A Strength-based, Whole Learner Teacher Guide
A goal of this guidebook is to see student strengths through a whole learner lens and write IEPs that reflect strengths to be used to address growth areas. It includes templates, examples, and resources on strategies.
Publication Date: February 2023
Publisher: The Learner Variability Project, Digital Promise
ADE Exceptional Student Services
This webpage offers complete information for all Arizona special education programs regarding regulations, procedures, and compliance. Information and resources for specific special education areas are available.
Publication Date: 2025
Publisher: Exceptional Student Services, Arizona Department of Education
Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software, and professional development materials to school personnel to improve access to assistive technology.
Publisher: Arizona Department of Education
Arizona State Board of Education (SBE) Secondary Transition Services Rule Change
This ADE/ESS presentation provides an overview explaining a rule change the Arizona State Board of Education (SBE) approved for addressing secondary transition services in a student’s Individualized Education Program (IEP).
Publication Date: November 2024
Publisher: Arizona Department of Education
Assistive Technology: An Overview
This module offers an overview of assistive technology with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Contents of the IEP
This article explains all aspects of an IEP to be shared with parents of students with disabilities. Links to additional explanation pages for each component are included.
Publication Date: April 2022
Publisher: Center for Parent Information and Resources
Enhancing Recognition of High Quality, Functional IEP Goals
This training activity for early childhood special education staff supports understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. It includes applying that knowledge to sample IEP goals to determine if they are high quality or substandard.
Authors: Anne Lucas, Kathi Gillaspy, Mary Louise Peters, and Joicey Hurth
Publication Date: Updated August 2024
Publisher: National Early Childhood Technical Assistance Center
Evaluation Process
This AZ-TAS document provides a step-by-step guide to procedures for use throughout the
evaluation process, including reviewing existing data, determining the need for additional
data, obtaining parent consent, conducting any needed assessments, and determining
eligibility.
Publication Date: August 2024
Publisher: Arizona Department of Education
Frequently Asked Questions about Prior Written Notice
This AZ-TAS document provides school personnel and parents with information, clarification, and guidance relating to using the Prior Written Notice (PWN). It outlines when and how the PWN must be provided and how the PWN fits into the overall special education process. Suggestions for general tips to aid in writing effective, compliant PWNs are provided.
Publication Date: January 2025
Publisher: Arizona Department of Education
Guidelines for Extended School Year Services
This AZ-TAS document assists school personnel and parents with the procedural requirements of extended school year services. It will provide some guidance around ESY purpose, determination, and provision.
Publication Date: May 2020
Publisher: Arizona Department of Education
IEPs: Developing High-Quality Individualized Education Programs
This module details the process of developing high-quality IEPs for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Individualized Education Program (IEP) Facilitation in Arizona
The State-coordinated facilitated IEP program is a free, voluntary early dispute resolution option available through the Arizona Department of Education/Dispute Resolution (ADE/DR) unit for IEP teams experiencing conflict or communication difficulties. This option is available when parents and the public education agencies (PEA) agree it would be valuable to have a neutral, independent facilitator at an IEP meeting to assist with the IEP process.
Publication Date: 2023
Publisher: Arizona Department of Education
Least Restrictive Environment (LRE)
This information brief discusses least restrictive environment as a guiding principle in the Individuals with Disabilities Education Act. LRE plays a critical role in determining not only where a student will spend time in school but also how special education services will be provided.
Publisher: IRIS Center, Vanderbilt University
Process for Developing Individualized Education Programs
This AZ-TAS document provides administrators, teachers, students, parents, and other individualized education program (IEP) team members with practical information about the development and implementation of an IEP that meets the requirements of the Individuals with Disabilities Education Act (IDEA), the Arizona Revised Statutes (A.R.S.), and the Arizona State Board of Education rules (found in the Arizona Administrative Code).
Publication Date: August 2017
Publisher: Arizona Department of Education
Related Services: Common Supports for Students with Disabilities
This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services and briefly highlights many of the other related services as identified through IDEA '04.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Related Services Providers: Important Contributors to the Accommodations Decision-Making Process
This brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program teams when decisions are made about instructional and assessment accommodations.
Authors: Sheryl Lazarus, Linda Goldstone, Martha Thurlow, and Gail Ghere
Publication Date: December 2021
Publisher: National Center on Educational Outcomes
Resource Collection: Providing Intensive Individualized Intervention
This resource provides teams and individuals with a wealth of resources and materials on Functional Behavioral Assessment (FBA) and the Individualized Positive Behavior Support (IPBS) process used for Intensive Individualized Interventions. This guide highlights the benefits of developing individualized intensive interventions for children with persistent challenging behaviors.
Publication Date: November 2024
Publisher: National Center for Pyramid Model Innovations
Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals
This guide provides an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide components include quality behavioral IEP goals, how to know which behavior(s) should be addressed through an IEP goal, and how to set goals and progress monitor.
Authors: Teri Marx and Faith Miller
Publication Date: February 2020
Publisher: National Center on Intensive Intervention at the American Institutes for Research
Strategies for Setting High-Quality Academic Individualized Education Program Goals
This guide explains how educators can establish academic IEP goals. It includes four important steps for setting a valid goal for individual student performance: selecting a measure, establishing baseline performance, choosing a strategy for setting the goal, and writing a measurable goal.
Authors: Tessie Rose Bailey and Zachary Weingarten
Publication Date: Updated December 2022
Publisher: National Center on Intensive Intervention at the American Institutes for Research
Students in Foster Care Receiving Special Education
This AZ-TAS document was developed to provide information, clarification, and guidance that relate to students in foster care who receive special education to school personnel, agencies, and parents.
Publication Date: Revised May 2024
Publisher: Arizona Department of Education
Using Functional Behavioral Assessments to Create Supportive Learning Environments
This guide explains functional behavior assessment and offers how it can be used to inform instructional strategies, support students with disabilities, and be incorporated into the IEP process and evaluation through evidence-based practices. It links a list of ten federally funded technical assistance centers that provide resources with descriptions of their work.
Publication Date: November 2024
Publisher: Office of Special Education and Rehabilitative Services, Office of Elementary and Secondary Education, and U.S. Department of Education