OUR policies

Arizona Child Find is a component of the Individuals with Disabilities Education Act (IDEA ’04) that requires Public Education Agencies (PEAs) to locate, identify, and evaluate all children with disabilities, aged birth through 21. 

Child Find Activities:

Sonoran Schools is responsible for providing a free and appropriate public education (FAPE) for children in grades K-12, which includes special education and related services to children with disabilities at public expense, under public supervision and direction and without charge to parents.

For all new students to the school, classroom teachers will complete screening activities within 45 days of enrollment. The teacher will look at the child's ability in the areas of academics, vision, hearing, communication, social/emotional, adaptive development and motor skills. If any concerns are noted the parent will be notified in writing within 10 days and the child may be referred for additional help.

It is Sonoran Schools’ responsibility to locate, identify and evaluate school-aged children (grades K through 12) within their geographic boundary of responsibility with disabilities, this includes children who are suspected of being a child with a disability who needs special education and related services, even though they are advancing from grade to grade. For infants and toddlers aged birth to 2 years 10 ½ months, Sonoran Schools will refer the child to AzEIP. For a child aged 2 years 10 ½ months to 5 years,  Sonoran Schools will refer the child to the child’s district
of residence. 

If you have further questions, contact Shannon Wise, Exceptional Student Services Director, at (480) 940-5440 or swise@sonoranschools.org

Additional Resources:

www.azed.gov/specialeducation/az-find/
www.des.az.gov/services/disabilities/developmental-infant

Description

Title I, under the Elementary and Secondary Education Act (1965), provides financial assistance to local educational agencies to meet the needs of special educationally disadvantaged children at preschool, elementary, and secondary school levels.

Purpose

The purpose of Title I is to ensure that all children – particularly those from low income schools and who are identified as most academically at risk – have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

What are Title 1 services?

• Intervention services for students who are most academically at risk as determined by student achievement data and teacher feedback.
• Instruction by a Highly Qualified specialist or a Highly Qualified teacher
• Title 1 students receive intervention by push-ins, pull-outs, summer school, before and after school interventions.
• Extended learning time beyond the regular instructional hours.

What are not Title 1 services?

• Is not for impoverished students only
• Is not homework help/support
• Is not general or topical tutoring
• Is not after school child care
• Is not academic counseling
• Is not discipline
• Is not special education
• Is not Structured English Immersion

Parents Right to Know notice

In accordance with the U.S. Elementary and Secondary Education Act Section 1111(h)(6) Parents Right to Know, please let this serve as your notification that every parent of a student in a Title I school has the right to request information regarding the professional qualifications of his child's classroom teacher. This information includes, at a minimum, the following:

• Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
• Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived;
• The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree; and
• Whether the child is provided services by paraprofessionals and, if so, their qualifications. If at any time your child has been taught for four or more consecutive weeks by a teacher not highly qualified, the school will notify you. If you have questions, contact your school principal.
• Teacher resumes are available upon request.

Click on the following links for more information:

School Parent Compact

Parental Involvement Policy

Multi-Tiered System of Supports (MTSS) Parent Information Letter

Multi-Tiered Sytem of Supports (MTSS) Parent Information Brochure

At Sonoran Schools, we make every attempt to educate students with disabilities in the least restrictive (inclusive) environment with accommodations, modifications, and supplementary aids and services to capitalize on academic instruction and social /emotional development with their non-disabled peers.

Procedural Safeguards 
 
Procedimientos de Seguridad 

Family Educational Rights and Privacy Act / Ley de Privacidad y Derechos Educativos de la Familia

What is Section 504?

Section 504 of the Rehabilitation Act of 1973, commonly called “Section 504,” is a federal law that protects students from discrimination based on disability. Section 504 assures that students with disabilities have educational opportunities and benefits equal to those provided to students without disabilities. To be eligible, a student must have a physical or mental impairment that substantially limits one or more major life activity.

Parents Rights

You have the right to be informed by Sonoran Schools of your rights under Section 504. This is a notice of you and your child’s rights under Section 504 and the rights you have if you disagree with our decisions.

