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Public Comment

EXTERNAL PD OPPORTUNITY: Alternative Service Models During COVID-19 Meeting

EXTERNAL PD OPPORTUNITY: Alternative Service Models During COVID-19 Meeting

Thu, Mar 19, 2020
Updates
Special Education

Please see this timely professional development opportunity from our colleagues in AZCEC, AZCASE, and SEAA.

Join AZCEC, AZCASE, and SEAA in sharing ideas on alternative service models during the COVID-19 pandemic.

This is an opportunity for Directors of Special Education to hear ASU Prep’s success on getting services virtual, and to share other formats of alternative service models. This meeting will be hosted by Janet Holt, ESS Director for ASU Prep, and assisted by AZCEC, AZCASE, and SEAA Presidents.

Please join us: Monday, March 23 from 10 a.m. - 12 p.m. Access the meeting

Recent Articles

FAQs: Transportation

Is climate-controlled transportation required for children eligible to receive special education?

The regulations that implement the IDEA are silent in regard to climate-controlled transportation. As a general rule, IEP teams determine whether transportation for a child with a disability is a related service that the student needs in order to access special education services, and in this context an IEP team can determine that a student needs climate-controlled transportation, which would need to be provided to the student at no cost to the parents.

FAQs: Transition

What exactly are transition services?

The federal regulations define transition services as a “coordinated set of activities for a child with a disability that . . . is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” [34 C.F.R.

FAQs: Timelines

What is the timeline for an evaluation in Arizona?

The federal regulations are clear that an evaluation must be completed within 60 days of the date the school received informed written consent from the parent or within the timeframe established by the State. [34 C.F.R. § 300.301(c)(1)] Arizona State Board of Education rules clarify that if the evaluation or reevaluation is initiated by the school, it must be conducted within 60 days from the date the school received informed written parental consent. [A.A.C.

FAQs: Special Education & Related Services

Has the definition of “specially designed instruction” changed?

The IDEA regulations define special education as “specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” [34 C.F.R. § 300.39(a)(1)] The regulation continues: “[s]pecially designed instruction means adapting, as appropriate to the needs of the eligible child … the content, methodology, or delivery of instruction.” [Id.

FAQs: Records (Educational Records)

What is the definition of an “education record”?

“Education record” is a term defined under the Family Educational Rights and Privacy Act (FERPA) and incorporated into the IDEA by reference. FERPA defines education records as records that are directly related to a student and that are maintained by an educational agency. [20 U.S.C. § 1232g(d); 34 C.F.R.

SPED GUIDANCE: Special Education Timelines and COVID-19 and Other Resources

SPED GUIDANCE: Special Education Timelines and COVID-19 and Other Resources

Wed, Mar 18, 2020
Updates
COVID-19
Special Education

Special Education Directors,

ADE/ESS has received many questions regarding special education timelines during school closures associated with COVID-19. We recognize that, during this time, there may be challenges in meeting deadlines. Please see the this guidance document (Updated 4/1/20) that contains guidance on timelines, provided in good faith based on guidance from OSEP.

There are a few other resources that may be useful for you to review:

  • The ADE delivered a COVID-19 webinar today to district and charter leaders, as well as education stakeholders. The webinar was hosted with the support of the AZ School Board Association. Participant size was limited, but the webinar was recorded and is available on ADE’s COVID-19 webpage. There is a short section on special education that is taken primarily from the OSEP Q & A document recently disseminated, but also contains a few pieces of information gained from the “Joint Webinar on COVID 19 and Students with Disabilities” held on March 13.
  • The “Joint Webinar on COVID 19 and Students with Disabilities” was presented by Laurie VanderPloeg, OSEP Director, along with representatives from NASDSE, CASE, and the CCCSO. It is a review of the OSEP Q & A Document, including IDEA, Part C, and Section 504 students, and also contains a general question and answer section. The recording of the webinar is available in the link.
  • The ADE provided information on “School Closures: Clarification and Guidance,” today. This information is also available on the ADE COVID 19 webpage and concretely outlines which schools and programs are and are not closed, per the Governor’s declaration. It also provides some general information about school closure.

Additionally, ADE/ESS is in the process of developing a COVID-19 ESS subpage that will be linked to the overall ADE COVID-19 page. It will contain special education-specific information, as well as an evolving Q & A document based on questions that are submitted to ADE and ESS. Please be patient as ESS receives questions, processes information, seeks guidance, and provides answers. This is a quickly-changing landscape of information and resources, and ESS is working closely with OSEP, national technical assistance groups, and state leadership to get the most accurate information to you.

Any questions can be sent to the [email protected]. Thank you all for your work during this time.

Recent Articles

FAQs: Progress Reports

What are the IDEA requirements regarding IEP goal progress reports?

An IEP must include information as to “[w]hen periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.” [34 C.F.R. § 300.320(a)(3)(ii)]

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