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Arizona Early Intervention Definitions A-F

    AzEIP Service Providing Agencies

    Those state agencies identified in A.R.S. § 8- 652 that provide early intervention services under IDEA, Part C: Arizona Department of Economic Security and the Arizona State Schools for the Deaf and the Blind. The Arizona Department of Economic Security provides early intervention services through the ADES/ Arizona Early Intervention Program (ADES/AzEIP) and the ADES/ Division of Developmental Disabilities (ADES/DDD).

    As used in this chapter, AzEIP Service Providing Agencies include all employees, contractors and other individuals associated with the EIP, who are involved with children and families, either directly or indirectly, referred to and/or eligible for AzEIP.

    Child and Family Assessment

    A component of the IFSP that provides a comprehensive, integrated developmental summary of the child’s ability to:

    • Engage or participate in social relationships;
    • Acquire and use knowledge and skills; and,
    • Be independent within the family’s routines and activities. The Child and Family Assessment documents functional information synthesized from multiple sources, such as parent report, observation, and/or criterion-referenced assessment.

    Comprehensive Developmental Assessment (CDA)

    A full and individual evaluation of the child in all developmental areas: cognitive, physical (including vision and hearing screening), communication, social/emotional and adaptive development. A CDA may be accomplished through a review of existing data, criterion referenced assessments, norm-referenced assessments, observation and parent input, however, for the purpose of determining eligibility, at least one norm-referenced assessment to obtain standard deviation information must be used to determine if eligibility criteria is met. A (CDA) is required to determine eligibility for Preschool Severe Delay (PSD), Developmental Delay (DD) and Speech Language Impaired (SLI). The final responsibility for the CDA and eligibility lies with the PEA.

    Consent

    When a parent:

    • Has been fully informed of all information relevant to the activity for which consent is sought, in the parent’s native language;
    • Understands and agrees in writing to the carrying out of the activity for which the parent’s consent is sought, and the consent form describes that activity and lists the early intervention records (if any) that will be released and to whom they will be released; and
    • Understands that the granting of the consent is voluntary on the part of the parent and may be revoked at any time. If a parent revokes consent, that revocation is not retroactive (i.e., it does not apply to an action that occurred before the consent was revoked).

    Destruction

    Physical destruction of the record or ensuring that personal identifiers are removed from a record so that the record is no longer personally identifiable.

    Disclosure

    To permit access to, or the release, transfer, or other communication of personally identifiable information contained in early intervention records, to any party, except the party that provided or created the record, by any means, including oral, written or electronic.

    Early Intervention Program (EIP)

    An ADES/AzEIP contracted region for Team-based Early Intervention Services (TBEIS) and includes the team(s) working together in that region and consisting of:

    • The early intervention professionals working with one AzEIP TBEIS Contractor;
    • All the DDD service coordinators working as part of the team with the early intervention professionals included in (1); and
    • All ASDB Vision Specialists and Hearing Specialists working as a part of the team with the early intervention professionals included in (1).

    Early Intervention Record

    The educational records regarding a child that are required to be collected, maintained, or used in AzEIP. Records include, but are not limited to, handwritten documents or notes, print, computer data, video or audio, tape, film, microfilm and microfiche. Early Intervention Records are maintained by AzEIP or an EIP for the purpose of providing early intervention services. Financial information is not included in the definition of “early intervention records.”

    Early Intervention Programs and Services

    Developmental services that are provided under public supervision at no cost, except if federal or state law provides for a system of payments by families, and that are designed to meet one or more of an infant's or toddler's developmental needs.

    Educational Programs and Other Appropriate Services

    The range of settings and services in which a preschool-aged child might participate after transition from early intervention. Examples include preschool special education services, Head Start programs, and private preschools. The Service Coordinator and other IFSP team members must discuss all educational options in the community with the family during the IFSP planning meeting.