Your Child's Education

Your child has the right to:

• Receive a free and appropriate public education. 
• Participate in and benefit from the district’s educational programs without
  discrimination.
• Be provided an equal opportunity to participate in the district’s nonacademic and extracurricular activities.
• Be educated with students who do not have disabilities to the maximum extent
  appropriate. 
• Be educated in facilities and receive services that are comparable to those provided to
  students without disabilities.
• Receive accommodations and/or related aids and services to allow your child an equal
  opportunity to participate in school activities. 
• Receive educational and related aids and services without cost, except for those fees imposed on the parents of children without disabilities. 

Your Child's Education Records

You have the right to:

• Review your child’s educational records and to receive copies at a reasonable cost. You will not be charged if the cost would keep you from reviewing the records.
• Ask the school to change your child’s education records if you believe that they are wrong, misleading, or are otherwise in violation of your child’s privacy rights. If the district refuses this request, you have the right to challenge the refusal by requesting an impartial hearing.
• A response to your reasonable requests for explanations and interpretations of your child’s education records.

The Section 504 Process

• Your child has the right to an evaluation before the school determines if he or she is eligible under Section 504.

You have the right to:

• Receive notice before the school takes any action regarding the identification,
  evaluation, and placement of your child. 
• Have evaluation and placement decisions made by a group of persons, often called a “504 team,” including persons who know your child, the meaning of the evaluation information, and the placement options available.
• Have evaluation decisions based on a variety of sources, such as aptitude and achievement tests, teacher recommendations, physical conditions, medical records, and parental observations.
• Refuse consent for the initial evaluation and initial placement of your child.
• If your child is eligible under Section 504, your child has a right to periodic re-evaluations, including re-evaluations before any significant change is made in your child’s placement.

If You Disagree with the School's Decision

If you disagree with decisions regarding your child’s identification, evaluation, educational program, or placement under Section 504, you may request mediation or an impartial due process hearing. You and your child have the right to take part in the hearing and have an attorney represent you. Hearing requests and other concerns can be made to our Section 504 Coordinator, Ms. Shannon Wise, Student Services Director, at 480-940-5440.

You have the right to file a complaint of discrimination with the U.S. Department of Education’s Office for Civil Rights (OCR), or to file a complaint in federal court. Generally, an OCR complaint may be filed within 180 calendar days of the act that you believe was discriminatory.

Phone: 206-607-1600/TDD: 206-607-1647 
Website: www.ed.gov/OCR

As required by Arizona Revised Statues (A.R.S. §15-756.01), all elementary students designated as English Language Learners per the Arizona English Language Learner Assessment (AZELLA) will receive four hours of English language development daily, and middle school and high school students will receive 2-4 hours of English Language Development daily as determined by their AZELLA scores. All English Language Learners will participate in one of two programs as determined by state guidelines:

Structured English Immersion Classrooms.  Students in Sonoran Schools & Accelerated English Acquisition classrooms will receive four hours of English language development each day using the State's Structured English Immersion model. The focus on English language fluency will still include the appropriate age-level academic content. This is a rigorous class. Students will be expected to become Fluent English Proficient in a period not normally intended to exceed one year. Entry into this classroom is reserved for students who have qualified via Arizona's English Language Learner Assessment.

Sonoran Schools respects and encourages the student's ability to converse in more than one language; however, this classroom is designed to accelerate English skills. Therefore, instruction will be entirely in English and will focus on the student's ability to speak, read, and write in English. The focused instruction in grammar is just one of the program's strengths and will benefit the student in future college and career endeavors.

Sonoran Schools believes this class is vitally important to provide its students with the foundational skills needed to exceed educational expectations. This class is just one step toward the fulfillment of its mission to prepare students to become the leaders of tomorrow.

Individual Language Learner Plan. For schools with a low number of English Language Learners, qualifying students will be placed on an Individual Language Learner Plans. Elementary students will receive four hours of English language development in the mainstream classroom. Middle school and high school students will receive 2-4 hours of English Language Development based on their AZELLA scores.

