# data[].attributes.headline
7 Zoom Screen Share Tips Every User Should Know!

# data[].attributes.subject
7 Zoom Screen Share Tips Every User Should Know!

# data[].attributes.attachment_link.keywords[]
simpletivity "scott friesen" productivity "time management" "busyness killer" "time management tips" "productivity training" "time management training" "productivity tools" "productivity apps" "how to be productive"

# data[].attributes.attachment_link.description
Simpletivity shares productivity tips, technology apps, time management ideas and more to help you get more done and enjoy less stress at the same time. If y...

# data[].attributes.attachment_link.readable_text
Sponsored by Teaching Channel and UL Xplorlabs

Let's go back for a moment to a simpler time, back to 2019 when you may have "struggled to differentiate." When you tried to meet the needs of all students who came to you with different levels of readiness, who had different physical, emotional, and cognitive profiles, and who learned best under different scenarios.

2020 laughs at 2019.

Teaching is much more complicated now, and you are most likely in a situation where your students are scattered in some way. It may be one or a combination of these:

Half of your class is at home while the other half is in-person, then this switches the next day.

Some of your students are all-virtual, all the time.

Even the kids you do have face-to-face (F2F) have to be socially distanced and therefore can't collaborate and interact the way they once could.

Before, a teacher only had to worry about meeting students where they were academically, socially, and emotionally. Now you literally have to figure out a way to meet them where they are.

Depending on who's running your school, you may be expected to do any number of instructional gymnastics to keep all of these students engaged and on track. While I'm not going to get into the "shoulds" here (I address some best practices in this post, and I ranted about one specific remote teaching problem in this Facebook live broadcast), what I'd like to do in this post is curate some of the ways teachers have solved the problem of teaching students who are literally all over the place.

I pulled these ideas from responses to two separate tweets: In the first one, I asked what was working when teaching some students in person and others at home. The second tweet came a few weeks later, where I was asking specifically for strategies to build community among all the scattered groups. I got hundreds of responses, some of which I was still trying to digest an hour ago, so this list is just a sampling of some of the ideas I saw repeated several times and a few that I thought were really noteworthy. If you want to see all of the ideas, follow those links and enjoy! I'll warn you though, it's a lot. With so many people working on the same problem at the same time, there are a lot of ideas in many different iterations. My goal here is to pare it down to just a few that I think you can use.

(One more thing: For efficiency, I'm going to refer to all videoconferencing software as Zoom. So when I say "Zoom," just know that this means Google Meet, Microsoft Teams video, Skype, or whatever you're using. It's just faster this way.)

1. Create Student Cohorts

This was the most frequently mentioned piece of advice from teachers doing this work, so I'm putting it first and separating it from everything else.

The idea is to put students into groups that span different populations-some virtual, some F2F, some from different days in an A/B schedule-so they can help each other through your course. Doing this allows students to ask each other questions and support each other at times when you're not available. It's also a way to create connections between your in-class students and those who are learning from home.

In some classes, these cohorts are simply contact groups, so that when students get stuck, they can get clarification or help from each other.

In other cases, cohorts actually work on projects or assignments together.

In classrooms where F2F and at-home students are participating at the same time, teachers are putting students into pairs made up of one F2F and one at-home learner. This arrangement gives each at-home student a designated partner to connect them to what's happening in class.

For best results, give students a getting-to-know-you activity to do with their cohort or partner so they can form a connection and feel more comfortable with one another.

2. Limit the Synchronous

Many teachers are finding that synchronous instruction-where all students in class and at home are plugged in and participating in real time-needs to be very limited and used intentionally, as opposed to just recording an entire class session and expecting everyone to sit through that. (Again, I explored the ridiculousness of this idea here.).

Here are some ways this principle is playing out:

Brief and debrief. Some teachers are only using synchronous instruction to do a quick overview at the beginning of the class session and a quick debrief at the end, leaving the middle for independent work, group work, or small-group instruction with the teacher.

Make synchronous time special. Several teachers reported using synchronous time for things like read-alouds, reader's theater, and Shakespeare reading, where parts are given to both the at-home and in-person students.

Use virtual bell-ringers. Sort of. Some teachers are starting their synchronous time with a short pre-recorded video that gives everyone a task and reviews the day's agenda. Like a bell-ringer, doing this frees up the teacher to handle administrative tasks, lets kids trickle into the Zoom, and gives everyone something to do until it's time to start as a group.

Put EVERYONE on Zoom. If bandwidth allows and the activity fits, then put all students on Zoom for the synchronous part of your lesson, even F2F students. This will put everyone on the same playing field and make interaction easier.

Try interactive apps. Teachers are reporting great synchronous experiences using Pear Deck and Nearpod, which allow you to create and share interactive presentations with students on their own devices. Tools like Poll Everywhere and Mentimeter let you conduct fast whole-class polls with a few clicks. And YoTeach! offers backchannel chats that are similar to what used to be found on the now-defunct TodaysMeet.

Put direct instruction on video. Not surprisingly, quite a few teachers are reporting that they feel their direct instruction just doesn't work as well via Zoom as it does in a well-planned, pre-recorded video.

Have a backup plan. Use choice boards (general ones prepared ahead of time that can be used over and over) for at-home kids to use when tech goes out. This post about choice boards from Jenny Pieratt offers some things to think about when putting these together.

Differentiate synchronous learning. Here's something to consider: Does every student need the same amount of synchronous learning? Most solutions I'm hearing related to the synchronous/asynchronous question seem to be shooting for one model for everyone. But just like in the old days, it's not likely that every student needs or wants that much face-to-face time with the teacher, even the ones who are face to face. So maybe we can work toward customizing the amount of synchronous instruction for every student, allowing some to work independently or through digital channels more often, while others who need more interaction can get it?

3. Chunk the Time

It can be tremendously helpful to break up the class period into designated chunks, where some students are learning directly from the teacher, others are working in groups, and others are working independently. If you can make the structure visible and predictable for students, even better. The two resources listed below can help you imagine what those structures might look like for you. (Notice that none of the options listed have the teacher lecturing for the entire period. That's important.)

In this post from earlier this month, Catlin Tucker shared three blended learning models that can work in what she calls "concurrent classrooms."

Beth Alexander, director of Teaching and Learning at the Linden School in Toronto, shared a collection of hybrid lesson structures she's been trying, along with visuals like the ones below. Alexander has given me permission to share all of her models in a PDF, which you can download here.

Courtesy of Beth Alexander. All models available in this PDF.

Courtesy of Beth Alexander. All models available in this PDF.

One more tip for this "chunking": When you switch from synchronous to asynchronous, but there will be a time when you go back to synchronous, set up an on-screen timer to let at-home kids know when time is up for an activity.

4. Build Community Intentionally

Having students in multiple locations makes it much harder to build a classroom community, but those relationships are so important for making students feel a sense of belonging and connection. Here are some things teachers are doing to meet this challenge:

Reserve time to get to know each other. As a teacher, you can get to know students-both F2F and virtual-by scheduling short one-on-one meetings with them. To help students get to know each other, do icebreakers throughout the year and assign students to interview each other as a class project. And set aside time whenever possible for non-academic conversations; over time, these will continue to grow those relationships.

Make using names part of your classroom norms. Several teachers mentioned the positive results they got from greeting online students by name at the start of each class period, and others described setting discussion norms that required students to use each other's names regularly. Be sure you're pronouncing student names correctly, too; this will make a big difference.

Create communal spaces online. Slack and Microsoft Teams are two great options for giving students spaces online for general communication. Padlet is another option for structured or unstructured conversations. And Parlay is a robust platform for much more formal discussions.

Use lunch and recess for socialization. Some schools are setting up Zoom sessions for "lunch buddies," where students at home just hang out and talk with students in school. Although you may not get a large response to this kind of an opportunity, think of the social impact it could make on just a few kids to have that small community to visit with every day.

Use video. Flipgrid offers a simple space where students could record short videos that could be shared with the class. One teacher mentioned using these videos to have students record short responses to the prompts that would normally be given for writing in journals.

Play games. Quite a few digital games, like Kahoot!, Quizizz, and GimKit, can be played with both at-home and F2F students at the same time, all while reviewing course content. A few people mentioned Minecraft as an ideal platform for play and interaction. Even a game like Crumple & Shoot can be played where the F2F students shoot the paper wads, but at-home students can still be on the teams.

5. Experiment with Cameras and Screens

Lots of teachers mentioned setups that involved more than one camera and screen so that the same broadcasts can capture different things simultaneously. The number of ideas and combinations along these lines got pretty overwhelming, so I'll just share three big ones:

Two Zooms. When broadcasting, many teachers are setting up one camera to focus on them and another to focus on the board, another shared screen, or a document camera. This puts the "teacher" on Zoom twice but gives students more of a feel for what's happening in the classroom.

Mics and Headsets. Some teachers are putting Bluetooth earbuds in and/or wearing mics on headsets so they can communicate directly with at-home learners without disrupting the in-person class. I think this might drive some people (like me?) crazy, so take this with a grain of salt.

Swivl Cams. A few teachers mentioned using Swivl cameras to track either the teacher or to follow group interactions for students at home to watch.

6. Optimize Discussions

If your synchronous time includes class discussions that include both F2F and at-home learners, these suggestions can help you make the most of that time.

Establish norms. Many students will hold back in discussions if they don't know what the rules are, for fear of messing up in front of everyone. So be sure to establish clear norms for discussion: What should students do if they have something to say? Are there time limits on commenting? What kinds of things are appropriate to type into the chat? Should students write to each other in the chat? Should everyone stay muted or keep microphones on? The clearer these guidelines are, the better participation is likely to be.

Enable the chat. Some students will never feel comfortable unmuting in a large group, but will participate much more actively in a written chat, so whenever you can offer that as an option for participation, do it.

Assign a chat moderator. Have a student or another adult-anyone but you, if you are the one conducting the discussion-moderate the written chat in Zoom so you don't have to multitask. You can occasionally break from the "live" discussion to take questions from the chat, or establish norms where other students can respond to those questions in writing if they have the answer.

Share questions ahead of time. To improve participation from home, some teachers are sending questions to students ahead of time, having students turn in their responses, then calling on individuals to share their responses in the group discussion. This extra preparation ensures a productive discussion and removes some of the doubt students may feel about volunteering responses or having to think of them on the spot.

Repeat questions. When students ask questions, repeat or rephrase them yourself so everyone can hear. This practice helps anyone who didn't happen to hear it the first time, which is more likely in a hybrid situation.

Deal with the crickets. If lack of participation is a problem, you need to figure out the root cause, because it could be any number of things. Start by reading this post about improving student participation. You might also try to add more structure to your discussion by using a strategy like Philosophical Chairs, the TQE method, or the Discussion Game.

None of these ideas are really tested, researched, or optimized in any way, so don't feel like this is some massive to-do list that you have to check off. If you can implement one or two strategies that make things better for you and your students, that's a success.

Probably the worst thing you can do is to try and replicate exactly what you were doing before 2020, time-wise and content-wise. That's trying to force a square peg into a round hole; by doing that, you're just signing up for a ton of frustration.

Years ago I wrote a piece urging teachers to think of your teaching as always being "in Beta." Consider teaching in a post-COVID world to be the most massive project-in-Beta ever. It's going to be messy, but that's how humans learn and grow and adapt. Continue to experiment, fall apart on the days when it's your turn (because everyone seems to need a turn every now and then), ask students and parents for feedback, observe other teachers when you can, and most importantly, keep giving yourself and your students grace.

We're getting through this.

Come back for more.
Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Some students are in the room with you. Some are home. Everyone is spread far apart. How do you teach this way? How do you build community? Here are some ideas.

# data[].attributes.headline
Co-Teaching in an Age of Remote Learning

# data[].attributes.subject
Co-Teaching in an Age of Remote Learning

# data[].attributes.attachment_link.title
Co-Teaching in an Age of Remote Learning

# data[].attributes.attachment_link.description
During the next few months, most educators will try remote learning to meet the needs of their students. While virtual co-teaching might be new to you, with a bit of practice and creativity, you can reap many of the same benefits you have already found from co-teaching. Here are a few tips that migh…

# data[].attributes.attachment_link.readable_text
Co-teaching is complex all the time. Add in a virtual or remote environment and it exponentially compounds those complexities (Friend 2020). The good news is many of the best practices in the brick-and-mortar classroom can easily be transferred online. However, there are also adjustments that need to be made in order to maximize our effectiveness as co-teachers during this time.

Treat virtual co-teaching as a new relationship (in many ways it is).

Whether a new co-teacher or a veteran, to set your partnership up for success consider completing a new co-teaching contract. In many ways virtual co-teaching is a new kind of relationship and working out the nuts and bolts and having the vital conversations is essential to starting out on the right foot.

Co-construct a plan for routine collaboration.

Setting a schedule for consistent collaboration is nothing new. However, we didn't want to leave it out because it is so much easier to get overwhelmed and disconnect when we're not face-to-face. Set a regular day/time to meet and keep it. Look at your combined responsibilities and make sure you schedule enough co-planning time each week to effectively complete lessons and tasks. In some ways our schedules are more flexible when working remotely, so you may end up with more time for collaboration. Take advantage!

Prioritize and expand co-planning for both synchronous and asynchronous learning.

We always say there is no co-teaching without co-planning and that is even more true remotely. The good news is planning can be done just as effectively remotely. Work with your co-teacher to develop schedules that allow for live co-teaching whenever possible. When planning asynchronous learning, consider recording the lessons together. If this is not possible for whatever reason, at the very minimum co-plan every lesson together to integrate content and language and scaffold learning tasks.

Utilize break out room for alternative, parallel & station teaching.

Break out rooms are a game changer because they allow co-teachers to employ alternative, parallel and station teaching virtually. If you're using Zoom, creating and utilizing break out rooms is simple. Here's a tutorial:
Break out room tutorial (Zoom)
Unfortunately, if you're like us and using Google Meet, it's a little more work (though not impossible). The good news is, according to Google, a breakout room feature is in development. Until then you have a couple of options. The first option is to create parallel meets. Here's a tutorial:
Break out room tutorial (Google Meet)
The second option is to download a breakout room chromebook extension. Disclaimer: We have not personally tried a breakout room extension. If you do, please let us know how it goes!
Google Meet Attendees & Breakout Rooms Extension

Strategically co-plan for student interaction every 3 minutes.

Keeping students engaged in the virtual classroom can be challenging. Students have many distractions and responsibilities at home that may affect focus. When planning lessons, use the 3:1 rule. For every 3 minutes of instruction, at least one minute of interaction. Expecting students to talk, type, or tap (click) every three minutes will not only keep them engaged, but will also make the content more accessible for students because we are chunking the material into easily digestible pieces.

Closely monitor student participation and provide appropriate and specific feedback.

Data on student participation and engagement is powerful information, especially for remote learning. Since we cannot be with students face-to-face, co-teachers can use this data to support students and (hopefully) prevent learning loss. Discuss how you will track participation and respond to attendance challenges.

Additionally, set up a feedback-oriented learning system with your co-teacher. Decide how and when you will deliver feedback that is:

Consider using student-friendly rubrics, checklists & self-assessments to engage students in self-reflection. Quick Tip: If you are already assigning work to students in Google Classroom, make sure that you take advantage of their "comment bank" feature - which allows teachers to create a series of comments before reviewing assignments and add those comments to student work quickly and easily. That's a huge win for meaningful feedback because it means that you can write a thoughtful comment once, and add it to student assignments again and again without having to retype it!

Comment Bank Feature in Google Classroom:
How to Set Up Doc Tutorial Video

Offer virtual office hours for students and families.

