Why does Arizona have an Exceptional Student Services (ESS) unit?
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 state’s general supervisory authority, what does ESS do?
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.
What is the purpose of monitoring?
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)]
What are states required to examine when monitoring schools?
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)]
Why do states have a State Performance Plan (SPP)?
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.
What does the State Performance Plan (SPP) include?
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)]
What are the indicators in the State Performance Plan/Annual Performance Report?
- Drop Out
- Districts Meeting Annual Yearly Progress (AYP)
- Participation for Students with IEPs
- Proficiency for Students with IEPs
- Suspension and Expulsion
- Educational Environments (children 6-21)
- Preschool Environments
- Preschool Outcomes
- Parent Outcomes Survey
- Disproportionate Representation
- Child Find
- Early Childhood Transition
- Secondary Transition
- Post-School Outcomes
- Resolutions Sessions
- State Systemic Improvement Plan (SSIP)
What does the US Department of Education do with the state’s Annual Performance Report (APR)?
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)]