Subjects will be taught in English with English language performance objectives as the focus of instruction during their academic classes. Students may receive additional instruction to supplement these hours in the form of tutoring. A teacher with an SEI, bilingual, or ESL endorsement will provide English language development in the mainstream classroom.

Program summary

Placement:  Determined by a student's AZELLA test results

Methodology:  Accelerated English Acquisition classroom or Individual Language Learner Plans will use research-based practices that are aligned to Arizona's English Language Proficiency Standards.

Content and instruction: Arizona's English Language Proficiency Standards for English Language

Development and content subjects (for example, science, social studies, math) will focus on conversation, reading, writing, grammar, and vocabulary. The language for all content and materials is English.

Assessment of the student's needs: Student needs will be assessed and monitored throughout the year using State and district assessments such as the Arizona English Language Learner Assessment, Arizona's Measurement of Educational Readiness to Inform Teaching, i-Ready Diagnostic/Galileo, and teacher formal and informal assessments.
 
Goal: Students will be expected to become Fluent English Proficient in a period "not normally intended to exceed one year" (A.R.S. §15-756.08).

What is Move On When Reading?

Arizona’s Move On When Reading law, Arizona Revised Statute §15-701, was passed to ensure K-3 students receive effective reading instruction. As a requirement of the statute, students receive an initial screening, on-going diagnostic and classroom-based reading assessments, and progress monitoring on their reading ability. Instruction is then adjusted to help students become skilled readers.

Students who do not meet reading proficiency by the end of third grade as demonstrated by their AzMERIT reading scores shall not be promoted from 3rd grade (ARS §15-701). When a student’s score “falls far below” on the state’s reading assessment, schools are required by the law to provide additional reading services to help the student become a successful reader. Students who qualify as English Language learners or for Exceptional Student Services fall under specific guidelines and may receive an exemption.

Why target reading?

Reading proficiency is crucial for academic success. The National Reading Panel identified five critical areas of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Over the years, research has consistently demonstrated that students benefit from explicit instruction in these areas.

How does Sonoran Schools help?

Sonoran Schools is dedicated to helping your child reach reading proficiency, setting a foundation for future academic and career success. To that end, our teachers and students receive additional reading support to ensure students meet their goal:

• Teachers receive a total of 90 hours of intensive training in reading instruction through Spalding Education International.
• K-3rd grade students receive supplemental online reading instruction that adjusts to meet their individual reading needs through i-Ready Reading.
• Struggling readers receive additional reading support, during small group instruction.

What can parents do?

Read at least 20 minutes every day or night to your child. Research has shown that reading to your child in their home language is equally beneficial. Follow your child’s progress on i-Ready Reading and provide opportunities for them to complete one or two lessons each week at
home.

Parents can find more information here:
www.azed.gov/mowr/family-and-community/

What homeless families need to know

• Homeless children have the right to free and adequate education.
• You do not need a permanent address to enroll your child in school.
• Homeless children have the right to stay in their home if the parents choose.
• Your child may not be denied school enrollment just because school records or
  other enrollment documentation are not immediately available.
• Your child has the right to participate in extracurricular activities and all federal, state, or local programs for which he/she is eligible. 

Sonoran Schools will ensure that a homeless child or youth is able to enroll in school
immediately regardless of their ability to provide the proper documentation for enrollment by following the requirements of the McKinney-Vento Homeless Assistance Act. Sonoran Schools will provide transportation to and from the school of origin. Sonoran Schools agrees not to stigmatize or segregate students on the basis of their homelessness status. Furthermore, Sonoran Schools will ensure that each homeless child or youth will have every opportunity to participate in activities and classes regardless of their status as homeless; Sonoran Schools shall not segregate students on the basis of homelessness. For this policy, Homeless Child and Youth refers to any child who lacks a fixed, regular, and adequate nighttime residence.

Each school has a Homeless Education Liaison who may be reached by calling the front office of the school.

Although not an exhaustive list, enrollment may not be denied on the basis of the student lacking any of the following documentation:

A. Previous school records;
B. Medical or immunization records;
C. Proof of residency;
D. Birth certificate; or
E. Proof of guardianship.

