All school districts and charter schools are required to annually administer the nine-question State Performance Plan, Indicator 8: Parent Involvement Survey to all parents of students with an Individualized Education Program (IEP).
The Parent Involvement Survey will open January 18, 2022!
The ESS Parent Survey application is accessed via ADE Connect. To obtain access to the application, please contact your Entity Administrator.
SY ‘20 results are available via ADEConnect. Refer to the FAQ section below for more information.
Utilize the following approaches to boost parent involvement and strengthen partnerships.
Provide a draft IEP prior to the meeting and encourage parental input. Include proposals and all relevant documents.
Greet parents upon arrival and introduce all participants.
Distribute the IEP meeting agenda and allow for parental input.
Review participants’ roles and responsibilities.
Ask teachers and related service providers to share strategies with families to support their child’s progress at home.
Ensure equal time for parental input into each component of the IEP process.
Offer to review of the Procedural Safeguards Notice (PSN).
Review pertinent local policies.
Establish regular—formal and informal—communication with parents regarding their child’s progress. Celebrate successes and discuss concerns.
Use parent-friendly person-first language and check for understanding.
Identify a point of contact for child-specific questions (i.e., teacher or case manager) and for general special education questions (i.e., the school parent liaison, a Raising Special Kids Family Support Specialist).
Utilize interpreters who are familiar with the special education process and terminology.
Use a variety of media for effective home/school communication (e.g., newsletters, flyers, phone calls, reminder apps, Facebook, Twitter).
Notify parents of all school activities—including extracurricular events—and encourage their participation.
Be sensitive to how each family is affected by their child’s disability and mindful of their cultural values, beliefs, and perceptions.
Offer meeting days and times to accommodate family schedules.
Propose a variety of meeting options (e.g., school site, home visit, conference call, video conference).
Offer special education training and resources to parents and staff (e.g., host workshops, disseminate parent group training calendars, display resource materials).
Plan and promote workshops based on input from families.
Develop and maintain parent advisory councils and family support groups.
Create a family-friendly atmosphere that welcomes and engages parents.
Seek parental input on special and general education topics.
Encourage parental input in the decision-making process.
Provide staff development on a variety of topics that impact special education and parent involvement.
What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.
When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.