Communication with students and families becomes even more important in the virtual classroom. Opening up your office hours to families allows for them to be involved in the students' education and helps them when they are "teaching at home." Last spring we had great success with this and it minimized the amount of clarifying texts, emails and calls we received throughout the day. So, in the long run, inviting families into office hours actually saved us time and students were producing higher-quality work since their parents/guardians understood the objectives and instructions. Plus, it's just another way to strengthen relationships with students' families and truly partner with them for student success.

For virtual team teaching, allow students to see both teachers.

Just like in the brick-and-mortar classroom, in order to achieve and sustain parity, it is vital that students see both teachers on a regular basis. Ask yourselves: How are we both truly present in remote instruction whether synchronous or asynchronous (Friend 2020)?

For asynchronous video lessons, consider recording with both teachers videos on. Our district requires the use of Google Meet for live learning but we record our asynchronous video lessons using Zoom because it easily allows for this. It's free for recordings up to 40 minutes.

Identify each other's strengths and designate roles and responsibilities accordingly.

Strengths-based collaboration not only values both parties skills and experience, but it's also more efficient and effective. We can complete jobs and tasks that we are good at in less time and with higher quality. Additionally, when we can only collaborate remotely, it's imperative that co-teachers are able to rely on each other to accomplish their agreed-upon responsibilities. We are more likely to feel comfortable if we have these conversations and maximize our strengths.

Guiding Questions:

1. What are our respective strengths?

2. How can we use them to our advantage as we co-plan and co-instruct?

3. What roles are a "best-fit" for each of us?

Give yourself and your co-teacher grace (these are unprecedented times).

Most importantly, breathe. These are highly stressful, unpredictable times. Everyone is doing their best to learn and improve as we go. Empathy, compassion, understanding and flexibility are crucial in this journey. Wellbeing comes first, always.

Sources:

Quick Take: Co-teaching with Remote Learning (Friend & the Council for Exceptional Children 2020)

Co-teaching in an Age of Remote Learning (Beninghof & Kunkel 2020)

Co-Teaching During Distance Learning: Tips for Partnering Virtuall y (Hodnett 2020)

How to Co-Teach from your Couch (Murawski & Karten for ASCD 2020)

# data[].attributes.attachment_link.title
10 Best Practices for Virtual Co-teaching

# data[].attributes.attachment_link.description
Co-teaching is complex all the time. Add in a virtual or remote environment and it exponentially compounds those complexities (Friend 2020). The good news is many of the best practices in the brick-and-mortar classroom can easily be transferred online. However, there are also adjustments that need to be made in order to maximize our effectiveness as co-teachers during this time.

# data[].attributes.headline
Co-Teaching Video with a Remote Learning Lens - Council of Exceptional Children

# data[].attributes.subject
Co-Teaching Video with a Remote Learning Lens - Council of Exceptional Children

# data[].attributes.body
In this Quick Take, Marilyn Friend is talking where we're at in co-teaching. How is it changing in virtual environments? What different decisions do co-teachers need to make? And, how are other co-teachers making it work?  Find out these answers and more.

Learn more and access the resources mentioned at https://cec.sped.org/quicktakes.

Presented by Marilyn Friend, Ph.D. Recorded April 27, 2020.

# data[].attributes.headline
U.S. Department of Education::  A Guide to the IEP 

# data[].attributes.subject
U.S. Department of Education::  A Guide to the IEP 

# data[].attributes.attachment_link.readable_text
Select a link below to jump to the relevant page section.

1. Preface

The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.)

Guide to the Individualized Education Program
TOP
Office of Special Education and Rehabilitative Services
U.S. Department of Education
July 2000

Credits

This guide was developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.

Editor: Lisa Küpper, NICHCY

Production: Jean Kohanek, NICHCY

Disability Art: Madison, Moore, www.disabilityart.com

Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
TOP
To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.

This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA.

The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability.

Additional copies of this guide are available from:

ED Pubs
Editorial Publications Center
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398

(877) 4-ED-PUBS
(877) 576-7734 TTY
(301) 470-1244 Fax

The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. Before taking a detailed look at the IEP, it may be helpful to look briefly at how a student is identified as having a disability and needing special education and related services and, thus, an IEP.
TOP
Step 1. Child is identified as possibly needing special education and related services.

"Child Find." The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct "Child Find" activities. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated. Or —

Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.

Step 2. Child is evaluated.

The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

Step 3. Eligibility is decided.

Clearly, the IEP is a very important document for children with disabilities and for those who are involved in educating them. Done correctly, the IEP should improve teaching, learning and results. Each child's IEP describes, among other things, the educational program that has been designed to meet that child's unique needs. This part of the guide looks closely at how the IEP is written and by whom, and what information it must, at a minimum, contain.
TOP
A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.

Step 4. Child is found eligible for services.

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 5. IEP meeting is scheduled.
By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is:
TOP

Current performance.
The IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about "current performance" includes how the child's disability affects his or her involvement and progress in the general curriculum.

Annual goals.
These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.

Special education and related services.
The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child.

Participation with nondisabled children.
The IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities.

Participation in state and district-wide tests.
Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead.

Dates and places.
The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.

States and school systems have a great deal of flexibility about the information they require in an IEP. Some states and school systems have chosen to include in the IEP additional information to document their compliance with other state and federal requirements. (Federal law requires that school districts maintain documentation to demonstrate their compliance with federal requirements.) Generally speaking, extra elements in IEPs may be included to document that the state or school district has met certain aspects of federal or state law, such as:
TOP
**********
IEP Forms in Different Places
While the law tells us what information must be included in the IEP, it does not specify what the IEP should look like. No one form or approach or appearance is required or even suggested. Each state may decide what its IEPs will look like. In some states individual school systems design their own IEP forms.

Thus, across the United States, many different IEP forms are used. What is important is that each form be as clear and as useful as possible, so that parents, educators, related service providers, administrators, and others can easily use the form to write and implement effective IEPs for their students with disabilities.

**********

Transition service needs.
Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs.

By law, certain individuals must be involved in writing a child's Individualized Education Program. These are identified in the figure at the left. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, the school system representative may also be the person who can interpret the child's evaluation results.
TOP
These people must work together as a team to write the child's IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services.

Each team member brings important information to the IEP meeting. Members share their information and work together to write the child's Individualized Education Program. Each person's information adds to the team's understanding of the child and what services the child needs.

Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home. (See box on page 12 regarding parents' possible need for an interpreter.)

Teachers are vital participants in the IEP meeting as well. At least one of the child's regular education teachers must be on the IEP team if the child is (or may be) participating in the regular education environment. The regular education teacher has a great deal to share with the team. For example, he or she might talk about:

the general curriculum in the regular classroom;

the aids, services or changes to the educational program that would help the child learn and achieve; and

strategies to help the child with behavior, if behavior is an issue.

The regular education teacher may also discuss with the IEP team the supports for school staff that are needed so that the child can:

To help decide what special education and related services the student needs, generally the IEP team will begin by looking at the child's evaluation results, such as classroom tests, individual tests given to establish the student's eligibility, and observations by teachers, parents, paraprofessionals, related service providers, administrators, and others. This information will help the team describe the student's "present levels of educational performance" -in other words, how the student is currently doing in school. Knowing how the student is currently performing in school will help the team develop annual goals to address those areas where the student has an identified educational need.
TOP
The IEP team must also discuss specific information about the child. This includes:

In addition, the IEP team must consider the "special factors" described in the box below.

It is important that the discussion of what the child needs be framed around how to help the child:

Based on the above discussion, the IEP team will then write the child's IEP. This includes the services and supports the school will provide for the child. If the IEP team decides that a child needs a particular device or service (including an intervention, accommodation, or other program modification), the IEP team must write this information in the IEP. As an example, consider a child whose behavior interferes with learning. The IEP team would need to consider positive and effective ways to address that behavior. The team would discuss the positive behavioral interventions, strategies, and supports that the child needs in order to learn how to control or manage his or her behavior. If the team decides that the child needs a particular service (including an intervention, accommodation, or other program modification), they must include a statement to that effect in the child's IEP.

**********
Special Factors To Consider
In addition, the child's placement (where the IEP will be carried out) must be decided. The placement decision is made by a group of people, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate. In some states, the IEP team serves as the group making the placement decision. In other states, this decision may be made by another group of people. In all cases, the parents have the right to be members of the group that decides the educational placement of the child.
TOP
Placement decisions must be made according to IDEA's least restrictive environment requirements-commonly known as LRE. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.

The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

What type of placements are there? Depending on the needs of the child, his or her IEP may be carried out in the regular class (with supplementary aids and services, as needed), in a special class (where every student in the class is receiving special education services for some or all of the day), in a special school, at home, in a hospital and institution, or in another setting. A school system may meet its obligation to ensure that the child has an appropriate placement available by:

providing an appropriate program for the child on its own;

contracting with another agency to provide an appropriate program; or

utilizing some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child.

The placement group will base its decision on the IEP and which placement option is appropriate for the child. Can the child be educated in the regular classroom, with proper aids and supports? If the child cannot be educated in the regular classroom, even with appropriate aids and supports, then the placement group will talk about other placements for the child.

Depending on the needs of the child, the IEP team needs to consider what the law calls special factors. These include:
TOP
When the IEP has been written, parents must receive a copy at no cost to themselves. The IDEA also stresses that everyone who will be involved in implementing the IEP must have access to the document. This includes the child's:

Each of these individuals needs to know what his or her specific responsibilities are for carrying out the child's IEP. This includes the specific accommodations, modifications, and supports that the child must receive, according to the IEP.

**********
Parents' Permission
Before the school can provide a child with special education and related services for the first time, the child's parents must give their written permission.

**********

Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student's IEP, certain suggestions can be offered.
TOP
Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.

Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. Schools can encourage teamwork by giving teachers, support staff and/or paraprofessionals time to plan or work together on such matters as adapting the general curriculum to address the student's unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development.

Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.

It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services. Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.

The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident.

If the child's behavior interferes with his or her learning or the learning of others, the IEP team will consider strategies and supports to address the child's behavior.

The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address:
TOP

the child's progress or lack of expected progress toward the annual goals and in the general curriculum;

information gathered through any reevaluation of the child;

information about the child that the parents share;

information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork);

the child's anticipated needs; or

other matters.

Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP.

**********
Look at Those Factors Again!
When the IEP team is meeting to conduct a review of the child's IEP and, as necessary, to revise it, members must again consider all of the factors discussed on page 11. This includes:

The IEP team must also consider the "special factors," as listed earlier.

There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following:
TOP
**********
OSEP Monitoring
The U.S. Department of Education's Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. Every two years OSEP requires that states report progress toward meeting established performance goals that, at a minimum, address the performance of children on assessments, drop-out rates, and graduation rates. As part of its monitoring, the Department reviews IEPs and interviews parents, students, and school staff to find out:

whether, and how, the IEP team made the decisions reflected in the IEP;

whether those decisions and the IEP content are based on the child's unique needs, as determined through evaluation and the IEP process;

whether any state or local policies or practices have interfered with decisions of the IEP team about the child's educational needs and the services that the school would provide to meet those needs; and

The IEP is the cornerstone of special education. Writing and implementing an effective IEP involves many people, many different steps, and collaborative decision making.
TOP
The information provided in this guide about the IEP has been fairly general. To help you get better acquainted with the various parts of the IEP, a sample IEP form is presented on the next pages. The sample IEP form includes space for all of the information that an IEP must contain under federal law. (Remember that IEP forms in your area may require more information that may be of value to the student and those implementing the IEP.) The different parts of the sample are paired with direct quotes from the law, so that you can easily see:

how the law defines what type of information goes into the various parts of a child's IEP, and

how this information goes together to create an educational program for a particular child.

Attachment A presents the IDEA's regulations for "Individualized Education Programs" (§§300.340-300.350). Under §300.347, where "IEP content" is described, we have included additional information primarily from Appendix A and Attachment 1 of the regulations. This information can be very useful in developing a fuller understanding of what type of information is important to capture about a child in the IEP.

whether the school has provided the services listed in the IEP.

This guide is intended to help states and school districts write IEPs that comply with IDEA. Writing effective IEPs is a very important first step in improving educational results for children with disabilities.

**********
Use of this IEP form, or any other form, will not, in and of itself, ensure compliance with IDEA's Part B requirements. Whether or not a state or local education agency chooses to require or recommend that teams use this form for IEPs, all IEP team participants including parents need to receive clear guidance and training regarding Part B requirements and to understand the importance of the IEP in focusing instruction to meet the unique needs of each child with a disability. TOP Individualized Education Program (IEP)
Student Name [ Space to write ]

Date of Meeting to Develop or Review IEP [ Space to write ]

Note: For each student with a disability beginning at age 14 (or younger, if appropriate), a statement of the student's transition service needs must be included under the applicable parts of the IEP. The statement must focus on the courses the student needs to take to reach his or her post-school goals.

**********
From the Regulations:
If you would like more information about special education, children with disabilities, the IEP process, or the IDEA, contact your state education agency or your local education agency. Additional sources of information include the following:
TOP
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/

National Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013
(800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY)
E-mail: nichcy@aed.org
Web: www.nichcy.org

Technical Assistance for Parent Centers--the Alliance
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966
(612) 827-7770 (TTY)
E-mail: alliance@taalliance.org
Web: www.taalliance.org

The IDEA Partnership Projects

Associations of Service Providers Implementing IDEA Reforms in Education (ASPIIRE)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(888) 232-7733; (703) 264-9456
(703) 264-9446 (TTY)
E-mail: ideapractices@cec.sped.org

Families and Advocates Partnerships for Education (FAPE)
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY)
E-mail: fape@pacer.org
Web: www.fape.org
Final Regulations for IEPs:
§§ 300.340--300.350 TOP
Attachment A presents the Federal regulations for Individualized Education Programs (IEP). These regulations cover areas such as IEP meetings; the IEP team; parent participation; and the development, review, and revision of the IEP.

Under §300.347--"Content of IEP"--we have included additional guidance on the various parts of the IEP. Generally, this guidance comes from Appendix A and Attachment 1 of the federal regulations for IDEA, which were published March 12, 1999, in the Federal Register.

This extra information is intended to highlight and clarify what information needs to be included in a child's IEP.

Individualized Education Programs

§ 300.340 Definitions related to IEPs.

(a) Individualized education program. As used in this part, the term individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§ 300.341-300.350.

(b) Participating agency. As used in § 300.348, participating agency means a State or local agency, other than the public agency responsible for a student's education, that is financially and legally responsible for providing transition services to the student.

(Authority: 20 U.S.C. 1401(11), 1312(a)(10)(B))

§ 300.341 Responsibility of SEA and other public agencies for IEPs.

(a) The SEA shall ensure that each public agency-

(1) Except as provided in §§ 300.450-300.462, develops and implements an IEP for each child with a disability served by that agency; and

(2) Ensures that an IEP is developed and implemented for each eligible child placed in or referred to a private school or facility by the public agency.

(b) Paragraph (a) of this section applies to-

(1) The SEA, if it is involved in providing direct services to children with disabilities, in accordance with 300.370(a) and (b)(1); and

(2) Except as provided in § 300.600(d), the other public agencies described in § 300.2, including LEAs and other State agencies that provide special education and related services either directly, by contract, or through other arrangements.

(Authority: 20 U.S.C. 1412(a)(4), (a)(10)(B))

§ 300.342 When IEPs must be in effect.

(a) General. At the beginning of each school year, each public agency shall have an IEP in effect for each child with a disability within its jurisdiction.

(b) Implementation of IEPs. Each public agency shall ensure that-

(1) An IEP-

(i) Is in effect before special education and related services are provided to an eligible child under this part; and

(ii) Is implemented as soon as possible following the meetings described under § 300.343;

(2) The child's IEP is accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; and

(3) Each teacher and provider described in paragraph (b)(2) of this section is informed of-

(i) His or her specific responsibilities related to implementing the child's IEP; and

(ii) The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

(c) IEP or IFSP for children aged 3 through 5.

