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Identification of English Language Learners (ELL) Coordinator

Mindi Feldstein

mfeldstein@k12.com
520.640.4372

Per ARS 15-752 Children who are English learners shall be educated through sheltered English immersion.

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Section 504 Coordinator

Lesley Krause

5323 N. 99th Avenue, Suite 210
Glendale, AZ 85305
lkrause@k12.com
480.331.3551

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504 Accommodation Plans

Section 504 of the Rehabilitation Act of 1973 is federal legislation that impacts schools and other entities that receive federal funding. The Act is a civil rights statute designed to eliminate discrimination against individuals in schools and the workplace because of disability. The Americans with Disabilities Act (ADA) incorporates all Section 504 provisions, and its protections are guaranteed regardless of federal funding. The regulations are very broadly written and intended to cover a wide range of public entities to prohibit discrimination on the basis of disability. Section 504 and ADA prohibit the discrimination of students on the basis of a disability.

Section 504 states: “No otherwise qualified individual with a disability in the United States shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” If a school receives any federal financial assistance, all programs or activities of the school are covered by Section 504. Because the District receives federal financial assistance, it must comply with the requirements of Section 504.

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Section 504 Comparison to IDEA

Individuals who are disabled under the Individuals with Disabilities Education Improvement Act (IDEA) are also protected under Section 504/ADA. While Section 504 provides for services similar to those available through special education, the intent and requirements of the acts are different. IDEA is a mandate to provide special education and related services to students who meet specific eligibility criteria for one or more of 13 categories of disability and need special education and related services.

Section 504, while intended to be consistent with the IDEA, provides broader and different coverage than does the IDEA with a focus on providing equal opportunity to all students through “reasonable accommodations”. The Section 504 definition of an individual with a disability is broader, including any person whose physical or mental impairment substantially limits one or more major life activities, including, but not limited to, learning, thinking, concentrating and reading. Most if not all children and young adults who receive special education and related services under the IDEA are also considered qualified individuals with disabilities under Section 504. However, all individuals who qualify for 504 services may not qualify for special education under IDEA. It is important to note that Section 504 is not a consolation prize for students who do not meet the eligibility requirements of IDEA.

IDEA identifies as eligible only children and young adults who have specific types of disabilities and who, as a result, need special education and related services in order to access and make progress in the general school curriculum.

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Identification of Homeless Liaison

Mindi Feldstein

mfeldstein@k12.com
520.640.4372

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The McKinney-Vento Definition of Homeless

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (per Title IX, Part A of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act) defines homeless as follows:

The term “homeless children and youths”

(A) means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a)(1)); and

(B) includes

(i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;*
(ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C));
(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
(iv) migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

View the full text of the McKinney-Vento Homeless Assistance Act.

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Parents Rights

If your family lives in any of the following situations:

• In a shelter
• In a motel or campground due to the lack of an alternative adequate accommodation
• In a car, park, abandoned building, or bus or train station
• Doubled up with other people due to loss of housing or economic hardship

Your school-age children may qualify for certain rights and protections under federal McKinney-Vento Act. Your eligible children have the right to:

• Receive a free, appropriate public education.
• Enroll in school immediately, even if lacking documents normally required for enrollment.
• Enroll in school and attend classes while the school gathers needed documents.
• Enroll in the local school; or continue attending their school of origin (The school they attended when permanently housed or the school in which they were last enrolled) if that is your preference.
• If the school district believes that the school you select is not in the best interest of your children, then the district must provide you with a written explanation of its position and inform you of your right to appeal its decision.
• Receive transportation to and from the school of origin if you request this.
• Receive educational services comparable to those provided to other students, according to your children’s needs.

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Identification of Foster Care Coordinator

Mindi Feldstein

mfeldstein@k12.com
520.640.4372

The Foster Care Coordinator will identify, support, and accurately report all students who are students supported in Arizona Foster Care. The goal of identifying students in Foster Care is to ensure educational stability and appropriate support. Program guidance ensures that students in Foster Care receive support in remaining at their school of origin, as appropriate, are provided with immediate enrollment and timely records transfer, as well as support for any required transportation needs.