Education of Homeless Children and Youth dispute resolution process

If a dispute arises over school selection or enrollment for a student eligible under the McKinney-Vento Act:

The child or youth shall be immediately admitted to the school in which enrollment is sought, pending resolution of the dispute. Sonoran Schools will provide its share of the transportation to the school selected for the duration of the dispute resolution process.

The child, youth, parent, or guardian shall be referred to the local school’s Homeless Education Liaison, who shall carry out the dispute resolution process as expeditiously as possible after receiving notice of the dispute. In the case of an unaccompanied youth, the Homeless Education Liaison shall ensure that the youth is immediately enrolled in school pending the resolution of the dispute.

The Homeless Education Liaison shall work through the expedited dispute resolution process. For Sonoran Schools, that process involves:

The Homeless Education Liaison along with the Dean of Students at the school shall determine if a student is considered homeless. They will review the student’s educational records, if any, and residency survey, interview parents or guardian, if any, and investigate the student’s living conditions. The team will determine if a student is homeless within 7 days of being notified.

Sonoran Schools will provide the parent, guardian, or homeless youth with:

• A written explanation of the school’s decision regarding school selection or
  enrollment, and:
• Written forms so that, if dissatisfied with the school’s decision, the parent,
  guardian, or youth may appeal the decision to the state level:
  www.azed.gov/homeless/

A homeless student is entitled to the following services from the school
Once a student is determined to be homeless, the School will ensure the student receives the following services, as necessary:

• Transportation;
• Educational services for which the student meets eligibility criteria, such as
  education programs for disadvantaged students, students with disabilities and
  gifted and talented students;
• Title I services, including free school meals;
• Preschool programs;
• Before-and-after school care programs; and
• Programs for students with limited English proficiency.

Homeless students face heightened levels of disability and English language challenges and Sonoran Schools is committed to supporting homeless students with all of the necessary special education and English Language Learner services the student may require. To accomplish this, the school will prioritize students it has identified as homeless during the Child Find process under the Individuals with Disabilities Education Act and will collaborate with the child’s former school, if known, about the most effective interventions to help that child succeed.

This privacy notice discloses the privacy practices for sonoranschools.org. This privacy notice applies solely to information collected by this website. It will notify you of the following:

1. What personally identifiable information is collected from you through the website, how it is used and with whom it may be shared.
2. What choices are available to you regarding the use of your data.
3. The security procedures in place to protect the misuse of your information.
4. How you can correct any inaccuracies in the information.

Information Collection, Use, and Sharing 

We are the sole owners of the information collected on this site. We only have access to/collect information that you voluntarily give us via email or other direct contact from you. We will not sell or rent this information to anyone.

We will use your information to respond to you, regarding the reason you contacted us. We will not share your information with any third party outside of our organization, other than as necessary to fulfill your request.  

Unless you ask us not to, we may contact you via email in the future to tell you about specials, new products or services, or changes to this privacy policy.

Your Access to and Control Over Information

You may opt out of any future contacts from us at any time. You can do the following at anytime by contacting us via the email address or phone number given on our website:

• See what data we have about you, if any.
• Change/correct any data we have about you.
• Have us delete any data we have about you.
• Express any concern you have about our use of your data.

Security 

We take precautions to protect your information. When you submit sensitive information via the website, your information is protected both online and offline. 
Wherever we collect sensitive information (such as credit card data), that information is transmitted to us in a secure way. You can verify this by looking for a lock icon in the address bar and looking for"https" at the beginning of the address of the Web page.

We also protect your information offline. Only employees who need the information to perform a specific job (for example, billing or customer service) are granted access to personally identifiable information. The computers/servers in which we store personally identifiable information are kept in a secure environment.

If you feel that we are not abiding by this privacy policy, you should contact us immediately or via email.

Title IX protects individuals from discrimination, based on their sex. If you are the victim of sex discrimination or wish to report a case of sex discrimination, you may do so anonymously.

All employees have undergone Title IX training. Click on the links below to view the training materials:

Osborn Maledon Title IX (09-18-2020)

ASA District Title IX (10-2020)