(1) In the case of a child with a disability aged 3 through 5 (or, at the discretion of the SEA a 2-year-old child with a disability who will turn age 3 during the school year), an IFSP that contains the material described in section 636 of the Act, and that is developed in accordance with 300.341- 300.346 and 300.349-300.350, may serve as the IEP of the child if using that plan as the IEP is-

(i) Consistent with State policy; and

(ii) Agreed to by the agency and the child's parents.

(2) In implementing the requirements of paragraph (c)(1) of this section, the public agency shall-

(i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an IEP; and

(ii) If the parents choose an IFSP, obtain written informed consent from the parents.

(d) Effective date for new requirements. All IEPs developed, reviewed, or revised on or after July 1, 1998 must meet the requirements of §§ 300.340- 300.350.

(Authority: 20 U.S.C. 1414(d)(2)(A) and (B), Pub. L. 105-17, sec. 201(a)(2)(A), (C)

§ 300.343 IEP meetings.

(a) General. Each public agency is responsible for initiating and conducting meetings for the purpose of developing, reviewing, and revising the IEP of a child with a disability (or, if consistent with § 300.342(c), an IFSP).

(b) Initial IEPs; provision of services. (1) Each public agency shall ensure that within a reasonable period of time following the agency's receipt of parent consent to an initial evaluation of a child-

(i) The child is evaluated; and

(ii) If determined eligible under this part, special education and related services are made available to the child in accordance with an IEP.

(2) In meeting the requirement in paragraph (b)(1) of this section, a meeting to develop an IEP for the child must be conducted within 30 days of a determination that the child needs special education and related services.

(c) Review and revision of IEPs. Each public agency shall ensure that the IEP team-

(1) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and

(2) Revises the IEP as appropriate to address-

(i) Any lack of expected progress toward the annual goals described in § 300.347(a), and in the general curriculum, if appropriate;

(ii) The results of any reevaluation conducted under § 300.536;

(iii) Information about the child provided to, or by, the parents, as described in 300.533(a)(1);

(iv) The child's anticipated needs; or

(v) Other matters.

(Authority: 20 U.S.C. 1413(a)(1), 1414(d)(4)(A))

§ 300.344 IEP team.

(a) General. The public agency shall ensure that the IEP team for each child with a disability includes-

(1) The parents of the child;

(2) At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

(3) At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;

(4) A representative of the public agency who-

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency;

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) If appropriate, the child.

(b) Transition services participants. (1) Under paragraph (a)(7) of this section, the public agency shall invite a student with a disability of any age to attend his or her IEP meeting if a purpose of the meeting will be the consideration of-

(i) The student's transition services needs under § 300.347(b)(1);

(ii) The needed transition services for the student under § 300.347(b)(2); or

(iii) Both.

(2) If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student's preferences and interests are considered.

(3)(i) In implementing the requirements of 300.347(b)(2), the public agency also shall invite a representative of any other agency that is likely to be responsible for providing or paying for transition services.

(ii) If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain participation of the other agency in the planning of any transition services.

(c) Determination of knowledge and special expertise. The determination of the knowledge or special expertise of any individual described in paragraph (a)(6) of this section shall be made by the party (parents or public agency) who invited the individual to be a member of the IEP.

(d) Designating a public agency representative. A public agency may designate another public agency member of the IEP team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this section are satisfied.

(Authority: 20 U.S.C. 1401(30), 1414(d)(1)(A)(7), (B))

§ 300.345 Parent participation.

(a) Public agency responsibility-general. Each public agency shall take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate, including-

(1) Notifying parents of the meeting early enough to ensure that they will have an opportunity to attend; and

(2) Scheduling the meeting at a mutually agreed on time and place.

(b) Information provided to parents. (1) The notice required under paragraph (a)(1) of this section must-

(i) Indicate the purpose, time, and location of the meeting and who will be in attendance; and

(ii) Inform the parents of the provisions in 300.344(a)(6) and (c) (relating to the participation of other individuals on the IEP team who have knowledge or special expertise about the child).

(2) For a student with a disability beginning at age 14, or younger, if appropriate, the notice must also-

(i) Indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student required in 300.347(b)(1); and

(ii) Indicate that the agency will invite the student.

(3) For a student with a disability beginning at age 16, or younger, if appropriate, the notice must-

(i) Indicate that a purpose of the meeting is the consideration of needed transition services for the student required in § 300.347(b)(2);

(ii) Indicate that the agency will invite the student; and

(iii) Identify any other agency that will be invited to send a representative.

(c) Other methods to ensure parent participation. If neither parent can attend, the public agency shall use other methods to ensure parent participation, including individual or conference telephone calls.

(d) Conducting an IEP meeting without a parent in attendance. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parents that they should attend. In this case the public agency must have a record of its attempts to arrange a mutually agreed on time and place, such as-

(1) Detailed records of telephone calls made or attempted and the results of those calls;

(2) Copies of correspondence sent to the parents and any responses received; and

(3) Detailed records of visits made to the parent's home or place of employment and the results of those visits.

(e) Use of interpreters or other action, as appropriate. The public agency shall take whatever action is necessary to ensure that the parent understands the proceedings at the IEP meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.

(f) Parent copy of child's IEP. The public agency shall give the parent a copy of the child's IEP at no cost to the parent.

(Authority: 20 U.S.C. 1414(d)(1)(B)(i))

§ 300.346 Development, review, and revision of IEP.

(a) Development of IEP. (1) General. In developing each child's IEP, the IEP team, shall consider-

(i) The strengths of the child and the concerns of the parents for enhancing the education of their child;

(ii) The results of the initial or most recent evaluation of the child; and

(iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

(2) Consideration of special factors. The IEP team also shall-

(i) In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

(v) Consider whether the child requires assistive technology devices and services.

(b) Review and Revision of IEP. In conducting a meeting to review, and, if appropriate, revise a child's IEP, the IEP team shall consider the factors described in paragraph (a) of this section.

(c) Statement in IEP. If, in considering the special factors described in paragraphs (a)(1) and (2) of this section, the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to receive FAPE, the IEP team must include a statement to that effect in the child's IEP.

(d) Requirement with respect to regular education teacher. The regular education teacher of a child with a disability, as a member of the IEP team, must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including assisting in the determination of-

(1) Appropriate positive behavioral interventions and strategies for the child; and

(2) Supplementary aids and services, program modifications or supports for school personnel that will be provided for the child, consistent with

300.347(a)(3).

(e) Construction. Nothing in this section shall be construed to require the IEP team to include information under one component of a child's IEP that is already contained under another component of the child's IEP.

(Authority: 20 U.S.C. 1414(d)(3) and (4)(B) and (e))

§ 300.347 Content of IEP.

"(a) General. The IEP for each child with a disability must include-

"(1) A statement of the child's present levels of educational performance, including-

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

**********
Additional Guidance
An IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. Thus, if a child's unique needs require goals that address the child's present levels of educational performance in nonacademic areas of instructional need, such as behavioral skills, communication and language skills, self-determination skills, job-related skills, independent living skills, or social skills, the statement of present levels of educational performance in the child's IEP should provide information regarding the child's present levels of educational performance in those areas.

**********

"(2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to-

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;

**********
Additional Guidance
Each annual goal must include either short-term objectives or benchmarks. The purpose of both is to enable a child's teacher(s), parents, and others involved in developing and implementing the child's IEP, to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

An IEP team may use either short-term objectives (that generally break the skills described in the annual goal down into discrete components) or benchmarks (which can be thought of as describing the amount of progress the child is expected to make within specified segments of the year), or a combination of the two, depending on the nature of the annual goals and the needs of the child. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

A child's IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. This may, depending on the child's needs, include annual goals that relate to the child's needs in such areas as behavioral skills, communication, self-determination skills, job-related skills, independent living skills, or social skills.

A public agency is not required to include in an IEP annual goals that relate to areas of the general curriculum in which the child's disability does not affect the child's ability to be involved in and progress in the general curriculum. If a child needs only modifications or accommodations in order to progress in an area of the general curriculum, the IEP does not need to include a goal for that area; however the IEP would need to specify those modifications or accommodations. [Appendix A, Response to Question 4, 64 Federal Register, page 12472 (March 12, 1999).]

**********

"(3) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child-

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with paragraph (a)(1) of this section and to participate in extracurricular and other nonacademic activities; and

"(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

**********
Additional Guidance
The type and amount of services to be provided must be stated in the IEP, so that the level of the agency's commitment of resources will be clear to parents and other IEP team embers. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service and stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of a special education or related service to be provided to a child may be stated in the IEP as a range (e.g., speech therapy to be provided three times a week for 30-45 minutes per session) only if the IEP team determines that stating the amount of the services as a range is necessary to meet the unique needs of the child. For example, it would be appropriate for the IEP to specify, based upon the IEP team's determination of the student's unique needs, that particular services are needed only under specific circumstances, such as the occurrence of a seizure or of a particular behavior. A range may not be used because of personnel shortages or uncertainty regarding the availability of staff. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The term "on behalf of the child" includes, among other things, services that are provided to the parents or teacher of the child with a disability to help them to more effectively work with the child. . . Supports for school personnel could also include special training for a child's teacher. However, in order for the training to meet the requirements of §300.347(a)(3), it would normally be targeted directly to on assisting the teacher to meet a unique and specific need of the child, and not simply to participate in an inservice training program that is generally available in a public agency. [Attachment 1-Analysis of Comments and Changes (Attachment 1), 64 Federal Register, page 12593 (March 12, 1999).]

If the IEP team determines that a child with a disability needs extended school year services to receive a free appropriate public education , the public agency must ensure that the child receives those services. A public agency may not-(i) Limit extended school year services to particular categories of disability; or (ii) Unilaterally limit the type, amount, or duration of those services. 34 CFR §300.309(a).

Section 300.346(a)(1) requires that, in developing each child's IEP, the IEP team, shall consider-(i) The strengths of the child and the concerns of the parents for enhancing the education of their child; (ii) The results of the initial or most recent evaluation of the child; and (iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

Section 300.346(a)(2) requires that the IEP team also:

i. In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

ii. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

iii. In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

iv. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

v. Consider whether the child requires assistive technology devices and services.

**********

"(4) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(3) of this section;

**********
Additional Guidance
The IEP team must consider the extent, if any, to which the child will not participate with nondisabled children in the regular class; the general curriculum; and in extracurricular and other nonacademic activities. If the IEP team determines that the child cannot participate full time with nondisaled children in the regular classroom, the general curriculum, and in extracurricular and other nonacademic activities, the IEP must include a statement that explains why full participation is not possible. [Attachment 1, 64 Federal Register, page 12593 (March 12, 1999).]

The IEP team must consider whether or not the child's education can be achieved satisfactorily in the regular classes with the use of supplementary aids and services. The IEP team must consider the full range of supplementary aids and services that if provided, would facilitate the student's placement in the regular classroom. [Appendix A, Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

In determining the extent, if any, to which a child with a disability will be removed from the regular educational environment, a public agency must ensure that:

(1) such removal occurs only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [34 CFR §300.550(b)(2)];

(2) a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum [34 CFR §300.552(e)]; and

(3) each child with a disability participates with nondisabled children in nonacademic and extracurricular services and activities to the maximum extent appropriate (34 CFR §300.553).

**********

"(5)(i) A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment; and

"(ii) If the IEP team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), a statement of-

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;

**********
Additional Guidance
The IEP for a child with a disability must include a statement of any needed modifications in the administration of State or district-wide assessments, and must, if the IEP team determines that it is not appropriate for the child to participate in a particular assessment, provide a statement of why the particular assessment is not appropriate for the child and how the child will be assessed [34 CFR §300.347(a)(5)]. If the IEP does not indicate any needed modifications or that the particular assessment is not appropriate for the child, this is an indication that the IEP team has determined that the child will participate without modifications in the assessment.

**********

"(6) The projected date for the beginning of the services and modifications described in paragraph (a)(3) of this section, and the anticipated frequency, location, and duration of those services and modifications; and

**********
Additional Guidance
An IEP that clearly states how often, how long and in what location the public agency will provide the specified services and modifications, and when services and/or modifications will begin meets the requirements of 34 CFR §300.347(a)(6).

**********

"(7) A statement of-

"(i) How the child's progress toward the annual goals described in paragraph (a)(2) of this section will be measured; and

"(ii) How the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of-

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

**********
Additional Guidance
Each public agency may determine the appropriate method for informing parents of their child's progress. However, the agency "must ensure that whatever methods, or combination of methods, is adopted provides sufficient information to enable parents to be informed of (1) their child's progress toward the annual goals, and (2) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year." [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

Generally, reports to parents are not expected to be lengthy or burdensome. The statement of the annual goals and short-term objectives or benchmarks in the child's current IEP could serve as the base document for briefly describing the child's progress. [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

The IEP team must revise the IEP to address any lack of expected progress toward the annual goals and in the general curriculum [34 CFR §300.343(c)(2)(i)].

**********

"(b) Transition services. The IEP must include-

"(1) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program); and

"(2) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.

**********
Additional Guidance
The IEP team, in determining appropriate measurable annual goals (including benchmarks or short term objectives) and services for a student, must determine what instruction and educational experiences will assist the student to prepare for transition for secondary education to post-secondary life. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999).]

Although the focus of the transition planning process may shift as the student approaches graduation, the IEP team must discuss specific areas beginning at least at age of 14 years, and review these areas annually. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999). ]

If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR §300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective for the student set out in the IEP [34 CFR §300.348(a)].

Nothing in Part B relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency [34 CFR §300.348(b)].

If during the course of the IEP meeting, the team identifies additional agencies that are likely to be responsible for providing or paying for transition services for the student, the public agency must determine how it will meet the requirements of §300.344. [Appendix A, Response to Question 13, 64 Federal Register, page 12475 (March 12, 1999).]

**********

"(c) Transfer of rights. In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with § 300.517.

**********
Additional Guidance
If the public agency receives notice of the student's legal incompetence, so that no rights transfer to the student at the age of majority, the IEP need not include this statement. Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).

The IEP could include a description of the rights that have been transferred, but it need not.

**********

"(d) Students with disabilities convicted as adults and incarcerated in adult prisons. Special rules concerning the content of IEPs for students with disabilities convicted as adults and incarcerated in adult prisons are contained in § 300.311(b) and (c).

(Authority: 20 U.S.C. 1414(d)(1)(A) and (d)(6)(A)(ii))

§ 300.348 Agency responsibilities for transition services.

(a) If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with § 300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.

(b) Nothing in this part relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.

(Authority: 20 U.S.C. 1414(d)(5); 1414(d)(1)(A)(vii))

§ 300.349 Private school placements by public agencies.

(a) Developing IEPs. (1) Before a public agency places a child with a disability in, or refers a child to, a private school or facility, the agency shall initiate and conduct a meeting to develop an IEP for the child in accordance with §§ 300.346 and 300.347.

(2) The agency shall ensure that a representative of the private school or facility attends the meeting. If the representative cannot attend, the agency shall use other methods to ensure participation by the private school or facility, including individual or conference telephone calls.

(b) Reviewing and revising IEPs. (1) After a child with a disability enters a private school or facility, any meetings to review and revise the child's IEP may be initiated and conducted by the private school or facility at the discretion of the public agency.

(2) If the private school or facility initiates and conducts these meetings, the public agency shall ensure that the parents and an agency representative-

(i) Are involved in any decision about the child's IEP; and

(ii) Agree to any proposed changes in the IEP before those changes are implemented.

(c) Responsibility. Even if a private school or facility implements a child's IEP, responsibility for compliance with this part remains with the public agency and the SEA.

