Special Education

What Indicator 16 Is

Indicator 16 measures the percentage of problems that are solved through mediation. If a parent has an issue regarding special education, for example, the parent and school may have a mediator (an unbiased third party) assist in coming up with an agreement.

Why Indicator 16 Is Important

Mediation is an informal, collaborative problem-solving process that encourages mutual respect, promotes communication, and often provides the basis for positive working relationships between parents and school staff.

What Indicator 15 Is

Indicator 15 measures the percent of problems that are solved through resolution sessions. If a parent has an issue regarding special education services, for example, the parent and school may have a resolution session wherein they meet and try to come to an agreement..

Why Indicator 15 Is Important

The goal of the resolution session is to attempt to resolve the dispute that triggered the hearing request without the need for litigation.

What Indicator 14 Is

Indicator 14 reports whether our students with Individualized Education Programs (IEPs) are in school, have a job, or in some type of training one year after they leave high school by graduating, aging out at age 22, or dropping out.

Why Indicator 14 Is Important

Indicator 14 tells us about the lives of our students with IEPs one year after they have left high school. It is one way to help us understand whether students' education prepared them for adult life.

What Indicator 13 Is

Indicator 13 checks whether Arizona students with Individualized Education Programs (IEPs), at the end of 9th grade or age 16, whichever is first or earlier, as determined necessary by the student’s IEP team. (A.A.C. R7-2-401(G)(4)(A))  receive secondary transition planning and services that comply with the federal Individuals with Disabilities Education Act (IDEA).

What Indicator 12 Is

Indicator 12 measures the percentage of children referred from Early Intervention who are found eligible for special education services and who have an Individualized Education Program (IEP) implemented on their third birthday.

Why Indicator 12 Is Important

This indicator ensures that children are evaluated in a timely way so that those determined to be eligible begin receiving needed services and supports at age three. 

What Indicator 11 is

Indicator 11 collects data to determine whether students receive initial evaluations and whether eligibility for special education is determined within the Arizona timeline of 60 days.

Why Indicator 11 is important

It is the Public Education Agency's (PEA) responsibility to have a student evaluated within 60 days of receiving informed written consent from the parent. This indicator ensures that PEAs are working in a timely manner. 

What Indicator 10 is

Indicator 10 looks at different racial/ethnic categories in a Public Education Agency (PEA). Within each category, Indicator 9 will then compare the disability category of students.

Why Indicator 10 is important

Indicator 10 ensures that PEAs have appropriate policies, procedures, and practices regarding the identification of students with disabilities.

What Indicator 9 is

Indicator 9 compares the races/ethnicities of students with disabilities to the races/ethnicities of students without disabilities in a Public Education Agency (PEA).

Why Indicator 9 is important

Indicator 9 ensures that PEAs have appropriate policies, procedures, and practices regarding the identification of students with disabilities.

What Indicator 8 Is

Indicator 8 reports the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

What Indicator 7 Is

Indicator 7 collects information for children with IEPs, ages 3–5, who are enrolled in a preschool program. The indictor looks at how much progress children make between the time they enter and exit the program. 

Why Indicator 7 Is Important

Indicator 7 measures progress in critical areas such as social/emotional health as well as physical and cognitive development. Measuring the progress in these areas can inform families and educators about a child's strengths and areas of need.