Writing a Secondary IEP for Transition Using Best Practices Workshop

This interactive workshop assists participants in applying information from previous secondary transition training(s) conducted by our ADE/ESS transition specialists to specific students’ needs. The expectation is that participants attending this training will come with a foundation of Indicator 13 knowledge. After a quick review of Indicator 13 components (with specific best practices examples), specialists will assist participants in reviewing their IEPs to answer four key questions designed to improve transition plans.

Who Should Attend: School Administrators, Special Education Directors, Special Educators, General Educators, Parents, Youth/Young Adults, and Community Services Providers
Contact: Jeannette Zemeida @ 602-542-3855

Location: ADE Tucson

400 W. Congress, Room 158

Tucson, AZ 85701

Date and Time:  Friday, February 13 @ 9:00 AM – 12:00 PM

Click here to register on the Events Registration page.


Understanding the PSO Survey: Data Collection, Analysis, and Use

This interactive and practical training is designed for those who oversee or administer the Post School Outcomes (PSO) Survey. The PSO Survey, conducted one year after students exit high school, is required to be completed by districts and charter schools who serve students with disabilities ages 16 and over each year between June 1st and September 30th. Upon completion of the training participants will understand requirements for the PSO Survey and how to incorporate suggested tips and techniques to insure that data collection is meaningful and results obtained are useful.

Who Should Attend: School Staff new to Post School Outcomes
Contact: Jeannette Zemeida @ 602-542-3855

Location:  Flowing Wells School District

Preschool Building

4605 N. La Cholla Blvd.

Tucson, AZ

Date and Time: February 10, 2015 @ 8:30 AM – 12:00 PM

Click here to register at the Events Registration page.

Braille Code Changes Meeting: Collaborating to Meet the Educational Needs of Arizona’s Teachers and Students

We are excited to announce an interagency collaboration to develop an effective pathway for introducing the changes from English Braille American Edition (EBAE) to Unified English Braille (UEB). The approaching changes to the Braille Code require that those it impacts and those responsible for addressing those changes gather to plan for its implementation. We want to work as a community and to support the implementation of UEB and are inviting stakeholders to participate in an initial meeting on January 12, 2015 from 9:00-4:00 that will be held at the Arizona Department of Education Building, Room 312, 1535 W. Jefferson, Phoenix, AZ. A second, follow up meeting has been scheduled for February 9th, 2015 at the Flinn Foundation on 1802 N Central Ave., Phoenix, AZ if necessary to finalize recommendations made, and invite additional participants. To help us to strategically plan for the needs identified by the group, we have invited a meeting facilitator to help us collaborate effectively.

Some of the questions to be addressed at this meeting are:

  • What is the initiative that is bringing about these changes?
  • Who will these changes impact?
  • What actions need to be taken as a result of decisions made?
  • What additional stakeholders need to be included?

Lunch will not be provided, however time will be allotted to order in, or to go to nearby restaurants.

Event Locations: Arizona Department of Education Building, Room 312, 1535 W. Jefferson, Phoenix, AZ

Dates and Times: Session 1 January 12, 2015 Session 2 Feb. 9th 2015

Registration Deadline: January 1st, 2015

Registration questions please contact Abby Sanchez 602-364-3026 or [email protected].

Please bring a laptop, tablet or braille notetaker if you need access to written material during the day. Also, indicate if you need materials in an alternative format and the format you prefer (large print, braille, electronic files, ASL interpreter, other).

Who Should Attend: Invitees
Contact: Suzanne Perry @ 602-542-2185

TBI 100 — Concussion and Mild Brain Injury: Returning to Learning

This ½-day (3.5 hour) course introduces participants, especially general educators, special educators, coaches, trainers and parents, to the concept of mild brain injury (mTBI). Content will address types of mild brain injuries and causes as well as the implications of injury on normal brain-behaviors. In addition, the workshop will focus participants on how to successfully return students to the learning environment after concussion. The format will include short lecture segments with open discussion and a 20-minute video segment addressing the need for concussion/mild brain injury prevention. All training materials will be provided.

Who Should Attend: Administrators; Directors of Special Education; Secondary and Elementary Principals; School Nurses and Health Assistants; School Counselors/Behavior Coaches; School Psychologists; Coaches, Assistants, and Athletic Trainers; General Education Teachers; Speech/Language Pathologists; Occupational and Physical Therapists; Special Education Teachers; Community Agencies working w/children; Parents and Foster Parents; Support Personnel (bus drivers, clerical staff)

Contact: Jeannette Zemeida @ 602-542-3855

Register for TBI 100 at the ADE Events Registration page.

What Parents, Coaches, Trainers, and Athletes Need to Know
Chilchinbeto Community School
Conference Room
E Hwy 160 & Navajo Rte 59
Kayenta, AZ 86033

March 25, 2016 @ 8:30 AM – 12 Noon

What Parents, Coaches, Trainers, and Athletes Need to Know
Snowflake Unified School District
Governing Board Room
682 School Bus Lane
Snowflake, AZ 85937

Apr 28, 2016 @ 5:00 PM- 8:00 PM


Snowflake Unified School District
Governing Board Room
682 School Bus Lane
Snowflake, AZ 85937

Apr 29, 2016 @ 8:30 AM – 1:30 PM


Snowflake Unified School District
Governing Board Room
682 School Bus Lane
Snowflake, AZ 85937

Apr 29, 2016 @ 1:30 PM – 4:30 PM

Department of Education Sets Up New Family Policy Website

The US Department of Education (ED) has established a family policy website to dispense information about the two federal laws concerning privacy in schools—the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA). The website includes videos, resources for parents and school officials, and ways to contact ED with privacy questions. You’ll find the website at http://familypolicy.ed.gov/.