    Eligibility Criteria for IDEA, Part B Preschool Special Education Services

    Developmental Delay (DD) means performance by a child who is at least three years of age, but under ten years of age, on a norm-referenced test that measures at least one and one-half, but not more than three, standard deviations below the mean for children of the same chronological age in two or more of the following areas:

    • Cognitive development.
    • Physical development.
    • Communication development.
    • Social or emotional development.
    • Adaptive development.
    The results of the norm-referenced measure must be corroborated by information from a comprehensive development assessment and from parental input, if available, as measured by a judgment-based assessment or survey. If there is a discrepancy between the measures, the evaluation team shall determine eligibility based on a preponderance of the information presented.


    Hearing Impairment (HI) means a loss of hearing acuity, as determined by evaluation pursuant to A.R.S. §15-766, which interferes with the child’s performance in the educational environment and requires the provision of special education and related services.

    Preschool Severe Delay (PSD) means performance by a preschool child on a norm-referenced test that measures more than three standard deviations below the mean for children of the same chronological age in one or more of the following areas

      • Cognitive development.
      • Physical development.
      • Communication development.
      • Social or emotional development.
      • Adaptive development
          The results of the norm-referenced measure must be corroborated by information from a comprehensive developmental assessment and from parental input, if available, as measured by a judgment-based assessment or survey. If there is a discrepancy between the measures, the evaluation team shall determine eligibility based on a preponderance of the information presented.

          Visual Impairment (VI), including blindness, means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

          Evaluation

          IDEA, PART C: Evaluation for children aged birth through two years means the procedures, in accordance with 34 C.F.R. §303.321, used by appropriate, qualified personnel to determine a child’s initial and continuing eligibility for AzEIP, including determining the status of the child in each of the developmental areas. A child may also be determined eligible for AzEIP based on an established condition or when records confirm a developmental delay consistent with AzEIP eligibility criteria. For all eligible children, a multidisciplinary assessment is required covering all areas of development.

          IDEA, Part B: Evaluation for children aged three to five years, evaluation means procedures used in accordance with 34 C.F.R. §§300.300-300.311 to determine whether a child has a disability and is in need of special education services and the nature and extent of special education and related services that the child needs in accordance with 34 C.F.R. §300.500. This evaluation includes:

            • A review of existing information about the child;
            • A decision regarding the need for additional information;
            • If necessary, the collection of additional information; and
            • A review of all information about the child and a determination of eligibility for special education services and needs of the child.

          Extended School Year (ESY)

          Services means additional special education and related services for students with disabilities to supplement the normal school year, for the purpose of preventing loss of a free appropriate public education (FAPE), and loss of meaningful educational benefit gained from the previous year(s) as defined in A.R.S. §15-881 and A.A.C. R7-2-408. ESY services, which meet the standard of ADE, are provided to a IDEA, Part B eligible child with a disability beyond the normal school year of the public education agency, in accordance with the child’s IEP, at no cost to the parents of the child. Eligibility for ESY services shall be determined by the IEP team based on the standards indicated in A.R.S. §15-881 and A.A.C. R7-2-408. Eligibility for ESY services shall be based on a multifaceted inquiry, using both retrospective and predictive data. Eligibility for participation shall not be based on need or desire for any of the following:

            • A day care or respite care service for students with a disability;
            • A program to maximize the academic potential of a student with a disability; or
            • A summer recreation program for students with a disability. The availability of extended school year services is required for all students for whom the IEP team has determined that it is necessary in order to ensure FAPE.

          Free Appropriate Public Education (FAPE)

          Special education and related services that meet state standards and are provided based upon an IEP. These services are provided at public expense under public supervision and direction, without charge to the parents and must be provided in the least restrictive environment (LRE) in accordance with 34 C.F.R. §§300.114 and 300.550.

          Reference

          A.R.S. § 41-2021
          Arizona Early Intervention Program Policy Manual §4.3
          Arizona Early Intervention Program Policy Manual §7.1
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