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Identification of Migrant Education Coordinator

Mindi Feldstein

mfeldstein@k12.com
520.640.4372

The Migrant Education Coordinator will identify, support, and accurately report all students who qualify for the Arizona Migrant Education Program. The goal of the Migrant Education Program is to ensure that all migrant students reach challenging academic standards and graduate. Program guidance ensures that migratory children who move among the districts/states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards. One critical component to ensuring educational continuity is the timely records exchange.

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Identification of American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager

Brook Mosley-Schubert

Director Special Education
5323 N. 99th Avenue, Suite 210
Glendale, AZ 85305
bmosley-schubert@k12.com
602.476.1320

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Request for Parent/Guardian Interpreter Services or Disability Accommodations

Professional interpreter services may be requested at any time for parents/guardians of students with disabilities or language support needs by contacting Mindi Feldstein

Additionally, if any parent/guardian has a disability or other limitation that would impact their ability to participate fully in their child’s educational planning process, ISAZ would be happy to discuss accommodations that may be available in order to maximize the parent/guardian’s participation. Individuals seeking to discuss accommodations for this reason may contact Brook Mosley-Schubert.

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Procedural Safeguards

In accordance with the Individuals with Disabilities Education Act (IDEA) requirement that all educational agencies provide parents of students with disabilities notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations, please review the Procedural Safeguards Notice.

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Annual Public Notice of Special Services & Programs

In accordance with federal and state regulations, ISAZ will provide an annual public notice to families informing them of ISAZ’s child find responsibilities, procedures involved in the identification of educational disabilities and determination of students’ service and support needs.

Families are encouraged to review the following information that describes these regulations. Information regarding ISAZ’s internal practices to comply with these will be available in the ISAZ’s Special Programs Manuals and Handbooks. 

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Child Find

ISAZ strives to identify, locate, and evaluate all enrolled children who may have disabilities. Disability, as stated in IDEA, includes such conditions as hearing, visual, speech, or language impairment, specific learning disability, emotional disturbance, cognitive disability, other health or physical impairment, autism, and traumatic brain injury. The process of identifying, locating, and evaluating these children is referred to as Child Find.

As a public school, we will respond vigorously to federal and state mandates requiring the provision of a Free Appropriate Public Education regardless of a child’s disability or the severity of the disability. In order to comply with the Child Find requirements, Insight Academy of Arizona (ISAZ) will implement procedures to help ensure that ISAZ students with disabilities, regardless of the severity of their disability, who are in need of special education and related services—are identified, located, and evaluated —including students with disabilities who are homeless or students who are wards of the state.

Parent/Guardian permission and involvement is a vital piece in the process. Once a student has been identified as having a “suspected disability” or identified as having a disability, ISAZ will ask the student or the student’s Parent/Guardian for information about the child such as:

• How has the suspected disability or identified disability hindered the student’s learning?
• What has been done, educationally, to intervene and correct the student’s emerging learning deficits?
• What educational or medical information relative to to the suspected disability or identified disability is available to be shared with the school?

This information may also be obtained from the student’s present or former teachers, therapists, doctors, or from other agencies that have information about the student.

All information collected will be held in strict confidence and released to others only with parental permission or as allowed by law. In keeping with this confidence, ISAZ will keep a record of all persons who review confidential information. In accordance with state regulations, parents have the right to review their child’s records.

As part of the Child Find process, some services may include a complete evaluation, an individualized education program designed specifically for the child, and a referral to other agencies providing special services.

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Consent

ISAZ cannot proceed with an evaluation, or with the initial provision of special education and related services, without the written consent of a student’s parents/legal guardians. For additional information related to consent, please refer to the Procedural Safeguards Notice or access the link via the Child Find section of the ISAZ website. Once written parental/guardian consent is obtained, ISAZ will proceed with the evaluation process. If the parent disagrees with the evaluation results, the parent can request an independent education evaluation at public expense.

