What is Exceptional Student Services?

ESS is the section of ADE responsible for ensuring 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).

Whom do I contact when I have questions or concerns about special education?

There are three ways to seek assistance:

Encircle Families is a nonprofit 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. Encircle Families has a toll-free help line (1-888-877-5910) for parents, which is staffed by trained and knowledgeable specialists.

Contact Your School's Program Specialist - Program Support and Monitoring program specialists are assigned to each Arizona district and charter school to provide program assistance. Program specialists offer technical assistance and monitor special education programs in school districts and charter schools throughout the state. To contact the person assigned to your school, click on ESS program specialist caseload list to launch a Microsoft Excel spreadsheet with the list of currently assigned specialists and how to contact them.

Email or call the ESS reception desk to be directed to the assistance needed:
Email: ESS Inbox
Tel: (602) 542-4013
TDD: (602) 542-1410
FAX: (602) 542-5404

What role does the ESS specialist play with regard to special education in the schools?

The ESS specialist provides technical assistance to the local schools regarding state and federal special education requirements. Specialists also monitor districts and charters to ensure the special education programs provided comply with requirements.

What is an individualized education program (IEP)?

Each child found eligible for special education has an IEP, which is a document that identifies the services that will be provided, the goals that the services will target, the setting in which the services will occur, and the amount of time the services will be provided.

What are my legal rights as a parent of a child with a disability?

IDEA gives parents specific rights with regard to special education. These rights are outlined in the procedural safeguards notice that can be found at:

Procedural Safeguards
Aviso de las Salvaguardias Procesales

How can I find information about resolving a special education problem I am having with my child’s school?

IDEA and its implementing regulations require States to have in effect three processes to assist parents of a child with a disability and their schools in resolving special education–related issues. Specifically, States must offer:

• a mediation system;
• a due process hearing system; and
• a state administrative complaint system.

Information on each of these processes can be found on the Arizona Department of Education Dispute Resolution website.

What is the purpose of the Parent Involvement Survey?

As part of the Individuals with Disabilities Education Act (IDEA '04), ESS is required to report how well schools facilitate parent involvement in order to improve services and results for children with disabilities. This data is gathered from parents of children with disabilities through the Parent Involvement Survey and is published in Arizona’s Annual Performance Report (APR). For more information about the survey, e-mail Parent Involvement Survey or call (928) 637-1871.

Does the Arizona Department of Education provide for students with disabilities to attend private schools?

Students with disabilities who have been placed by their parents in a private school as a matter of choice have no individual entitlement to receive a FAPE, but may be entitled to some special education services provided by the local school district under the “proportionate share” requirement. If an IEP team determines that a private school is the most appropriate, least restrictive setting for a child with a disability, that placement is made at no cost to the parent.

Parents also have an option under the Empowerment Scholarship Accounts (ESA).

Whom do I contact if I have concerns about my child's development and/or academic progress?

Contact the school district in which you live or, if your child is already in school, contact the school district or charter school the child attends. Children aged birth to 2 years 10½ months will be referred to the Arizona Early Intervention Program (AzEIP) for eligibility determination. Children older than 2 years 10½ months are screened and, if necessary, evaluated by the school district or charter school. For more information, e-mail the AZ FIND Inbox or call 520-770-3175.

Low Incidence Disabilities
AZ FIND/Child Find - Families
AZ FIND/Child Find - Schools
Parent Involvement Survey - Families
Parent Involvement Survey - Schools

"The goal of early intervention and early childhood special education is to enable young children with disabilities to be active and successful participants during their early childhood years and in the future. States collect, analyze, and use data on three childecta outcomes to measure individual child and family progress toward improved results and to improve their systems and services." -Early Childhood Technical Assistance Center (ECTA)

Child Outcome Areas of Functioning include:

• Child has positive social-emotional skills (e.g., social relationships)
• Child acquires and uses knowledge and skills (e.g., early language/communication, math)
• Child uses appropriate behaviors to meet their needs (e.g., self-care, dressing)

Definitions of Child Outcomes Data Points:

• COS Rating Scores:The Child Outcomes Summary (COS) summarizes information on a child's functioning in each of the three child outcome areas using a 7-point scale upon entry to the program and at exit. They are a snapshot of the child’s overall functioning at one given point in time, informed by the full team of people who know the child best across settings and situations where the child spends his/her time.The scores are organized into two main groups: Overall Age-Approproate (score 6-7), Overall Not Age-Appropriate (score 1-5).
• Average point difference between entry and exit:  compares the entry score to the exit score. Nationally, the average change between entry and exit is one point. 
• Progress Categories-
  • Category a: Children who did not improve functioning.
  • Category b: Children who improved functioning but not sufficient to move nearer to functioning comparable to same aged peers.
  • Category c: Children who improved functioning to a level nearer to same aged peers but did not reach it.
  • Category d: Children who improved functioning to reach a level comparable to same aged peers.
  • Category e: Children who maintained functioning at a level comparable to same aged peers.
• Summary Statements- This ECTA video describes the conversion of Progress Categories to Summary Statements
  • Summary Statement 1: Of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Using the outcomes data of children from the trajectories, this is calculated using the following formula: c+d/ a+b+c+d
  • Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they turned 3/6 years of age or exited the program. Using the outcomes data from the trajectories, this result is calculated by the formula: d+e/ a+b+c+d+e

Page revised 02/10/2023