Peoria Unified clarifies IEP practice shift to 'additional adult assistance' to reduce single‑person reliance

Peoria Unified special education leaders explained a multi‑year procedural change in how certain supports are documented in individualized education programs (IEPs). The district said it has moved away from listing narrow job titles toward a broader supplemental designation called "additional adult assistance" or AAA to reduce single‑person reliance and improve consistency across schools.

Doctor Hernandez (presenting for special education) told the governing board the change is a procedure and practice alignment — not a change to governing board policy — intended to focus on a student’s needs rather than a specific staff member’s title. Hernandez described AAA as a supplemental‑aids category within an IEP where teams specify the supports a student requires and the qualifications of staff who may provide them. That approach, the district said, permits multiple appropriately trained staff (for example, instructional assistants, behavior interventionists or certified nursing assistants where medically required) to provide specified support rather than limiting delivery to a single job title.

Hernandez told the board that historically IEPs sometimes named very specific job titles, which on occasion created compliance risk if that single person was not available. "The transition from specific qualification references to the use of additional adult assistance was a change in practice and procedure to serve in the best interest of encouraging the focus to be on supporting the students' needs," Hernandez said. He added the change has coincided with a decline in state complaints and more satisfactory audit results from the Arizona Department of Education.

Board members pressed for more detail on process and accountability. Main points raised during the discussion: - Parents and board members asked how an IEP team documents the specific supports and how families are notified when a different adult provides the service that day. Hernandez explained that teams document the required supports and the rationale in the IEP; parents receive a draft and prior written notice following meetings. For higher‑need students, staff said schools are expected to provide warm handoffs and to contact families when necessary. - Several board members asked about training and documentation. Hernandez said training on the updated language and role definitions was delivered through district‑led professional development days and that the goal is to have multiple trained adults available so a student is not dependent on one person. - Board members asked how transitions (for example, eighth to ninth grade or students returning from other districts) are being handled. Hernandez said some IEPs still reflect older terminology and the district is actively reviewing and updating IEPs at key transitions.

Hernandez said of the district's approximately 5,101 IEPs, 295 IEPs already include the AAA language; a small number remain to be updated as students return or transition. He urged parents with concerns to reconvene their IEP teams; board members asked staff to return with comparisons of how surrounding districts document similar supports.

Ending: The board requested follow‑up information, including a comparison with neighboring districts and clarification on training and documentation practices; staff said they would continue updating IEPs and provide more information in a future briefing.