Exceptional Student Services
Bringing Transition Requirements into Focus *Coming Soon*
Arizona reports annually the performance of each Public Education Agency (PEA) against Arizona’s targets in the State Performance Plan/Annual Performance Report (SPP/APR). Below are the links to the data for each indicator reported to the Office of Special Education Programs (OSEP).
Indicator 5: Placement in the least restrictive enviroment (LRE) for elementary through secondary
Indicator 6: Placement in the LRE for Preschool
Indicator 7: Preschool Outcomes
Indicator 8: Parent Involvement
Indicator 9: Disproportionate representation of racial/ethnic groups in special edcation
Indicator 11: Child Find/Evaluation Timelines
Indicator 13: Secondary Transition
Indicator 14: Post-school outcomes
Indicator 5: Placement in the least restrictive environment (LRE) for elementary through secondary
Indicator 6: Placement in the LRE for Preschool
Indicator 7: Preschool outcomes
Indicator 8: Parent involvement
Indicator 9: Disproportionate representation of racial/ethnic groups in special education
Indicator 11: Child Find/Evaluation Timelines
Indicator 13: Secondary transition
Indicator 14: Post-school outcomes
Indicators 15 and 16: Resolution and mediation sessions
Indicator 5: Placement in the least restrictive environment (LRE) for elementary through secondary
Indicator 6: Placement in the LRE for Preschool
Indicator 7: Preschool outcomes
Indicator 8: Parent involvement
Indicator 9: Disproportionate representation of racial/ethnic groups in special education
Indicator 11: Child Find/Evaluation Timelines
Indicator 13: Secondary transition
Indicator 14: Post-school outcomes
Indicators 15 and 16: Resolution and mediation sessions
Indicator 5: Placement in the least restrictive environment (LRE) for elementary through secondary
Indicator 6: Placement in the LRE for Preschool
Indicator 7: Preschool outcomes
Indicator 8: Parent involvement
Indicator 9: Disproportionate representation of racial/ethnic groups in special education
Indicator 11: Child Find/Evaluation Timelines
Indicator 13 Secondary transition
Indicator 14 Post-school outcomes
Indicator 5: Placement in the least restrictive environment (LRE) for elementary through secondary
Indicator 6: Placement in the LRE for Preschool
Indicator 7: Preschool outcomes
Indicator 8: Parent involvement
Indicator 9: Disproportionate representation of racial/ethnic groups in special education
Indicator 11: Child Find/Evaluation Timelines
Indicator 13: Secondary transition
Indicator 14: Post-school outcomes
Below are links to draft pages. They are live, but not linked to the ESS website, meaning the only way one can see this page is to have the URL, which is not generally known and is a state secret available only to a select few. By reading this you come to the realization that you are among this select few who breathe rarefied air and are counted among the chosen few.
Under the Individuals with Disabilities Education Act (IDEA), states are required to monitor the implementation of the IDEA in their states, to enforce the IDEA regulations, make annual determinations about the performance of each public education agency (PEA) in their states, and report annually on the performance of the State and each public education agency (PEA). [34 C.F.R. § 300.600(a)]
Under the IDEA, each state department of education has general supervisory authority regarding the provision of special education to eligible students in the state. ESS Program Specialists, who act as liaisons between ESS and districts/charters, provide training activities, monitor for compliance with IDEA regulations and AZ special education rules, and provide technical assistance to schools. ESS also provides professional learning opportunities, annual conferences on a variety of topics, and enforces the mandates of the IDEA.
The regulations that implement the IDEA state that the primary focus of the State’s monitoring activities must be on improving the educational results and functional outcomes for all children with disabilities, and ensuring that public agencies meet the program requirements under Part B of the IDEA (age 3-21), with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities. [34 C.F.R. § 300.600(b)]
The regulations that implement the IDEA require states to monitor schools using quantifiable indicators to adequately measure performance in the following areas: the provision of a FAPE in the least restrictive environment (LRE); the exercise of general supervision, including the following: child find; effective monitoring; the use of resolution meetings; mediation; a system of transition services as defined in § 300.43; and the disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. [34 C.F.R. § 300.600(d)]
The regulations that implement the IDEA require states to have a performance plan that evaluates the state’s efforts to implement the requirements and purposes of the IDEA, and that describes how the state will improve its implementation of the requirements of the IDEA.
According to the requirements of the IDEA regulations, states must establish measurable and rigorous targets and collect valid and reliable information as needed to report annually on the indicators established by the US Secretary of Education. [34 C.F.R. § 300.601] States must use the targets established in the SPP under §300.601 and the priority areas described in § 300.600(d) to analyze the performance of each public education agency (PEA) in the state. [34 C.F.R. § 300.602(a)]
Based on information provided in the state’s annual performance report (APR), information obtained through monitoring visits, and any other public information made available, the Secretary determines if the state meets the requirements and purposes of Part B of the IDEA, needs assistance in implementing these requirements, needs intervention in implementing these requirements, or needs substantial intervention in implementing these requirements. [34 C.F.R. § 300.603(d)]
ESS ensures that public education agencies in Arizona have special education programs, policies, and procedures that comply with the federal Individuals with Disabilities Education Act (IDEA) and its implementing regulations, and that eligible children and youth with disabilities receive a free appropriate public education (FAPE). ESS provides professional learning opportunities, provides technical assistance to schools, supports the needs of families of students with disabilities, monitors schools for compliance with the regulations that implement the IDEA, and administers the IDEA Entitlement grant.
Professional Learning & Sustainability
Operations
Special Projects
Assessment Accessibility Resources
Multi-State Alternate Assessment (MSAA)
Alternate English Language Proficiency Assessment (Alt ELPA)
Page revised 9/20/22