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Arizona Early Intervention Definitions G-N

Individualized Education Program (IEP)

A written statement, developed, reviewed, or revised in accordance with applicable federal and state laws for providing special education services to each eligible child with a disability that includes a statement of:

    • The child’s present levels of academic achievement and functional performance, including how the disability affects the preschool child’s participation in appropriate activities;
    • Measurable annual goals, including academic and functional goals
    • A description of how the child’s progress toward meeting the annual goals will be measured;
    • A statement of the special educational and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals and to be involved in and make progress in the general curriculum;
    • An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class;
    • The projected dates, duration and location for service; and
    • A statement of how the parents will be informed of their child’s progress.

IEP Conference

A meeting to occur by the eligible child’s third birthday to determine appropriate programming. Required participants are the individuals described in the definition of the IEP team, and, at the discretion of the parent, other individuals who have knowledge or special expertise regarding the child (e.g., AzEIP Service Coordinator), including related services personnel as appropriate.

The IEP Team

The parent(s) of the child;

At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;

A representative of the public agency who:

    • Is qualified to provide, or supervise the provision of specially designed instruction to meet the unique needs of children with disabilities;
    • Is knowledgeable about the general curriculum; and
    • Is knowledgeable about the availability of resources of the public agency;

An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in 34 C.F.R. §333.321; 

At the discretion of the parent or PEA, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate.

Infants and Toddlers

Children from birth to thirty-six months of age who need early intervention programs and services because they have either of the following:

    • A developmental need as evidenced by experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:
      • Cognitive development.
      • Physical development.
      • Language and speech development.
      • Psychosocial development.
      • Self-help skills.
    • A diagnosed physical or mental condition that has a high probability of resulting in developmental delays.

Interagency Coordinating Council for Infants and Toddlers

The council established by order of the governor in accordance with federal law.

Multidisciplinary Evaluation Team

In IDEA, Part B means, in accordance with A.R.S. §15-761(16), a team of persons including individuals described as the IEP team and other qualified professionals who shall determine whether a child is eligible for special education.

A team of persons, including individuals described as the individualized education program team and other qualified professionals, who shall determine whether a child is eligible for special education.

Multidisciplinary Evaluation Team (MET)/Eligibility Conference

A required meeting to occur by the child’s third birthday to determine if the child is eligible and/or continues to be eligible for special education. Required participants are the individuals defined as the IEP Tram and Multidisciplinary Evaluation Team, including by parent request the Service Coordinator and a provider from the family’s IFSP team as individuals with knowledge or special expertise regarding the child in accordance with 34 C.F.R. §300.306 This conference can be held at the same time as the IEP Conference.

Native Language

When used with respect to an individual who has limited English proficiency (LEP) means:

    • The language normally used by that individual, or, in the case of a child, the language normally used by the parents of the child; and
    • For evaluations and assessments, the language normally used by the child, if determined developmentally appropriate by qualified personnel conducting the evaluation or assessment.

Native language, when used with respect to an individual who is deaf or hard of hearing, blind or visually impaired, or for an individual with no written language, means the mode of communication that is normally used by the individual (such as sign language, braille, or oral communication).

Natural Environments

Settings that are natural or typical for a same aged child without a disability, and may include the home or community settings, such as the park, restaurant, or a child care provider. Early intervention services must, to the maximum extent appropriate, be provided in the natural environment and may only be provided in settings other than the natural environment when it is determined by the parent and the IFSP team that early intervention services cannot be achieved satisfactorily in a natural environment. A justification must be included on the IFSP.

Early intervention services may only be provided in settings other than the natural environment when it is determined by the IFSP team that the outcomes identified on the IFSP cannot be met in a natural environment. In the few situations where the team decides that it is impossible for the child to meet an outcome in a natural environment, a justification, including the reason for the decision, as well as a plan and timeline for providing the service in a natural environment, must be included in the IFSP.

Notification to the Public Education Agency (also called PEA Notification)

AzEIP’s responsibility to notify the PEA where the parents of child with a disability lives that the child will shortly reach the age of eligibility for IDEA, Part B services and is potentially eligible for IDEA, Part B services. The PEA Notification must include

    • The child’s name;
    • Date of birth; and
    • Parent contact information, (including names, addresses and telephone numbers). The PEA notification may also include the Service Coordinator’s name and contact information, and the language(s) spoken by the child and family.

PEA Notification does not require parental consent; however, parents have the opportunity to “Opt-Out” of PEA Notification. If the parent has not opted out of PEA notification in writing by the end of the Transition Planning Meeting (or for children made eligible after two years, six months, by the end of the meeting in which eligibility is determined), the Service Coordinator will send Notification to the PEA.

PEA Notification must be treated as an initial referral to the public education agency for consideration of eligibility for preschool special education services. It initiates the PEA’s requirement to provide Procedural Safeguards and Prior Written Notice under 34 C.F.R. §300.504(a)(1) and §300.503. The PEA notification must be provided to the PEA designated as district of residence.

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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