(Authority: 20 U.S.C. 1412(a)(10)(B))

§ 300.350 IEP-accountability.

(a) Provision of services. Subject to paragraph (b) of this section, each public agency must-

(1) Provide special education and related services to a child with a disability in accordance with the child's IEP; and

(2) Make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP.

(b) Accountability. Part B of the Act does not require that any agency, teacher, or other person be held accountable if a child does not achieve the growth projected in the annual goals and benchmarks or objectives. However, the Act does not prohibit a State or public agency from establishing its own accountability systems regarding teacher, school, or agency performance.

(c) Construction-parent rights. Nothing in this section limits a parent's right to ask for revisions of the child's IEP or to invoke due process procedures if the parent feels that the efforts required in paragraph (a) of this section are not being made.

(Authority: 20 U.S.C. 1414(d)); Cong. Rec. at H7152 (daily ed., July 21, 1975))

IDEA Local Implementations by Local Administrators (ILIAD)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(877) CEC-IDEA; (703) 264-9418; (703) 264-9480 (TTY)
E-mail: ideapractices@cec.sped.org

The Policy Maker Partnership (PMP) for Implementing IDEA 97
National Association of state Directors of Special Education
1800 Diagonal Road, Suite 320
Alexandria, VA 22314
(703) 519-3800; (703) 519-7008 (TTY)
E-mail: nasdse@nasdse.org
Web: www.nasdse.org

Regional Resource Centers

Northeast Regional Resource Center (NERRC)
Learning Innovations
20 Winter Sport Lane
Williston, VT 05495
(802) 951-8226; (802) 951-8213 (TTY)
E-mail: nerrc@aol.com
Web: www.wested.org/nerrc/

Serving: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont.

Mid-South Regional Resource Center (MSRRC)
Human Development Institute
University of Kentucky
126 Mineral Industries Building
Lexington, KY 40506-0051
(859) 257-4921; (859) 257-2903 (TTY)
E-mail: msrrc@ihdi.uky.edu
Web: www.ihdi.uky.edu/msrrc

Serving: Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, Washington, DC, and West Virginia.

Southeast Regional Resource Center (SERRC)
School of Education
Auburn University Montgomery
P.O. Box 244023
Montgomery, AL 36124
(334) 244-3100; (334) 244-3800 (TTY)
E-mail: ebeale@mail.aum.edu
Web: edla.aum.edu/serrc/serrc.html

Serving: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Oklahoma, Puerto Rico, Texas, and the U.S. Virgin Islands.

Great Lakes Area Regional Resource Center (GLARRC)
OSU Center for Special Needs
700 Ackerman Road, Suite 440
Columbus, OH 43202
(614) 447-0844; (614) 447-8776 (TTY)
E-mail: daniels.121@osu.edu
Web: www.csnp.ohio-state.edu/glarrc.htm

Serving: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, and Wisconsin.

Mountain Plains Regional Resource Center (MPRRC)
Utah state University
1780 North Research Parkway, Suite 112
Logan, UT 84341
(435) 752-0238; (435) 753-9750 (TTY)
E-mail: cope@cc.usu.edu
Web: www.usu.edu/mprrc

Serving: Arizona, Bureau of Indian Affairs, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah, and Wyoming.

Western Regional Resource Center (WRRC)
1268 University of Oregon
Eugene, OR 97403-1268
(541) 346-5641; (541) 346-0367 (TTY)
E-mail: wrrc@oregon.uoregon.edu
Web: interact.uoregon.edu/wrrc/wrrc.html

Serving: Alaska, American Samoa, California, Commonwealth of the Northern Mariana Islands, Federated states of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Republic of Palau, and Washington.

Statement of Transition Service Needs--34 CFR §300.347(b)(1)

"The IEP must include...[f]or each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced- placement courses or a vocational education program);"

**********

Present Levels of Educational Performance

[ Space to write ]

**********

From the Regulations:

Statement of Present Levels of Educational Performance--34 CFR §300.347(a)(1)

"The IEP for each child with a disability must include . . . a statement of the child's present levels of educational performance, including

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;"

**********

[ Page 1 of 5 ]

Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)

[ space to write ]

**********

From the Regulations:

Statement of Measurable Annual Goals, Including Benchmarks or Short-Term Objectives--34 CFR §300.347(a)(2)

"The IEP for each child with a disability must include . . . a statement of measurable annual goals, including benchmarks or short-term objectives, related to

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;"

**********

Special Education and Related Services [ space to write ]

Supplementary Aids and Services [ space to write ]

Program Modifications or Supports for School Personnel [ space to write ]

**********

From the Regulations:

Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347(a)(3)

"The IEP for each child with a disability must include... a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with 34 CFR §300.347(a)(1) and to participate in extracurricular and other nonacademic activities; and

" (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;"

--ALSO--

Beginning Date, Frequency, Location, and Duration of Services and Modifications--34 CFR §300.347(a)(6)

"The IEP for each child with a disability must include . . . the projected date for the beginning of the services and modifications described in 34 CFR §300.347(a)(3), and the anticipated frequency, location, and duration of those services and modifications;"

**********

[ Page 2 of 5 ]

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children

[ space to write ]

**********

From the Regulations:

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children 34 CFR §300.347(a)(4)

"The IEP for each child with a disability must include . . . an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in 34 CFR §300.347(a)(3);"

**********

Administration of State and District-wide Assessments of Student Achievement

Any Individual Modifications In Administration Needed For Child To Participate In State Or District-wide Assessment(s)

[ space to write ]

**********

From the Regulations:

Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347(a)(5)(i)

"The IEP for each child with a disability must include . . . a statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment;"

**********

If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment

Why isn't the assessment appropriate for the child?[ space to write ]

How will the child be assessed?[ space to write ]

**********

From the Regulations:

If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347(a)(5)(ii)

"If the IEP team determines that a child with a disability will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), the IEP must include a statement of

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;"

**********

[ Page 3 of 5 ]

How Child's Progress Toward Annual Goals Will Be Measured

[space to write ]

**********

From the Regulations:

How Child's Progress Will Be Measured--34 CFR §300.347(a)(7)(i)

"The IEP for each child with a disability must include . . .

a statement of how the child's progress toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;"

**********

How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year

[ space to write ]

**********

From the Regulations:

How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347(a)(7)(ii)

"The IEP for each child with a disability must include . . . a statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year."

**********

[ Page 4 of 5 ]

(Beginning at age 16 or younger if determined appropriate by IEP team)

Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages

[ space to write ]

**********

From the Regulations:

Statement of Needed Transition Services--34 CFR §300.347(b)(2)

"The IEP must include . . . for each student with a disability beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages."

Definition of "Transition Services"--34 CFR §300.29

"(a) As used in [Part B], "transition services" means a coordinated set of activities for a student with a disability that:

"(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

"(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and

"(3) Includes: (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.

"(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction or related services, if required to assist a student with a disability to benefit from special education."

**********

(In a state that transfers rights to the student at the age of majority, the following information must be included beginning at least one year before the student reaches the age of majority)

The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]

**********

From the Regulations:

Age of Majority--34 CFR §300.347(c)

"In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with 34 CFR §300.517."

**********

[ Page 5 of 5 ]

**********

If the child has limited proficiency in English, the IEP team will consider the child's language needs as these needs relate to his or her IEP.

If the child is blind or visually impaired, the IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that the child does not need this instruction.

If the child has communication needs, the IEP team must consider those needs.

If the child is deaf or hard of hearing, the IEP team will consider his or her language and communication needs. This includes the child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

The IEP team must always consider the child's need for assistive technology devices or services.

For more information about these special factors, see §300.346.

**********

**********
Will Parents Need an Interpreter in Order to Participate Fully?
If the parents have a limited proficiency in English or are deaf, they may need an interpreter in order to understand and be understood. In this case, the school must make reasonable efforts to arrange for an interpreter during meetings pertaining to the child's educational placement. For meetings regarding the development or review of the IEP, the school must take whatever steps are necessary to ensure that parents understand the meetings--including arranging for an interpreter. This provision should help to ensure that parents are not limited in their ability to participate in their child's education because of language or communication barriers.

Therefore, if parents need an interpreter for a meeting to discuss their child's evaluation, eligibility for special education or IEP, they should let the school know ahead of time. Telling the school in advance allows the school to make arrangements for an interpreter so that parents can participate fully in the meeting.

**********

Supports for school staff may include professional development or more training. Professional development and training are important for teachers, administrators, bus drivers, cafeteria workers, and others who provide services for children with disabilities.

The child's special education teacher contributes important information and experience about how to educate children with disabilities. Because of his or her training in special education, this teacher can talk about such issues as:

Beyond helping to write the IEP, the special educator has responsibility for working with the student to carry out the IEP. He or she may:

work with the student in a resource room or special class devoted to students receiving special education services;

team teach with the regular education teacher; and

work with other school staff, particularly the regular education teacher, to provide expertise about addressing the child's unique needs.

Another important member of the IEP team is the individual who can interpret what the child's evaluation results mean in terms of designing appropriate instruction. The evaluation results are very useful in determining how the child is currently doing in school and what areas of need the child has. This IEP team member must be able to talk about the instructional implications of the child's evaluation results, which will help the team plan appropriate instruction to address the child's needs.

The individual representing the school system is also a valuable team member. This person knows a great deal about special education services and educating children with disabilities. He or she can talk about the necessary school resources. It is important that this individual have the authority to commit resources and be able to ensure that whatever services are set out in the IEP will actually be provided.

The IEP team may also include additional individuals with knowledge or special expertise about the child. The parent or the school system can invite these individuals to participate on the team. Parents, for example, may invite an advocate who knows the child, a professional with special expertise about the child and his or her disability, or others (such as a vocational educator who has been working with the child) who can talk about the child's strengths and/or needs. The school system may invite one or more individuals who can offer special expertise or knowledge about the child, such as a paraprofessional or related services professional. Because an important part of developing an IEP is considering a child's need for related services (see the list of related services in the box on the previous page), related service professionals are often involved as IEP team members or participants. They share their special expertise about the child's needs and how their own professional services can address those needs. Depending on the child's individual needs, some related service professionals attending the IEP meeting or otherwise helping to develop the IEP might include occupational or physical therapists, adaptive physical education providers, psychologists, or speech-language pathologists.

When an IEP is being developed for a student of transition age, representatives from transition service agencies can be important participants. (See the box below for more information about transition.) Whenever a purpose of meeting is to consider needed transition services, the school must invite a representative of any other agency that is likely to be responsible for providing or paying for transition services. This individual can help the team plan any transition services the student needs. He or she can also commit the resources of the agency to pay for or provide needed transition services. If he or she does not attend the meeting, then the school must take alternative steps to obtain the agency's participation in the planning of the student's transition services.

And, last but not least, the student may also be a member of the IEP team. If transition service needs or transition services are going to be discussed at the meeting, the student must be invited to attend. More and more students are participating in and even leading their own IEP meetings. This allows them to have a strong voice in their own education and can teach them a great deal about self-advocacy and self-determination.

**********
The Regular Education Teacher as Part of the IEP Team
Appendix A of the federal regulations for Part B of IDEA answers many questions about the IEP. Question 24 addresses the role of the regular education teacher on the IEP team. Here's an excerpt from the answer:

"...while a regular education teacher must be a member of the IEP team if the child is, or may be, participating in the regular education environment, the teacher need not (depending upon the child's needs and the purpose of the specific IEP team meeting) be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting. For example, the regular education teacher who is a member of the IEP team must participate in discussions and decisions about how to modify the general curriculum in the regular classroom to ensure the child's involvement and progress in the general curriculum and participation in the regular education environment.

"Depending upon the specific circumstances, however, it may not be necessary for the regular education teacher to participate in discussions and decisions regarding, for example, the physical therapy needs of the child, if the teacher is not responsible for implementing that portion of the child's IEP.

"In determining the extent of the regular education teacher's participation at IEP meetings, public agencies and parents should discuss and try to reach agreement on whether the child's regular education teacher that is a member of the IEP team should be present at a particular IEP meeting and, if so, for what period of time. The extent to which it would be appropriate for the regular education teacher member of the IEP team to participate in IEP meetings must be decided on a case-by-case basis."

**********

**********
Related Services
A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

Audiology services

Counseling services

Early identification and assessment of disabilities in children

Medical services

Occupational therapy

Orientation and mobility services

Parent counseling and training

Physical therapy

Psychological services

Recreation

Rehabilitation counseling services

School health services

Social work services in schools

Speech-language pathology services

Transportation

If a child needs a particular related service in order to benefit from special education, the related service professional should be involved in developing the IEP. He or she may be invited by the school or parent to join the IEP team as a person "with knowledge or special expertise about the child."

**********

**********
Transition Services
Transition refers to activities meant to prepare students with disabilities for adult life. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service providers such as the vocational rehabilitation agency--whatever is appropriate for the student, given his or her interests, preferences, skills, and needs. Statements about the student's transition needs must be included in the IEP after the student reaches a certain age:

**********

Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.

Age of majority. Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.)

Measuring progress.
The IEP must state how the child's progress will be measured and how parents will be informed of that progress.

More information will be given about these IEP parts later in this guide. A sample IEP form will be presented, along with the federal regulations describing the "Content of the IEP," to help you gain a fuller understanding of what type of information is important to capture about a child in an IEP. It is useful to understand that each child's IEP is different. The document is prepared for that child only. It describes the individualized education program designed to meet that child's needs.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.
http://www.ed.gov/pubs/edpubs.html
To obtain this publication in an alternate format (braille, large print, audio cassette, or disk), please contact Katie Mincey, Director of the Alternate Format Center, at (202) 260-9895, or via e-mail at Katie_Mincey@ed.gov.

This document is also available online at:

PDF (549K) MS Word (145K)

2. Introduction

3. The Basic Special Education Process Under IDEA

4. A Closer Look at the IEP

5. Contents of the IEP

6. Additional State and School-System Content

7. The IEP Team Members

8. Writing the IEP

9. Deciding Placement

10. After the IEP is Written

11. Implementing the IEP

12. Reviewing and Revising the IEP

13. What If Parents Don't Agree With the IEP?

14. Summary

15. Sample Form

16. Information Resources

17. Attachment A

Last Modified: 08/30/2019

# data[].attributes.attachment_link.keywords[]
individualized education programs; special education; disabilities; special needs students;

# data[].attributes.attachment_link.title
Archived: Guide to the Individualized Education Program

# data[].attributes.attachment_link.description
The purpose of this archived guide is to assist educators, parents, and State and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children.

# data[].attributes.headline
The Importance of Writing MEASURABLE IEP Goals

# data[].attributes.subject
The Importance of Writing MEASURABLE IEP Goals

# data[].attributes.body
Writing the "Least Restrictive Environment" Section of the IEP (Staff Training)

# data[].attributes.attachment_link.title
Least Restrictive Environment Section of the IEP.mp4

# data[].attributes.headline
Specially Designed Instruction (Staff Training)

# data[].attributes.subject
Specially Designed Instruction (Staff Training)

# data[].attributes.attachment_link.readable_text
Medicaid Overview

Medicaid School-Based Claiming (MSBC) is a joint federal and state program that offers reimbursement for both the provision of covered medically necessary school-based services and for the costs of administrative activities, such as outreach activities to identify eligible students and enroll them in the program, that support the Medicaid school-based program. Schools may provide a wide range of health care and related services to their students, which may or may not be reimbursable under the Medicaid program.

Many children receive covered Medicaid services through their schools. Medicaid will reimburse schools for documented medically necessary services that are provided to children who are both Medicaid eligible and who have been identified as eligible under the Individuals with Disabilities Education Act (IDEA), 34 CFR §300.306. Currently, schools can receive reimbursement for physical therapy, occupational therapy, speech therapy, nursing services, health aides, certain transportation, and behavioral health services. These activities are considered "direct medical services," and reimbursements for these services are handled through the Direct Service Claiming (DSC) program.