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Special Education (IEP) or Service Agreements (504 Plans)

Once the evaluation process is completed, a team of qualified school personnel, parents/guardians, and other relevant service providers hold an evaluation determination meeting to come to agreement on whether the student meets eligibility for one of the disability categories under IDEA. If the student is eligible and requires specially designed instruction, an Individualized Education Plan (IEP) will be coordinated; during which the IEP team will review and finalize the proposed details of an appropriate educational program to meet the student’s documented needs.

For students confirmed to present with special education needs, once the IEP team agrees on the IEP and the student’s educational placement, a Prior Written Notice (PWN) will sent to the parent/guardian for signature. This must be signed and returned to ISAZ. ISAZ can only proceed with implementing the student’s IEP (or 504 Plan) upon receipt of the signed PWN. Some students are found to present with one or more disability, but do not meet the eligibility criteria outlined under IDEA (special education); however their disability may still require ISAZ to develop a 504 Service Agreement (504 Plan) to outline the special provisions a student may require for adaptations and/or accommodations in school-based instruction, facilities, and/or activities.

Students may be eligible to certain accommodations or services if they have a mental or physical disability that substantially limits or prohibits participation in or access to an aspect of the school program and otherwise qualify under the applicable laws. ISAZ will ensure that qualified students with disabilities have equal opportunity to participate in the school program and activities to the maximum extent appropriate for each individual student. In compliance with applicable state and federal laws, ISAZ will provide students with disabilities the necessary educational services and supports they require to access and benefit from their educational program. This is to be done without discrimination or out of pocket cost to the student or family for the essential supplementary aids, services or accommodations determined to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student’s abilities and to the extent required by the laws. See more information related to Section 504 of the Rehabilitation Active of 1973.

Parents/Guardians have the right to revoke consent for services after initial placement. Please note, a revocation of consent removes the student from ALL special services and supports outlined on the IEP or 504 Plan.

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Privacy and Confidentiality

To maintain privacy of students’ special education records, both within its central office and across school systems and databases, ISAZ follows protocols consistent with the federal regulations associated with the Family Educational Rights and Privacy Act (FERPA). Please review additional information about the privacy and security guidelines for your child’s educational records.

Accommodations

Notice of these rights is available, upon request, on audiotape, in Braille, and in languages other than English. Should you need further assistance or information regarding any of these accommodations, please contact Mindi Feldstein. Title Programs Coordinator, or any member of your child’s ISAZ’s team for guidance.

Translation Needs

Click here to translate text to a language other than English. Professional interpreter services may be requested at any time for parents/guardians of students with disabilities by contacting Mindi Feldstein.

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Special Education Grievances or Disputes

ISAZ recognizes that despite best intentions of all parties, disagreements or miscommunications may arise between the school-based team and ISAZ families or students. Should this situation occur, the ISAZ special education case manager will initiate an IEP team discussion where the specific details contributing to any educational concern are fully discussed and addressed as the entire team determines would consider most appropriate for the student. Collaboration is a primary focus for this type of meeting, and the ISAZ Special Education Team seeks to establish and maintain the confidence of its families to always serve its students in order to maximize their educational success.

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Dispute Resolution Options

• IEP Facilitation – IEP facilitation is a voluntary process that can be utilized when all parties to an IEP meeting agree that the presence of a neutral third party would help facilitate communication and the successful drafting of the student’s IEP. This process is not necessary for most IEP meetings. Rather, it is most often utilized when there is a sense from any of the participants that the issues at the IEP meeting are creating an impasse or acrimonious climate.
• Mediation – A voluntary process in which both parties seek to resolve the issues involved in the concern with an unbiased, third party mediator from the Arizona State Department of Education. The mediator who will write up the details of the agreement that the parties come to through the mediation conference, the agreement is signed by both parties, and thus what the document states is mandated to be implemented; This process is overall less time-consuming, less stressful, and less expensive to complete than a due process hearing (see below)

Formal Due Process

Families are NOT obligated to pursue the above alternatives to due process should they feel their concerns can only be resolved through a formal due process hearing. If a formal complaint against ISAZ is submitted to the Arizona State Department of Education, review State Complaints and Corrective Action FAQs.