Student Services

Preschool

Ages 0–3
If you have concerns about your child’s development or progress, you can reach out to the Exceptional Student Services at 520-682-3331 for guidance and support.

Ages 2.5–5
If you have concerns about your child’s development, please contact our Early Childhood Education Lead at 520-682-3331. Staff can talk with you about your concerns and, if appropriate, help schedule a developmental screening for your child.

School-Age Students (Ages 5–22)
If you are concerned about your child’s progress in school, the best place to start is with your child’s classroom teacher. Teachers can share insights about your child’s performance and work with you to try strategies that support success in the general education setting.

If your child continues to experience difficulties after supports have been put in place, the school may move forward with a referral for additional support.

At that point, the school may schedule a Student Study Team (SST) meeting. During this meeting, you and a group of school staff will review your child’s strengths and challenges, discuss interventions, and determine whether an evaluation for special education may be appropriate. You are an important member of this team and will be invited to participate. You may also share input in writing if you prefer.

An evaluation for special education services will only take place with your written consent.

Additional Resources
For more information or assistance, you may also contact the Arizona Department of Education:

• Tucson Office: 520-628-6330
• Phoenix Office: 1-800-352-4558

What is an IEP?

If your child is found eligible for special education services under the Individuals with Disabilities Education Act, a team—including you and school staff—will develop an Individualized Education Program (IEP). When appropriate, your child may also be involved in the process.

The IEP is a written plan that outlines your child’s unique educational needs and the supports the school will provide.

What the IEP Includes

The IEP describes:

• Your child’s current academic and functional performance
• Areas of strength and areas of need
• Special education services and supports to be provided
• How often and how long services will be delivered
• Measurable goals for the coming year

Preparing for the IEP Meeting

Before the meeting, it can be helpful to:

• Talk with your child about their school experience
• Visit or communicate with your child’s teacher
• Write down your child’s strengths and challenges
• Think about goals you would like your child to work toward
• Prepare any questions you have for the team
• Review your rights as a parent

During the IEP Meeting

At the meeting, you are an important member of the team. You can:

• Ask questions at any time
• Request clarification about services or supports
• Share information about your child’s needs, including behavior
• Collaborate with the team to consider different options
• Ask to schedule another meeting if more discussion is needed
• Request a copy of the completed IEP

After the IEP Meeting

After the meeting, you can:

• Keep a copy of the IEP and track your child’s progress
• Stay informed about your child’s disability and supports
• Communicate concerns or questions in writing if needed

Annual Review

The IEP is reviewed at least once a year. During this review:

• The team looks at the progress your child has made
• New goals and services are developed for the next year

You will receive advance notice of the meeting and written documentation after the meeting that explains any proposed changes. Family input is always valued and plays an important role in your child’s success.

Section 504 refers to a federal civil rights law called Section 504 of the Rehabilitation Act of 1973. This law protects students with disabilities from discrimination and ensures they have equal access to education.

A student may qualify for a Section 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating, communicating, or caring for oneself.

What a 504 Plan Does

A 504 Plan outlines the supports and accommodations a student needs to access school programs and activities. These supports help “level the playing field” so the student can participate alongside peers.

Examples may include:

• Extra time on assignments or tests
• Preferential seating
• Behavior or organizational supports
• Health-related accommodations
• Access to assistive technology

How Eligibility Is Determined

A team that includes school staff and parents reviews a variety of information, which may include:

• Medical or health information (if available)
• Classroom performance
• Teacher observations
• Input from parents/guardians

The team determines whether the student has a qualifying impairment and needs accommodations to access their education.

How Eligibility Is Determined

A team that includes school staff and parents reviews a variety of information, which may include:

• Medical or health information (if available)
• Classroom performance
• Teacher observations
• Input from parents/guardians

The team determines whether the student has a qualifying impairment and needs accommodations to access their education.

504 Plans vs. Special Education

A 504 Plan is different from special education under the Individuals with Disabilities Education Act:

•  504 Plans provide accommodations for access
• IEPs (special education) provide specialized instruction and services

Some students may qualify for one or the other, depending on their needs.

A Note for Families

Parents are important members of the 504 team. If you believe your child may need accommodations, you can contact the district to request a review. The district is committed to ensuring all students have equal access to learning and school activities.

In Arizona, a student may qualify for special education if:

1. The student meets the criteria for one of the disability categories below, and
2. The disability impacts educational performance and the student needs specially designed instruction.

Eligibility is determined through a comprehensive evaluation by a team that includes parents.

The least restrictive environment, often called LRE, means that students with disabilities learn alongside their peers without disabilities as much as possible. Red Rock works to provide the supports and services a student needs so they can be successful in a general education classroom first.

If a student needs a different setting to meet their unique learning needs, the school team will carefully consider options and choose the setting that still allows the student to be included with peers to the greatest extent appropriate. Families are important partners in these decisions.

This is to inform you that the Red Rock School District will destroy all physical copies of special education records on or before July 1 annually. Physical records are kept four years after becoming inactive. Digital copies of some records may be available. To request special education records, please email Jennifer Bellah or fax request to 520-917-7310.

To request special education records, please email Jennifer Bellah or fax request to 520-917-7310

• Coming soon!