Schools are often involved in informing families of their potential eligibility for Medicaid or in helping them arrange medical appointments for children. These activities are considered Medicaid outreach and are administrative costs; schools are able to receive reimbursement through the Medicaid Administrative Claiming (MAC) program for these activities.

Both types of claiming must comply with federal and state guidelines related to provider qualifications, covered services, claiming requirements, and documentation.

Public education agency (PEA) participation in the Medicaid School-Based Claiming program is voluntary. If school districts wish to participate in the MAC program, they are required to also participate in the DSC program. School districts cannot participate solely in MAC.

Role of AHCCCS

Arizona Health Care Cost Containment System (AHCCCS) is Arizona's managed-care Medicaid program that was developed as a result of Title XIX of the Social Security Act. While AHCCCS also administers other state and federal health care programs, only Medicaid-eligible students may have costs reimbursed through the Direct Service Claiming (DSC) program.

The Direct Service Claiming and Medicaid Administrative Claiming programs are two of the federally funded programs endorsed by the Arizona Department of Education (ADE) and AHCCCS. AHCCCS is the agency that develops the policies and administers the Medicaid School-Based Claiming program through the Public Consulting Group (PCG) and in collaboration with the ADE.

Contracting with the Public Consulting Group (PCG)

In order to contract with PCG, a Public Education Agency (PEA) must:

Be an Arizona public school district or an Arizona public charter school

Have students eligible under the Individuals with Disability Education Act (IDEA)

Provide one or more of the Medicaid-covered services on site

Sign an agreement with PCG

The agreement details the responsibilities and rights of both PCG and the participating PEA and the services to be provided to the PEA. The completed contract allows the PEA to participate in the Medicaid School-Based Claiming program administered by PCG. On receipt of the signed contract, PCG will work with the PEA to implement the Medicaid-claiming processes.

Contact Information
For information about the Medicaid School-Based Claiming programs or to learn how to participate in these programs, please contact the Public Consulting Group.
Public Consulting Group, Inc.
101 North First Avenue, Suite 1800
Phoenix, Arizona 85003
Office Number: (602) 324-5090
Toll-Free Number: (877) 877-8011
Fax Number: (602) 324-5091

For information about communication disseminated by ADE/ESS, please contact: ESS Main Desk (602) 542-4013

# data[].attributes.attachment_link.description
Medicaid OverviewMedicaid School-Based Claiming (MSBC) is a joint federal and state program that offers reimbursement for both the provision of covered medically necessary school-based services and for the costs of administrative activities, such as outreach activities to identify eligible students and enroll them in the program, that support the Medicaid school-based program.

# data[].attributes.headline
The Random Moment In Time Study ("RMTS")

# data[].attributes.subject
The Random Moment In Time Study ("RMTS")

# data[].attributes.body
https://forms.gle/VK2qSabXmujoDyZJ9

# data[].attributes.attachment_link.readable_text
De-escalation tips to use during times of high stress

In the light of the many recent hardships, it feels almost glib to suggest that de-escalation is really ever this simple. The truth is that there is no magic recipe for keeping troubling things from happening in the world. But there is a way that you can respond to these kinds of events that is constructive, positive, and impacts real resolution. That's why CPI training is not so much a series of steps as it is a philosophy for viewing humanity as full of potential. These de-escalation tips from CPI are about support, not suppression, and about seeing each other with the humanity and compassion that each of us wants to be seen with.

CPI's Top 10 De-escalation Tips:

1. Be Empathic and Nonjudgmental
Do not judge or be dismissive of the feelings of the person in distress. Remember that the person's feelings are real, whether or not you think those feelings are justified. Respect those feelings, keeping in mind that whatever the person is going through could be the most important event in their life at the moment.

2. Respect Personal Space
Be aware of your position, posture, and proximity when interacting with a person in distress. Allowing personal space shows respect, keeps you safer, and tends to decrease a person's anxiety. If you must enter someone's personal space to provide care, explain what you're doing so the person feels less confused and frightened.

3. Use Nonthreatening Nonverbals
The more a person is in distress, the less they hear your words-and the more they react to your nonverbal communication. Be mindful of your gestures, facial expressions, movements, and tone of voice. Keeping your tone and body language neutral will go a long way toward defusing a situation.

4. Keep Your Emotional Brain in Check
Remain calm, rational, and professional. While you can't control the person's behavior, how you respond to their behavior will have a direct effect on whether the situation escalates or defuses. Positive thoughts like "I can handle this" and "I know what to do" will help you maintain your own rationality and calm the person down.

5. Focus on Feelings
Facts are important, but how a person feels is the heart of the matter. Yet some people have trouble identifying how they feel about what's happening to them. Watch and listen carefully for the person's real message. Try saying something like "That must be scary." Supportive words like these will let the person know that you understand what's happening-and you may get a positive response.

6. Ignore Challenging Questions
Engaging with people who ask challenging questions is rarely productive. When a person challenges your authority, redirect their attention to the issue at hand. Ignore the challenge, but not the person. Bring their focus back to how you can work together to solve the problem.

7. Set Limits
As a person progresses through a crisis, give them respectful, simple, and reasonable limits. Offer concise and respectful choices and consequences. A person who's upset may not be able to focus on everything you say. Be clear, speak simply, and offer the positive choice first.

8. Choose Wisely What You Insist Upon
It's important to be thoughtful in deciding which rules are negotiable and which are not. For example, if a person doesn't want to shower in the morning, can you allow them to choose the time of day that feels best for them? If you can offer a person options and flexibility, you may be able to avoid unnecessary altercations.

9. Allow Silence for Reflection
We've all experienced awkward silences. While it may seem counterintuitive to let moments of silence occur, sometimes it's the best choice. It can give a person a chance to reflect on what's happening, and how they need to proceed. Silence can be a powerful communication tool.

10. Allow Time for Decisions
When a person is upset, they may not be able to think clearly. Give them a few moments to think through what you've said. A person's stress rises when they feel rushed. Allowing time brings calm.

We cannot control what happens in the world. We can control how we respond to it.

In an episode of Unrestrained, a CPI podcast, Certified Instructor and employment counselor Denise Esson shared this thought: "CPI training is not exclusive to workplace settings. It is meant to be used in the workplace, but I truly believe that you take it with you in your daily interactions with your family, your friends, your colleagues, customers, clients, neighbors, people walking by, driving. For me, it's those basic principles of the training that grow out of the basic principles of humanity and decency. Respect each other. Be a servant to each other. Keep each other safe. That's life. That's good living."

Current events in the world remind us that conflict and crisis are never as straightforward and simple in life as they are on paper (or in a blog post). That is why Denise's observation is profoundly well-timed, and deeply insightful. By putting simple strategies to work in each element of our daily life, we acknowledge that we can't control what other people may do, but we can set a stage of positive potential for what we do. We can prepare the spaces we inhabit to be more receptive to nonviolence, we can empower individuals to respond to crisis more mindfully and compassionately, and we can maintain more hope for healing and recovery from the traumas that crises and conflict can leave in their wake.

We each must do our part to create a culture of caring.

Can a stack of tips save the world? I know it's not that simple. But a thoughtful, prepared, and supportive approach to the situations we face in life can help us navigate beyond crisis and toward connection. And connection should be the ultimate goal that we share as residents on this planet; we should all strive to deepen and sustain humanity and decency, or as we understand those values here at CPI- Care, Welfare, Safety, and Security℠. CPI training isn't a magic wand that makes the world a better place, but it is a practical, meaningful process to equip yourself and your staff with the resilience, confidence, and hope to do just that.

Schedule a Consultation

We are here to answer your questions and provide more information about our programs.

Schedule a Consultation

# data[].attributes.attachment_link.title
CPI's Top 10 De-escalation Tips Revisited | Crisis Prevention Institute (CPI)

# data[].attributes.attachment_link.description
CPI's top ten de-escalation tips are everyday crisis prevention strategies that can keep you and those you interact with safe.

# data[].attributes.headline
5 Things You Need to Know About Nonviolent Crisis Prevention Training.

# data[].attributes.subject
5 Things You Need to Know About Nonviolent Crisis Prevention Training.

# data[].attributes.attachment_link.readable_text
So here you sit at your CPI training.

How are you feeling?

Maybe you've been in that seat before and know what the experience is like. Maybe it's your first time attending and you're unsure of what to expect-perhaps even skeptical. You might have come willingly or you may have been voluntold to attend. There's also a good chance you're excited to hone your skills.

I've been all of the above.

You and I are both part of a worldwide movement of more than 10 million people who have sat in that seat over the last 30 years.

Regardless of how you felt coming into the training, you're here now. So let's make the most of this. What you leave with is up to you-with the guidance of your Instructors.

I've been in those Instructor shoes too. I know what it's like to train a group of peers, supervisors, new hires, and others. It can be pretty intimidating, and it's not always easy to say the least. But the rewards can be remarkable.

My first experience attending a CPI program was as a newly hired youth counselor in a residential treatment center in 2008.

In all honesty, I had no clue what CPI was. I just knew it was one of a handful of trainings I had to complete as part of my lengthy and tedious new employee orientation process.

When I became a CPI Certified Instructor in 2009, I was excited because I knew how effective the concepts of the program could be and I was eager to help enhance the behavior management skills of our employees.

Now I'm one of CPI's Global Professional Instructors who facilitates the training program that your Instructors have completed. The Nonviolent Crisis Intervention® Instructor Certification Program is a 4-day event. During the first two days we go through the entire program over the course of 14 hours, and the next two days are dedicated to Instructor certification.

Trust me when I tell you that your Instructors worked extremely hard for their certification. I'll let them tell you the details, but they earned it for sure.

Every week your Instructors share their stories, and I can hear the compassion in their voices. They tell your stories and I can see the genuineness and dedication in their eyes. I feel how much they want to extend the philosophy of Care, Welfare, Safety, and Security ℠ to you and the people in your care, especially during times when crisis becomes chaotic and/or dangerous.

Believe me-they care about you a lot and understand that crisis intervention can be extremely challenging.

I also hear their concerns. They share potential challenges they may face as Instructors, some of which pertain to you, the participants. They ask about how to communicate with a participant who doesn't buy in to the program. They ask about how to respond to the wide array of questions they will likely be asked. We discuss certain perceptions and prejudgments that some people enter the program with and how to help people "get it."

They know how hard your jobs can be and how much you care about the well-being of each other and the people in your care. They want you to be safe and to develop a wide range of interventions to manage the incredibly wide range of behaviors that you may see, often from the very same people who you're trying to protect and look out for.

Based on the many, many comments and questions I've heard from your Instructors, there are five things I would like you to know about the Nonviolent Crisis Intervention® training program. Please take these thoughts into consideration throughout the class and beyond!

1. Before we go any further, I need you to put one thought out of your mind (if it exists). This is not "the restraint class"!!! I repeat: THIS IS NOT "THE RESTRAINT CLASS"!!!

I'll be honest-when I first came through the program, I thought this was " the restraint class."

As a new youth counselor, I was not allowed to be on my own with kids because I didn't have "the restraint class" as my coworkers-and, sadly, the kids-called it.

Yes, you might learn how to use safe and nonviolent physical intervention techniques as a last resort in order to protect people involved in a crisis. But it is essential that we all understand that this is the program that can help us reduce the amount of disruptive, escalated, and unsafe behaviors we encounter to begin with. This is the program that can help us reduce restraint use.

If you went into CPR training and only focused on the chest compressions, mouth-to-mouth resuscitation, and use of the AED device, you would likely miss out on valuable information about how to assess the situation, recognize and differentiate between various medical emergencies, and make a decision to match your response to your assessment and recognition.

Intervening in a behavioral crisis is not much different. We need to recognize behaviors early and make decisions based on what we believe to be the most appropriate intervention we have in our toolbox. So let's view this as a chance to add to those toolboxes.

Oh and one more thing before I hop off my soapbox. Occasionally some Instructors mention how certain staff members refer to the Nonviolent Crisis Intervention® program as "soft."

Personally I'm OK with that label as long as we all understand that "soft" doesn't mean we have to be pushovers and never enforce limits or consequences. It just means that CPI's physical interventions do not use pain compliance and that we will only practice nonviolent physical interventions that are reasonable and proportionate to the risk of the situations we face.

Based on your roles, policies, and laws, some of you may possess options on the continuum of force that go beyond our nonviolent approaches-and we understand that. But I'm guessing most people hope to never find themselves in situations where they have to use some of those options in the same way they hope to never find themselves in situations where they have to use the airbag in their car.

Throughout your training, you will learn ways to reduce the likelihood of those more severe outcomes occurring. And that will in turn reduce the likelihood of you having to use more restrictive interventions or a higher level of force.

2. The tools gained in this program can be effective at work, at home, in the community, and in just about any situation that involves human behavior.

I'm going to be blunt here. The program works!

I know this from personal experience, from the hundreds of testimonials I've heard, and from the extensive data that has been collected over the last 30 years. Feel free to ask your Instructor for more detailed information or check out TechValidate for some great data on the impact that organizations in CPI's family are seeing.

At the start of every 4-day program I facilitate, I ask the class to list behaviors of successful de-escalators, and consistently between 90 and 100% of the answers are aligned with the approaches we discuss in the program.

Please try to avoid viewing this class as someone telling you how to behave, but rather see it as an exploration of how behavior impacts behavior. Consider this experience a journey into understanding how and why crisis situations tend to play out the way they do-which is largely influenced by the decisions we make and the behaviors we engage in.

You will be introduced to a few models during your training. These models are designed to help us deconstruct the chaos of a crisis and simplify our decision-making process, which will help us make decisions that will de-escalate rather than escalate behavior.

To maximize the effectiveness of the program, each of us must use the structure of the models to frame our own experiences-in regards to both behaviors we encounter and approaches we take.

This will help us recognize those early signs of a crisis and learn how to choose from a menu of intervention options based on where someone's behavior fits in the models. While I was working in residential treatment, these models became the "voice in my head" and helped make me more effective during crisis interventions.

3. This class is yours. Own the experience.

This program is for you and about you!

You are the one who's dedicated to impacting the lives of the people and communities you serve. You are the one who sometimes becomes the target of aggressive and/or violent behaviors when you're just there to help. And you are the one who has to make the split-second decisions that arise during a crisis. Make the program about you by sharing your experiences, examples, strategies, and questions.

Photo: monkeybusinessphotos / iStock

As Instructors, it helps when our participants are vocal. This relates to class participation, but more importantly to matters regarding the care of our participants. Many of us carry our own trauma, injuries, limitations, and fears. Please inform your Instructor of these matters so they can accommodate you as needed. It will be up to you to decide how many details you want to share with the group. I've seen firsthand how a supportive group of people can help one person overcome fears related to past experiences.

A vocal group of participants can also help create an atmosphere in which people feel comfortable sharing ideas and strategies for some hard-to-manage situations. We can also use this class as an opportunity to find ways to work more effectively as teams and to add consistency to the approaches we use.

Also, if you don't understand something, respectfully ask for clarification. There may be times when someone else in the class or another Instructor can frame something in a way that makes more sense to you. It happens all the time.

4. This is the beginning-not the end of the process.

When you leave the program, you can choose to apply the content to your everyday work environment or you can choose to forget the experience as fast as you can.

It's up to you.

But I urge you to begin viewing the behaviors you encounter through the lens of the program.

Let the models of the program became the "voice in your head" during interventions.

Connect the terms and concepts of the program to each other and to the people you work with.

Seek to understand how and why crisis situations are developing, and be intentional and strategic with your own behaviors.

Remember, crisis intervention is a skill and it takes practice, planning, and polishing to truly use any skill to its greatest capacity.