FY 2014 Annual Special Education Data Collection Status Update

FY 2014 Annual Special Education Data Collection Status Update

The Annual Special Education Data Collection consists of the following sections: Exit, Discipline, Personnel, Teacher Attrition Rate Survey, Preschool Transition (if applicable), Parentally Placed Private School Students (if applicable), and Secure Care Survey (if applicable).

Please see http://www.azed.gov/special-education/funding/data-management/annual-sped-data-collection/ for more detailed information.


All PEAs are required to complete the Annual Special Education Data Collection requirement each year.  Please see timeline below for specific dates.

OSEP requires the Annual Special Education Data Collection information in order for Arizona to receive Part B IDEA funding. Therefore, failure to promptly submit your PEA’s data may cause an interruption of your federal funds and may also impact your PEA Determination.

Monday,  April 28, 2014 ESS Annual Data online application opened
Tuesday, July 8, 2014 @ 5:00 PM Deadline for submitting discipline data to Az SAFE
Monday, August 4, 2014 Final Submit process begins within the ESS Annual Data online application; manual corrections to special education discipline data can be made
Friday, August 15, 2014 Deadline for completing the Final Submit process and making any manual corrections to SPED discipline data; signature form due to ESS Data Management

ASDB Student Reporting

As the district of residence (DOR), PEAs that voucher preschool students to ASDB are responsible for reporting preschool transition data for their students. The home district receives the referral from AzEIP and is ultimately responsible for the IEPs of its students.

As in the past, ASDB will continue to report its personnel by FTE, respond to the Teacher Attrition Rate Survey, and report discipline (via Az SAFE) and exit data (via SAIS) for students to be extracted and reported out in the application.

Final Submission

The final submission process will commence on Monday, August 4, 2014, and signature forms are due to ADE/ESS by Friday, August 15, 2014. During this time period, PEAs will have the opportunity to complete any outstanding agency reports, review exit and discipline reports, proceed with the final submission process (which will allow PEAs to confirm the accuracy of their discipline report and elect to do manual corrections to discipline data if necessary), and submit the required signature form.

Contact Info

If you have any questions, please direct them to ESS Data Management at [email protected].

General questions regarding Az SAFE can be directed to Barb Michlin, Az SAFE Coordinator in the School Safety and Prevention office at 602.364.2092 or [email protected].

07/10/2013 – UPDATE: Rosa’s Law: Intellectual Disability Terminology Changes

On October 5, 2010, President Obama signed legislation requiring the federal government to replace the term “mental retardation” with “intellectual disability” in many areas of government. This measure, known as Rosa’s Law, strips the terms “mental retardation” and “mentally retarded” from federal health, education, and labor policy. “Intellectual disability” or “individual with an intellectual disability” are being inserted in place of these outdated terms. The rights of individuals with disabilities remain the same.

ADE is in the process of updating relevant reports, online applications, and other documentation to comply with this federal requirement. References to “mental retardation” will change to “intellectual disability.” Acronyms for the disability categories MIMR, MOMR, and SMR will read MIID, MOID, and SID. References to a “mentally retarded individual” will change to an “individual with an intellectual disability” in resource documents, memos, and other supporting documentation throughout ADE. The conversion from MR to ID in SAIS will take effect when SAIS opens for FY 2014 in July 2013: reports will show disability categories MIID, MOID, and SID. Other ADE data collection applications and resource materials will continue to be updated with the new acronyms and descriptions through December 2013.

SAIS business rules were created identifying the areas within SAIS to be modified to accommodate this change. The rules can be found here within the “Business Rules” section of the webpage under fiscal year “2014.” More information about the MR to ID conversion in SAIS can be found in the School Finance “Hot Topics” announcements, available here.

10/03/2012 – UPDATE: Replacing “Mental Retardation” with “Intellectual Disability”

Please be aware of the changes in red to the verbiage in the original email below regarding the replacement of “mental retardation” (MR) with “intellectual disability” (ID).

For FY 2013 SAIS reporting purposes, student management systems (SMS) should not replace MR codes with ID codes as the SAIS SPED reporting specifications have not changed. It is allowable for SMS vendors to change their system display to show ID as a valid need category, as long as the transaction code values uploaded to SAIS includes the MR codes instead of the ID codes. If a code of ID is submitted to SAIS for FY 2013 reporting, it will be rejected as ID codes are not valid for the current reporting year.

It has come to our attention that some IEP program vendors have modified their software to remove references to MR and have replaced with ID to comply with Rosa’s Law. This can be problematic if the data from the IEP software containing the modified ID codes are rolled up into your SMS. If this is the case for your district, the ID codes will need to be manually changed to MR before creating an upload file and submitting to SAIS.

If you are unsure if your IEP program or SMS vendor has made changes that replace MR codes with ID codes, please take the time to check and confirm as soon as possible. Vender development time may be required to address problems and/or manual changes may need to be made by your data entry personnel and with the October 1 special education child count approaching, we want you to have enough time to submit correct data to SAIS.

Feel free to contact us if you have any questions.  [email protected]

Thank you for your continued patience during this transition.