You may find it helpful to keep your workbook. Review it. Add to it. Understand it. This will also help create consistency in the language we use with each other and in documentation.

There's also some helpful information in the back of the workbook that may not have been covered in class.

And you can use the workbook to continuously identify ways to intervene in crisis situations. If you're working with someone who's displaying challenging behaviors, apply the content of the program to that person. Put the person's name on top of the models of the program and see how the models relate to that specific individual. Learn which interventions are more successful than others and how your decisions are impacting the person's behavior.

If you learned physical intervention techniques to use as a last-resort tool that may be necessary to maintain safety, it's beneficial to practice with coworkers to make sure you know how to apply the principles to various situations based on your own work settings, abilities, limitations, client behaviors, team dynamics, and organizational policies. Having confidence and competence in these skills in addition to your verbal intervention skills can lead to more confidence and competence during crisis situations.

5. CPI is with your Instructors every step of the way-and we're here for you too.

We at CPI pride ourselves on the world-class level of service we provide to our Instructors.

They can (and do) reach out to us with all kinds of questions and concerns that come up throughout the training and implementation process. In many cases, they can be the link between the resources of CPI and the organizations and people they serve through consultations. We are always happy to work with organizations and CPI Certified Instructors to help them find the safest and most effective ways to manage behaviors.

But we have not neglected you, the participant. Once you've successfully completed the program and earned your Blue Card™, you will officially become a member of the CPI family. Feel free to register your Blue Card™. This will allow you to become a CPI Site Member and track your training events.

We also have an array of resources for you on this website. From blog posts like this to podcasts, free eBooks, webinars, data regarding the impact of our training, and much more. And if you choose to become a CPI Site Member, you'll gain access to more content, resources, topical microlearning, and products that the general public does not have access to. Don't worry - it's FREE!!

We'd also love for you to connect with us on LinkedIn, Facebook, Twitter, and Pinterest.

On behalf of all of us at CPI, I'd like to extend the utmost appreciation to you for the extraordinary work you do every day and for always working to provide the highest possible level of service to the people who need it most. We know that some of you do jobs that only a select group of professionals could do (or would do), and your actions have the ability to change, and in some cases save, lives.

Thank you for being you!

ENJOY THE CLASS!

# data[].attributes.attachment_link.title
5 Things You Need to Know About CPI Training

# data[].attributes.attachment_link.description
So here you sit at your CPI training. How are you feeling? Maybe you've been in that seat before and know what the experience is like. Maybe it's your first time attending and you're unsure of what to expect-perhaps even skeptical. You might have come willingly or you may have been voluntold to attend.

# data[].attributes.headline
Arizona Department of Education:  Parental Rights Handbook

# data[].attributes.subject
Arizona Department of Education:  Parental Rights Handbook

# data[].attributes.headline
What Circumstances Require a Prior Written Notice?

# data[].attributes.subject
What Circumstances Require a Prior Written Notice?

# data[].attributes.body
What events might trigger a need for a Prior Written Notice?

# data[].attributes.body
Are you struggling to individualize the PWNs for your IEPs? These examples cover a wide range of situations and will show you how to link the discussion at the IEP meeting to your documentation.

# data[].attributes.body
These examples will give you a better understanding of how to individualize your MET PWNs.

# data[].attributes.headline
Traveling the Special Education Highway:  A Parents Guide to a Successful Journey

# data[].attributes.subject
Traveling the Special Education Highway:  A Parents Guide to a Successful Journey

# data[].attributes.attachment_link.title
Traveling the Special Education Highway 

# data[].attributes.headline
Wrightslaw Special Educaton Law and Advocacy

# data[].attributes.subject
Wrightslaw Special Educaton Law and Advocacy

# data[].attributes.attachment_link.authors[].name
Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

# data[].attributes.attachment_link.description
Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

# data[].attributes.headline
Cerebral Palsy Guide for Parents and Caregivers

# data[].attributes.subject
Cerebral Palsy Guide for Parents and Caregivers

# data[].attributes.attachment_link.title
Cerebral Palsy Support for Parents and Caregivers

# data[].attributes.attachment_link.description
Cerebral palsy is a lifelong condition that often involves constant care. Being a caregiver requires being prepared and making time to care for oneself.

# data[].attributes.headline
What are the Categories of Disability Under IDEA?

# data[].attributes.subject
What are the Categories of Disability Under IDEA?

# data[].attributes.attachment_link.readable_text
In order to qualify for special education under the regulations that implement the Individuals with Disabilities Education Act (IDEA), a child needs to be a child with a disability, meaning that the child has been evaluated as having a qualifying disability, and by reason thereof needs special education. [See 34 C.F.R. § 300.8(a)]

The child must have a qualifying disability as defined by the IDEA regulations;

The disability must have an adverse effect on the child's educational performance; and

The child must need specially designed instruction in order to access and make progress in the general education curriculum.

The disability categories under the IDEA are listed below:

Autism

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's 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, as defined in paragraph (c)(4) of this section. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied. [34 C.F.R. § 300.8(c)(1)]

Deaf-blindness

Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. [34 C.F.R. § 300.8(c)(2)]

Deafness

Deafness means 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. [34 C.F.R. § 300.8(c)(3)]

Developmental Delay

The regulations that implement the IDEA allow states to determine eligibility for special education to children aged three through nine who are experiencing developmental delays in one or more of the following areas: physical development; cognitive development; communication development; social or emotional development; or adaptive development. [34 C.F.R. 300.8(b)] Arizona Revised Statutes (A.R.S.) state that "Developmental delay" means performance by a child who is at least three years of age but under ten years of age on a norm-referenced test that measures at least one and one-half, but not more than three, standard deviations below the mean for children of the same chronological age in two or more of the following areas: cognitive development; physical development; communication development; social or emotional development; [or] adaptive development." [A.R.S. 15-761(3)]

Emotional Disturbance

Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section. [34 C.F.R. § 300.8(c)(4)] A determination of Emotional Disturbance requires verification of a disorder by a psychiatrist, licensed psychologist, licensed professional counselor, licensed clinical social worker (LCSW), or a certified school psychologist.

Hearing Impairment

Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section. [34 C.F.R. § 300.8(c)(5)] A determination of Hearing Impairment requires an audiological evaluation by an individual holding a master's or doctoral degree in audiology, and an evaluation of communication/language proficiency.

Intellectual Disability

Intellectual Disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. [34 C.F.R. § 300.8(c)(6)] The term Intellectual Disability replaces the term mental retardation.

Multiple Disabilities

Multiple disabilities means concomitant impairments (such as [intellectual disability]-blindness or [intellectual disability]-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness. [34 C.F.R. § 300.8(c)(7)]

Orthopedic Impairment

Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). [34 C.F.R. § 300.8(c)(8)] A determination of Orthopedic Impairment requires verification of the physical disability by a doctor of medicine, doctor of osteopathy, doctor of podiatric medicine, licensed nurse practitioner, or licensed physician assistant.

Other Health Impairment (OHI)

Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that- (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance. [34 C.F.R. § 300.8(c)(9)] A determination of Other Health Impairment requires verification of a health impairment by a doctor of medicine, doctor of osteopathy, licensed nurse practitioner, licensed physician assistant, or in cases of ADHD a certified school psychologist or licensed psychologist.

Preschool Severe Delay

Arizona defines preschool severe delay as "performance by a preschool child on a norm-referenced test that measures more than three standard deviations below the mean for child of the same chronological age in one or more of the following areas: cognitive development; physical development; communication development; social or emotional development; [or] adaptive development." The results of the norm-referenced measure must be corroborated by information from a comprehensive development assessment and from parental input, if available, as measure by a judgment based assessment or survey. If there is a discrepancy between the measures, the evaluation team shall determine eligibility based on a preponderance of the information presented. [A.R.S. 15-761(24)]

Specific Learning Disability (SLD)

Specific learning disability-(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of [intellectual disability], of emotional disturbance, or of environmental, cultural, or economic disadvantage. [34 C.F.R. § 300.8(c)(10)]

Speech or Language Impairment (SLI)

Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. [34 C.F.R. 300.8(c)(11)] A determination of Speech-Language Impairment requires an evaluation by a certified speech-language pathologist or speech-language technician. For students whose speech impairments appear to be limited to articulation, voice, or fluency problems, the written evaluation may be limited to: an audiometric screening within the past calendar year; a review of academic history and classroom functioning; an assessment of the speech problem by a licensed and certified speech-language pathologist or speech-language technician; or an assessment of the student's functional communication skills.

Traumatic Brain Injury (TBI)

Traumatic brain injury means 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. Traumatic brain injury 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. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. [34 C.F.R. § 300.8(c)(12)] A determination of Traumatic Brain Injury requires verification of the injury by a doctor of medicine, doctor of osteopathy, licensed nurse practitioner, licensed physician assistant, or a licensed clinical neuropsychologist.

Visual Impairment (VI)

Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. [34 C.F.R. § 300.8(c)(13)] A determination of Visual Impairment requires verification of a visual impairment by an ophthalmologist or optometrist.

# data[].attributes.attachment_link.description
In order to qualify for special education under the regulations that implement the Individuals with Disabilities Education Act (IDEA), a child needs to be a child with a disability, meaning that the child has been evaluated as having a qualifying disability, and by reason thereof needs special education. [See 34 C.F.R.

# data[].attributes.attachment_link.title
Home | Autism Society of Southern Arizona

# data[].attributes.attachment_link.description
Helping you navigate autism resources in Southern Arizona Giving Tuesday Donation Visit the Autism Virtual Walk & Interactive Resource Fair What is Autism? Autism spectrum disorder (ASD) is a complex [...]

# data[].attributes.attachment_link.description
Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.

# data[].attributes.headline
Learning Disabilities Association of Arizona

# data[].attributes.subject
Learning Disabilities Association of Arizona

# data[].attributes.attachment_link.readable_text
Individual consultation

Individual problem-solving support to understand and access the programs, health plans, and services your child may need.

Parent-to-parent support

Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

Training & workshops

Increase advocacy skills, and improve your ability to work with professionals on your child's educational and medical needs.

Amellaly (Ally) Martinez knows firsthand the value of connecting with other parents whose children have...

I hope you are all enjoying the cooler temperatures that September and October bring to...

Parents might think their children won't be disciplined, suspended or expelled if they receive services...

Throughout Conor's school years, his behavior frequently interfered with his ability to successfully participate in...

"RSK helped me navigate a world I knew nothing about at one of the lowest...

As Cristina Renteria prepared to send her son Atlas to developmental preschool, she ran into...

I'm so grateful to learn that Raising Special Kids is truly here to offer support. There is no catch, no gimmick, and no charge. I have found emotional support from people who understand what it is like to have a child with special needs.
- Parent

Get started

Raising Special Kids Family Referral Form

# data[].attributes.attachment_link.description
Individual consultation Individual problem-solving support to understand and access the programs, health plans, and services your child may need. Parent-to-parent support Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

# data[].attributes.attachment_link.readable_text
SPONSORED CONTENT

A Caring Heart of Arizona provides in-home support services to adults and children with disabilities in Maricopa County. We have proudly served the community for more than 15 years.

All ages with special healthcare needs. The Center for Advanced Oral Health at A.T. Still University of Health Sciences' Arizona School of Dentistry & Oral Health (ATSU-ASDOH) in Mesa provides comprehensive, patient-centered dentistry for those with advanced oral healthcare needs. The Center is comprised of the Dr. Rick Workman Advanced Care Clinic and the Orthodontic Clinic. The Dr. Rick Workman Advanced Care Clinic offers the expertise and technology to treat patients with complicating factors including physical and developmental disabilities.

Ages 2-16. We use evidence-based Applied Behavior Analysis (ABA) to help our clients reach their greatest potential, and lead an independent quality of life. We provide 1:1 therapy, parent consultation, social groups, parent and caregiver training, and individualized educational curriculums. Our clinical team is comprised of board-certified behavior analysts and experienced professionals with diverse expertise in different settings supplemented by continuous advanced training.

ACCEL
10251 N. 35th Ave., Phoenix
1430 E. Baseline Road, Tempe
2222 S. Dobson Road, Building 9, Mesa
602-995-7366 * accel.org

ACCEL is a non-profit educational organization serving individuals (ages 5-22) with special needs, including developmental disabilities, autism spectrum disorder, intellectual disabilities and behavioral disorders. ACCEL has served children and adults throughout the Valley since 1980 through our private day school, adult services and Bista Center. We meet every special need and celebrate all accomplishments.

The professionals at Ally Pediatric Therapy treat children and young adults (birth to age 22) with autism and other childhood disorders. Services - including applied behavior analysis (ABA) and speech-language, feeding and occupational therapies - address symptoms common in children with autism, including challenging behaviors, difficulty with socialization and communication, and challenges with school and life skills. Our team of expert clinicians works together to design and implement treatment plans customized for the unique needs of every child.

Anodyne Independent Living Specialists provides residential, home and community-based services to children and adults with developmental disabilities. Anodyne is a Greek word meaning comfort. We believe that every individual has the right to develop to his or her maximum potential in a dignified and respectful environment while living a life full of joy and purpose. Group homes, ADH & CDH, HCBS.

2005 N. Central Ave., Phoenix
602-542-5025 * azag.gov

Community outreach coordinators from the Arizona Attorney General's Office will provide information to parents on child safety programs, including cyber safety, cyberbullying, the dangers of distracted driving and the importance of kids protecting their privacy.

Arizona Autism provides speech therapy, occupational therapy, physical therapy, habilitation, respite and attendant care for children (ages 3 and up) with all types of disabilities. Our pediatric therapy specialists help children achieve independence through special emphasis on fine-motor skills, self-help skills, self-care skills, attention, problem solving, socialization and sensory integration.

5025 E. Washington St., Suite 212, Phoenix
602-773-5773 * azaunited.org

AZA United offers a wide range of evidence-based and family-centered services for people with autism and their families. Many services are home-based, while others are offered at our clinics and in the community. We work with many funding sources, including DDD, behavioral health and individual insurance plans. Services for children and youth include: speech and feeding therapy, applied behavior analysis (ABA), habilitation, respite and behavior coaching. For family members: parent training, sibling support and help navigating the system. For schools and community partners: autism awareness training, school consultations and other community trainings.

The ADHS Office for Children with Special Health Care Needs works to improve systems of care, provide information and referrals to families seeking services for their child, and provide training to families and professionals on best practices related to medical home, cultural competence, sensory screening, transition to adulthood and family and youth involvement. OCSHCN also supports telemedicine to provide services in remote areas of the state.

Arizona Disabled Sports offers adaptive sports and recreation activities for individuals with all types of disabilities through two different programs: Team Mesa Bulldogs (ages 8 and up) for individuals with intellectual or developmental disabilities and Arizona Heat (ages 6 and up) for individuals with physical disabilities. Our mission: "Let no one sit on the sidelines."

Aurora Behavioral Health System is a level-one behavioral health hospital with an exclusive Specialized Needs Unit designed to treat significant behavioral challenges for children ages 8-17 who have been diagnosed with autism spectrum disorder (or other diagnosed developmental/ intellectual disabilities) and are experiencing a crisis. A holistic approach to treatment includes adjunctive and recreation-based therapies, special education, sensory integration, functional behavior assessments and family-focused treatment planning.

AZ Aspire Academy is a fully accredited private day school for K-12 students with learning differences. Offers one-to-one and small-group instruction in a completely individualized, caring and safe learning environment.

This large Scottsdale climbing gym offers activities for kids and adults of all ages, including adaptive climbing. Also offers yoga, ninja classes and fitness facilities, including cardiovascular and weight machines and free weights for all abilities.

AZOPT Kids Place is a pediatric practice providing physical, occupational, speech and feeding therapies. Offers private treatment rooms, a large gym area and specialized equipment including a pediatric treadmill, a partial weight-bearing gait device, electrical stimulation, specific feeding equipment and many sensory products. Founded in 2008 as a program of Arizona Orthopedic Physical Therapy.

The Center for Autism and Related Disorders provides applied behavior analysis (ABA) therapy and other family services for all ages. Our mission: to make a difference in the world by providing top-quality, innovative, evidence-based, effective treatment to ensure that individuals fulfill their potential.

Centria Autism, headquartered in Farmington Hills, Michigan, is one of the largest providers of applied behavior analysis (ABA) therapy in the nation, serving more than 3,000 families in 10 states. Centria provides in-home ABA for children ages 1-12 in Maricopa and Pinal counties. Intake Specialists help families navigate the system, including obtaining insurance prior-authorizations and scheduling autism spectrum disorder (ASD) evaluation appointments. Our goal is to provide accessible, comprehensive support to families in need of behavioral planning and intervention related to ASD.

Devereux Advanced Behavioral Health changes lives by unlocking and nurturing human potential for individuals with emotional, behavioral or cognitive differences. Since 1967, Devereux Arizona has provided services to children and families that address adolescent health and wellness, autism, brief intervention, foster care, outpatient counseling, prevention, residential treatment and respite.

DMG Children's Rehabilitative Services meets the health care requirements of children with special needs by offering nearly all types of specialty and primary care in a state-of-the-art facility with a friendly, professional environment. More than 85 medical providers across more than 25 medical specialties serve children from birth to age 21, providing coordinated, integrated care. Primary care and therapy providers work directly with specialty physicians to deliver comprehensive treatment, utilizing one electronic medical record (EMR). Service teams in areas including nutrition/dietary, child life and social work collaborate with a renowned team of pediatric medical professionals to provide vital support to your child and family.

Statewide services provided for all ages. From the initial diagnosis through school-age years and beyond, individuals with Down syndrome and their families face a wide range of challenges and find themselves immersed in an ever-changing, often complicated journey to learn how to best support and nurture their loved ones. Down Syndrome Network helps every step of the way.

The law firm of Emily R. Taylor, Attorney, PLLC is committed to helping individuals and families protect assets and benefits for loved ones with special needs. Areas of practice include personalized special needs and estate planning, guardianships and conservatorships, and long-term care planning.

Envision Therapeutic Horsemanship
480-262-3434 * envisiontherapy.org

Envision Therapeutic Horsemanship is a 510(c)(3) organization providing quality therapeutic riding, equine-facilitated life coaching and equine activities to children and adults. Envision works to equip and empower individuals and their families to move forward with momentum to their next level in life through working with horses.

Girl Scouts - Arizona Cactus-Pine Council
602.452.7031 * girlscoutsaz.org/join

Girl Scouts - Arizona Cactus-Pine Council helps find the G.I.R.L. (Go-getter, Innovator, Risk-taker, Leader)™ in every girl, preparing her for a lifetime of leadership - from taking a night-time hike under the stars to accepting a mission on the International Space Station; from lobbying the city council with her troop to holding a seat in Congress; from running her own cookie business today to tackling cybersecurity tomorrow. The pre-eminent leadership development organization for girls, Girl Scouts offers every girl a chance to practice a lifetime of leadership, adventure and success.

Gompers Private School provides customized academic and life-skills education for children with disabilities including Autism Spectrum Disorders (ASD) and intellectual disabilities. The unique instructional program uses research-based teaching methods supported heavily by Assistive Technology and community-based instruction.

Kile & Kupiszewski Law Firm, LLC
8727 E. Via de Commercio, Scottsdale
480-348-1590 * kilekuplaw.com
Kile & Kupiszewski Law Firm, LLC provides legal services to families with children ages 1-18 in the areas of special needs and Arizona Long Term Care System (ALTCS) planning, guardianship/conservatorship, probate and trust administration, estate planning and probate litigation.

Lively Minds Tutoring
480-406-8114 * livelymindstutoring.com

Lively Minds Tutoring offers in-home, professional tutoring services for academic subjects and professional coaching services for executive function and study skills. We develop individual plans for each student based on unique strengths, needs and goals. Our students' progress is monitored, and we have consistent results of academic success. We help students of all ages and abilities become confident, lifelong learners.

Milestone Pediatrics
2175 N. Alma School Road, Suite A-106, Chandler
4641 N. 12th St., Suite 100, Phoenix
231 W. Giaconda Way, Suite 103, Tucson
480-855-0474 * milestoneaz.com

Milestone Pediatrics provides a range of therapy services that are client-centered and focused on helping the whole family. Quality speech therapy, occupational therapy and respite and habilitation services help children with developmental disabilities reach the fullness of their potential. The new Phoenix office features a sensory gym and quiet sensory room; Phoenix and Chandler locations now offer music therapy.

Mosaic provides in-home and out-of-home services to children and adults with intellectual and developmental disabilities. In-home services consist of habilitation, attendant and respite care; out-of-home services consist of adult/child developmental homes, where licensed providers open bedrooms in their own homes to provide care for adults/children with disabilities. Care providers are licensed through the state of Arizona, with dedicated Mosaic staff overseeing the well-being of residents.

Offers a transformative education for K-12 students with learning challenges. Combines research-based teaching, personalized instruction and small class sizes (7:1 student:teacher ratio) to turn academic frustration into enlightenment. New Way develops confident, lifelong learners who lead enhanced, productive lives and serve as positive examples of what individuals with learning differences can achieve.

Locations in Phoenix, Mesa, Gilbert, Queen Creek, Tempe, Chandler, Glendale, Peoria, Avondale, Buckeye, El Mirage, and Surprise
602-633-0732 * parentpartnersplus.com

Provides support, developmental screenings and school-readiness activities for Maricopa County families who are expecting a child or have children ages birth to 3.

Serves all ages living with special needs. PDS's specially trained staff and sensory-integrated facility aim to work with and treat patients to ensure the most successful and comfortable dental visit possible without the immediate use of sedation.

Pediatric Foot & Ankle Specialists provides treatment of heel pain, fractures, sprains, ingrowns, plantar warts, in-toeing/out-toeing, toe walking, flat feet, gait abnormality, and tarsal coalition to patients from birth to age 20.

Pinnacle Autism Therapy provides high-quality applied behavior analysis (ABA) therapy services for children ages 1-18 in home, school, community-based and center-based settings. Individualized, flexible therapy plans are designed to meet each child's needs.

For 40 years, Raising Special Kids has been strengthening Arizona families and systems of care to improve the lives of children ages 0-26 with disabilities and special health care needs. Raising Special Kids provides support, training, information and individual assistance for families navigating education and health care systems.

Ryan House offers world-class care and programs that embrace all children and their families as they navigate life-limiting or end-of-life journeys. Palliative and respite care address the emotional, spiritual and social needs of the family, continuity of care from diagnosis to end-of-life, expert care provided by prestigious care partners and highly-trained staff and a loving community that offers ongoing support and compassion. Ryan House is the only facility of its kind in the state and only one of three in the country.

SARRC's clinical model is grounded in applied behavior analysis (ABA) with a particular focus on naturalistic behavioral interventions in inclusive environments, including but not limited to in the home, in school, on the job or in the community. Each of SARRC's therapeutic programs, classes and trainings are guided by best-practice models; the most currently available science; increasing independence and producing meaningful outcomes; and the individualized needs of the children, adolescents, adults and families we serve.

S.E.E.K. Arizona offers several evidence-based behavioral health services for clients who wish to learn appropriate, safe, and positive behavior choices to improve their quality of life and relationship with others. We specialize in working with children and young adults with autism and other intellectual disabilities, but offers programming that meets the needs of individuals with varying diagnoses. Services include direct care support, counseling, intensive behavior coaching, family training, social skills and social thinking programs, and intensive evidenced-based classroom programming through our Life Skills Learning Academy and BRIEF program. All children and adult services are led by professionals who have extensive training or certifications in Applied Behavior Analysis and are experienced with developmental disabilities, behavioral disorders, or autism spectrum disorders.

Southwest Human Development is Arizona's largest nonprofit organization dedicated to early childhood development (ages birth to 5). Provides 40 innovative programs and services to 135,000 children and their families each year in the areas of Easter Seals Disabilities Services, child development, mental health, early literacy, Head Start/Early Head Start, family support, child welfare services and professional development and training.

602-230-1200 * specialolympicsarizona.org

The mission of Special Olympics Arizona is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for all children and adults with intellectual disabilities, giving them continuous opportunities to develop physical fitness, demonstrate courage, experience joy and participate in sharing of gifts, skills, and friendship with their families, other Special Olympics athletes and the community.

All ages. Psychiatry, counseling and natural medicine for mental health.

Stuttering and Speech Therapy of Arizona offers high-quality speech-language therapy to children and adults of all ages in our clean, comfortable clinic in the East Valley. SSTA is committed to helping people of all ages communicate effectively. The goal of therapy at SSTA is to give every client the necessary tools they need to function in all areas, be it school, work, or daily living situations.

Suzy Foundation is dedicated to helping individuals with the cost of assistive equipment not covered by insurance. Our hope is that all people may have the same opportunities despite challenges and disabilities.

Ages 14-22. Youth Transition Program helps youth transitioning out of the school system to develop pathways for the future. Job Training Program offers interactive activities to help members gain skills to be more independent in their employment. Adult Day Program helps members increase their independence in daily living, so they can be active in the community and cultivate social skills. Creative Arts Program offers fun and instructive art projects to help members hone skills in following directions and advocating for their wants and needs.

The United School's rigorous programming challenges K-12 students to reach their highest academic and social potentials. We work closely with parents and specialists to determine the precise goals to be achieved in these two hemispheres. Our objective is to prepare each student with the knowledge and skills needed to integrate into mainstream schools. As research supports, early intervention is key to targeting essential social and academic skill sets needed for successful mainstream integration. As a result, we work closely with many ABA agencies in the Valley who believe in this same principle, and it's why we've committed ourselves to growing our lower school capacity (K-2) year after year. We are aware that a mainstream school is not always a good fit for all, which is why our amazing program continues to challenge our students up to grade 12.

UCP of Central Arizona operates an inclusive Early Learning Center (for ages 6 weeks-5 years) and provides home care (for any age) and Clinic and Home Therapy Services (occupational, physical, speech and language, feeding therapy) for children up to age 12. Our personalized programs are dedicated to advancing the independence, productivity and self-sufficiency of each individual.

Wild West Children's Dentistry offers Saturday and evening appointments, digital X-rays (for lower radiation), sedation (oral and general anesthesia) and free transportation (subject to availability). Recent movies are available for young patients' entertainment. Emergencies and walk-ins welcome. Accepts most private insurance and AHCCCS plans. Discounts available for non-insured patients. Se habla Español.
RELATED:

# data[].attributes.attachment_link.description
A Caring Heart of Arizona provides in-home support services to adults and children with disabilities in Maricopa County. We have proudly served the community for more than 15 years. All ages with special healthcare needs. The Center for Advanced Oral Health at A.T.

# data[].attributes.body
Future Planning Workbook:  A Roadmap of Our Futures, our WIshes

A grant project awarded to the Sonoran Center for Excellence in Disabilities

# data[].attributes.headline
Financial and Estate Planning for Children with Special Needs

# data[].attributes.subject
Financial and Estate Planning for Children with Special Needs

# data[].attributes.body
Parenting children with special needs also comes with unique challenges, including increased financial responsibilities and more complex planning requirements for the future.

# data[].attributes.attachment_link.title
Financial Planning for Parents of Children with Disabilities

# data[].attributes.attachment_link.description
Raising kids with disabilities can be emotionally and financially challenging, but parents often find moral and emotional support from other parents. Get resources that can help you navigate the financial aspects of your child’s needs.

# data[].attributes.headline
Center for Parent Information and Resources

# data[].attributes.subject
Center for Parent Information and Resources

# data[].attributes.body
Your central "Hub" of information and products created for the network of Parent Centers serving families of children with disabilities.

# data[].attributes.attachment_link.readable_text
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

# data[].attributes.attachment_link.title
Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.attachment_link.description
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

# data[].attributes.headline
Parent & Caregiver Guide to Driving With a Child Who Has Special Needs

# data[].attributes.subject
Parent & Caregiver Guide to Driving With a Child Who Has Special Needs

# data[].attributes.body
Traveling can be a challenge for any family, but traveling with children who have autism spectrum disorder or other special needs can present unique challenges.

# data[].attributes.attachment_link.readable_text
Traveling can be challenging for any family, but traveling with children who have autism spectrum disorder and other special needs can present unique challenges. Travel can also bring joy to kids with special needs and enable families to have memorable experiences and connections with loved ones.

Parenting children who have special needs can be complex and costly, but that doesn't mean families need to miss out on travel. Experts and parents encourage families to approach traveling with children who have special needs with planning and preparation. Dr. Emily King, a psychologist and mother of a child with special needs, suggests traveling is like any skill you teach your kids; it can get easier with practice. Starting with shorter road trips may make travel more manageable.

We've compiled tips, resources and expert advice for managing road trips with kids who have special needs.

Managing Challenges While On the Road

Almost every child can display behaviors that may not be safe while driving, but children with special needs may be more prone to such actions. Those with language delays may struggle to understand or follow directions, making behavioral and physical challenges more difficult. Creating a plan and preparing to stay calm when such challenges arise can ease the struggles that go along with road travel.

Behavioral Challenges

Children with ASD, developmental delays or other conditions may display behaviors that can lead to distracted driving on a road trip. Common challenges include impulsivity, hyperactivity, aggressive behavior or failure to follow directions. Many children go through a phase where they don't like being in a car seat or seat belt, but for some children with special needs, this may be an ongoing issue that makes it hard to travel. Refusing a seat belt can obviously make it difficult to drive safely, especially if you're in the car for a long time.

These issues can be distracting - and dangerous - to the driver. Behavioral challenges can also arise when kids don't understand what's going on, as with children with limited language development or delays.

Physical Challenges

Children with ASD may be exceptionally rigid or sensitive to changes in their routines. Specific physical needs can be complicated to manage while traveling.

Challenges With Food: Many kids with ASD have particular eating habits and favorite foods. "A lot of parents spend a lot of time making sure they have the exact brand (and) the exact packaging for kids who are very rigid in what they're willing to eat," said Dr. Elizabeth Caronna, a pediatrician specializing in ASD.

Challenges With Bathroom Breaks: There's no way to avoid the need for bathroom breaks on a long road trip, but using public toilets can be strange or difficult for kids, especially those with ASD. According to Caronna, using public restrooms can be tricky and throw off toilet training.

Challenges With Sleep: Caronna also says sleep disruption can be common among children with ASD while traveling. Sleeping in a hotel room or guest room at a relative's house can impact sleep well beyond the vacation.

"I hear that a lot," said Caronna. "'It all happened when we took the road trip, and since then the sleep has not been the same.'" Kids might insist on sleeping in the same room with caregivers if they got used to doing so during vacation.

Strategies for How to React and Stay Calm

Parents can try several strategies for managing their reactions to challenging behaviors or kids' physical needs while traveling.

Speaking From Experience: Driving With a Child Who Has Special Needs

MoneyGeek interviewed parents with experience traveling with children with special needs. They offer practical tips, born of experience, that can help other parents preparing to travel with special needs children.

Creating Your Road Trip Safety Plan

Taking any road trip requires that you have good car insurance and essential safety supplies. You may need to take extra precautions and get special equipment when traveling with special needs children. Depending on your child's age, size and individual needs, there may be safety products you should consider to ensure your trip is as safe as possible.

Car Insurance

How much car insurance you need depends on many factors, including what your state requires and how much coverage you can afford. Each state has minimum liability requirements, but they may not be enough for families with special needs children. You may need a higher level of coverage for medical costs for a child with special needs in the event of an accident or to cover the cost of any vehicle modification or special equipment you may have installed.

Before you head out on a long road trip, make sure you understand your car insurance needs and check auto insurance quotes to see if there are better car insurance options for your needs.

In addition, make sure you have roadside assistance in case your car breaks down on the road. The last thing you want to deal with when traveling with a special needs child is a major disruption like a breakdown without knowing help is a phone call away.

Car Safety Tools and Practices

You'll want to take all precautions possibly to ensure that you make it to your destination safely. To prepare for a road trip with your special needs child, there are several valuable and worthwhile safety steps you can take ahead of time.

Road Trips and Extended Travel

With planning and preparation, road trips can be manageable and fun for families of special needs children. Longer trips that involve overnight stays may take more practice and deliberation. There are many strategies you can use to make longer trips as smooth and enjoyable as possible.

How to Make Road Trips Fun for a Child Who Has Special Needs

You want to arrive at your destination safely and with as few incidents as possible, but what about having some fun along the way? Traveling is a great adventure for all members of your family and can be so for your child with special needs as well. If you take time to practice, plan, imagine and discuss your travel plans ahead of time, getting there will be much more enjoyable.

With some planning and creative thinking, road trips can not only be manageable, but they can be fun as well. Use these tips when planning your trip.

Techniques

Using the proper technique when traveling with your child can make all the difference when on the road. Try these travel techniques for a more laid-back adventure.

Helpful Tools

Many tools have been designed with travel with special needs children in mind. The following tools can help keep peace while on the road or in the air.

Staying Secure and Comfortable Along the Way

Once you're armed with the tools and techniques that will help you on the road, there are some essential things to know as you make your way to your destination. If you will be traveling with a service animal or want to seek out businesses that are equipped to manage guests with special needs, the following tips can help.

Know Your Rights

If your child uses a service animal as defined by the Americans with Disabilities Act, your child is entitled by federal law to be accompanied by the animal at all times. This includes while in restaurants and hotel rooms. However, different rules apply if the animal is used for emotional support but is not a service animal that has been specifically trained to perform a task for the health or safety of the person with the disability. While some businesses do allow for the presence of emotional support animals, by federal law, they do not have to allow them unless they have been trained to perform a task. Some local and state jurisdictions may have laws regarding the use of emotional support animals. You do not have to furnish proof that your animal is a service animal, and your animal does not have to wear a special patch or vest, but your animal must be under control at all times.

Even if a service animal accompanies you, specific rules do apply. At restaurants, the dogs must remain on the floor at all times. Hotels are not required to allow service animals in the rooms by themselves. If allowing service animals would cause the business to alter the nature of a service or program provided to the public, the business can restrict the animal's use. An example would be if you have a service animal at the zoo, but certain animals in the zoo become upset over a dog's presence.

If you feel that your child has been discriminated against while using a service animal, you can file a complaint with the U.S. Justice Department. Sometimes calling ahead and explaining your child's situation to a manager can fix the problem.

Interactions With Others

It can be hard to stay calm when your child has a meltdown in public. Most children with ASD do not look any different from other children and may simply be judged by others as "too old" to be having a temper tantrum. As a result, strangers may not be especially sympathetic, and parents may feel judged. One strategy parents can adopt is to carry "My child has autism" wallet cards that explain your situation and ask for understanding.

Stopping at ASD and Disability Friendly Locations

Not all travel destinations or ways to get there are autism-friendly. Some have non-judgmental and well-informed staff trained on ASD and primed to understand the needs of people with ASD. Autism Double-Checked reviews hotels and airlines for their level of autism friendliness. A rating of "autism aware" denotes that staff has been trained on ASD, while "autism ready" means staff is trained explicitly about situations that might arise and how to handle them. Parent groups, such as those on social media, can also be good resources to find autism-friendly hotels or destinations.

Travel Insurance

If you're planning to stay in hotels along the way, or if your destination is a resort rather than a relative's house, you may want to buy travel insurance. Travel insurance can be helpful if something goes wrong before or during your trip. It may help you recoup your costs if your trip is interrupted due to a medical emergency or illness, weather event or other disruptions.

Make sure you know what the policy covers and that you could get help paying for a medical emergency or recouping your hotel costs.

Expert Insight on Traveling With a Child Who Has Special Needs

MoneyGeek spoke with ASD experts to provide insights on how to manage traveling with special needs children. From their clinical practice treating children on the autism spectrum, these experts offer practical advice and perspectives on how and why to travel successfully with special needs kids.

Additional Resources for Traveling With Children With Special Needs

There are many resources for people with ASD and specifically to help families traveling with children who have special needs. Some resources include:

About the Author

sources

AAA. "AAA: Nearly 100 Million Americans Will Embark on Family Vacations this Year." Accessed February 22, 2021.

Autism Double-Checked. "Autism-Friendly Travel is Finally Here." Accessed February 23, 2021.

Autism Parenting Magazine. "Social Stories for Kids With Autism - The Ultimate Guide." Accessed February 23, 2021.

Autism Speaks. "What are the DSM-5 diagnostic criteria for autism?." Accessed February 23, 2021.

Automotive Safety Program. "Child Safety Seats for Children with Special Needs." Accessed February 23, 2021.

Centers for Disease Control and Prevention. "Data & Statistics on Autism Spectrum Disorder." Accessed February 22, 2021.

HealthyChildren.org. "Car Seats: Information for Families." Accessed February 23, 2021.

National Center for Education Statistics. "Digest of Education Statistics." Accessed February 22, 2021.

National Center for Education Statistics, Students with Disabilities. "Students With Disabilities." Accessed February 22, 2021.

National Highway Traffic Safety Administration. "Distracted Driving." Accessed February 22, 2021.

Parenting on Your Own Path. "How to Teach Your Differently-Wired Child to Enjoy Travel in 5 Steps." Accessed February 23, 2021.

Rochester Regional Center for Autism Spectrum Disorders. "Making a Sensory Kit." Accessed February 23, 2021.

SafeRides4Kids. "Special Needs Car Seat." Accessed February 23, 2021.

WebMD. "Sensory Processing Disorder." Accessed February 23, 2021.

# data[].attributes.attachment_link.title
Parent & Caregiver Guide to Driving With a Child Who Has Special Needs

# data[].attributes.attachment_link.description
Traveling can be challenging for any family, but traveling with children who have autism spectrum disorder and other special needs can present unique challenges. Travel can also bring joy to kids with special needs and enable families to have memorable experiences and connections with loved ones.

# data[].attributes.headline
Restraint & Seclusion:  District Approved Guidelines and Documentation -- Training

# data[].attributes.subject
Restraint & Seclusion:  District Approved Guidelines and Documentation -- Training

# data[].attributes.headline
Restraint & Seclusion:  Documentation and Notification Form

# data[].attributes.subject
Restraint & Seclusion:  Documentation and Notification Form

# data[].attributes.headline
Restraint & Seclusion Review Meeting Form

# data[].attributes.subject
Restraint & Seclusion Review Meeting Form

# data[].attributes.headline
What is the Difference Between an IEP and a 504 Plan?

# data[].attributes.subject
What is the Difference Between an IEP and a 504 Plan?

# data[].attributes.attachment_link.title
IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

# data[].attributes.headline
A Teacher's Guide to Section 504 of the Rehabilitation Act

# data[].attributes.subject
A Teacher's Guide to Section 504 of the Rehabilitation Act

# data[].attributes.headline
Subjects in Our Training Padlet (Below) Include:

# data[].attributes.subject
Subjects in Our Training Padlet (Below) Include:

# data[].attributes.body
* Providing Training for Aides
* Assistive Technology
* Autism
* Behavior Supports
* Collaborating & Working in Teams
* Language and Comm. Skills
* Modifications & Accommodations
* Section 504
* Sensory Needs
* Special Ed.:  Multiple Topics
* Student Independence
* Transition
* Traumatic Brain Injury

# data[].attributes.headline
MUSD E.S.S.:  Continuing Education and Staff Training Resources -- PADLET

# data[].attributes.subject
MUSD E.S.S.:  Continuing Education and Staff Training Resources -- PADLET

# data[].attributes.body
Websites, videos, blogs, and a variety of other resources on a broad range of special education topics -- autism, behavior supports, increasing student independence, and much more.  Use these  resources for individual, program-based, or school-based  trainings.

# data[].attributes.headline
Who Qualifies For Special Education Transportation?

# data[].attributes.subject
Who Qualifies For Special Education Transportation?

# data[].attributes.headline
FAQs  About Transportation:  Arizona Department of Education

# data[].attributes.subject
FAQs  About Transportation:  Arizona Department of Education

# data[].attributes.attachment_link.readable_text
Is climate-controlled transportation required for children eligible to receive special education?

The regulations that implement the IDEA are silent in regard to climate-controlled transportation. As a general rule, IEP teams determine whether transportation for a child with a disability is a related service that the student needs in order to access special education services, and in this context an IEP team can determine that a student needs climate-controlled transportation, which would need to be provided to the student at no cost to the parents. Although climate-controlled transportation is also not discussed under section 504 of the Rehabilitation Act of 1973, a question of discrimination based on disability could arise if the school provides climate-controlled transportation for its general education students and not for children with disabilities. [ Questions and Answers on Serving Children with Disabilities Eligible for Transportation, Question C-1 (OSERS 2009)] See the entire IDEA Q & A on Transportation from 2009.

The regulations that implement the IDEA state that special education includes travel training. What is travel training?

"Travel training is instruction that enables children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to develop an awareness of the environment in which they live, and to learn the skills necessary to move effectively and safely from place to place within that environment. [34 C.F.R. §§ 300.39(a)(2)(ii) and 300.39 (b)(4)] These services can be a fundamental component of the provision of a free appropriate public education (FAPE) that will assist children in preparing for employment and independent living in their communities. Therefore, IEP Teams should consider the need for both transportation and travel training when planning for a child's postsecondary transition needs." [ Questions and Answers on Serving Children with Disabilities Eligible for Transportation, Question A-2 (OSERS 2009)] See the entire IDEA Q & A on Transportation, 2009.

Must transportation be made available to all students who are eligible to receive special education and related services?

Transportation is a related service under the IDEA and includes "travel to and from school and between schools, travel in and around school buildings, and specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability." [34 C.F.R. §§ 300.34(a) and (c)(16)] Not all children with disabilities require transportation; each child's IEP team must determine if transportation is required to enable the student to access education and receive a FAPE. Put another way, only when a child's IEP team determines that transportation is necessary for the child to benefit from special education is a school obligated to provide such a service.

Do the regulations that implement the Individuals with Disabilities Education Act (IDEA) limit the amount of time a student with a disability can spend on the bus?

The regulations that implement the IDEA and Arizona State Board of Education rules are silent as to the amount of time a child with a disability can spend on the bus. However, it is logical to assume that if a child requires transportation as a related service, then the school day would begin when the child gets on the school bus. Although the length of a school day is not addressed in the IDEA, as a general rule the length of a school day for a student eligible for special education should not be longer or shorter than a school day for a non-disabled peer. "However, if a child's IEP Team determines a child needs a shorter or extended school day in order to receive [a] FAPE, then appropriate modifications should be incorporated into the IEP. However, these modifications must be based on the unique needs of the child, as determined by the IEP team, and not solely based on the child's transportation time." [ Questions and Answers on Serving Children with Disabilities Eligible for Transportation, Question B-1 (OSERS 2009)] See the entire IDEA Q & A on Transportation from 2009.

Do children eligible for special education who have transportation as a related service need to be transported on a separate special education bus?

No. "The Individuals with Disabilities Education Act (IDEA) does not require [schools] to transport children with disabilities in separate vehicles, isolated from their peers. In fact, many children with disabilities can receive the same transportation provided to non-disabled children, consistent with the least restrictive environment requirements in 34 C.F.R. §§300.39(a)(2)(ii) and 300.39(b)(4)." [ Questions and Answers on Serving Children with Disabilities Eligible for Transportation, Question A-2 (OSERS 2009) See the entire IDEA Q & A on Transportation from 2009.

What information about a student eligible for special education should be shared with the student's bus driver?

"Effective communication between schools and transportation providers is essential, including communication about transportation needs and potential problems of children with disabilities. To the extent appropriate, school personnel in [schools] should ensure that school bus drivers or other transportation providers are well informed about protecting the confidentiality of student information related to (1) the special needs of individual children with disabilities who ride on school buses with their general education peers, and (2) possible strategies and assistance that may be available to drivers(including the use of aides on buses)." [ Questions and Answers on Serving Children with Disabilities Eligible for Transportation, Question D-1 (OSERS 2009)] See the entire IDEA Q & A on Transportation from 2009.

If an open enrolled student's IEP includes transportation as a related service, can a district deny transportation because the student lives outside the district's boundaries?

Arizona Revised Statutes, in regard to open enrollment, state in pertinent part as follows: "The governing board of the district educating the pupil shall provide transportation limited to no more than twenty miles each way to and from the school of attendance or to and from a pickup point on a regular transportation route, or for the total miles traveled each day to an adjacent district for nonresident pupils with disabilities whose individualized education program specifies that transportation is necessary for fulfillment of the program." [A.R.S. § 15-816.01(C)] This means that the district educating the child under its open enrollment policy must provide transportation for the total miles traveled each day (even if it exceeds 20 miles) for a student with a disability whose IEP specifies transportation as a related service, provided that student resides in an adjacent school district.

# data[].attributes.attachment_link.description
Is climate-controlled transportation required for children eligible to receive special education?The regulations that implement the IDEA are silent in regard to climate-controlled transportation.

# data[].attributes.body
This position paper supports the belief that there is value and uniqueness to be found in all of our learners, including those that are twice-exceptional .

# data[].attributes.headline
The U.S. Department of Education:  Child Find Regulations

# data[].attributes.subject
The U.S. Department of Education:  Child Find Regulations

# data[].attributes.body
Child find is a component of the Individuals with Disabilities Education Act (IDEA ’04) that requires Public Education Agencies (PEA) to locate, identify, and evaluate all children with disabilities, aged birth through 21, located within their boundaries of responsibility who are in need of early intervention or special education services.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.readable_text
300.111 Child find.

(1) The State must have in effect policies and procedures to ensure that-

(i) All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated; and

(ii) A practical method is developed and implemented to determine which children are currently receiving needed special education and related services.

(b) Use of term developmental delay. The following provisions apply with respect to implementing the child find requirements of this section:

(1) A State that adopts a definition of developmental delay under §300.8(b) determines whether the term applies to children aged three through nine, or to a subset of that age range (e.g., ages three through five).

(2) A State may not require an LEA to adopt and use the term developmental delay for any children within its jurisdiction.

(3) If an LEA uses the term developmental delay for children described in §300.8(b), the LEA must conform to both the State's definition of that term and to the age range that has been adopted by the State.

(4) If a State does not adopt the term developmental delay, an LEA may not independently use that term as a basis for establishing a child's eligibility under this part.

(c) Other children in child find. Child find also must include-

(1) Children who are suspected of being a child with a disability under §300.8 and in need of special education, even though they are advancing from grade to grade; and

(2) Highly mobile children, including migrant children.

(d) Construction. Nothing in the Act requires that children be classified by their disability so long as each child who has a disability that is listed in §300.8 and who, by reason of that disability, needs special education and related services is regarded as a child with a disability under Part B of the Act.

# data[].attributes.attachment_link.title
Sec. 300.111 Child find - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
300.111 Child find. (a) General. (1) The State must have in effect policies and procedures to ensure that- (i) All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability,...

# data[].attributes.body
A collection of movement-based, brain-based, and breath-based resources presented by the ADE Assistive Technology Team.

# data[].attributes.body
Transition Resources and information