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DATA MANAGEMENT ALERT: New fields available in the SPED72 report

DATA MANAGEMENT ALERT: New fields available in the SPED72 report

DATA MANAGEMENT ALERT 

AZEDS PORTAL SPED72 REPORT – NEW FIELDS AVAILABLE

Additional fields have been made available in the SPED72 report to aid PEAs in validating submitted data. 

Integrity Warnings  

An additional column next to Integrity State SPED Pass/Fail and FED SPED Pass/Fail is now available labeled Warnings. This column will populate with a red YES if there are integrity warnings present for the student data, or a green NO if there are no warnings present. To review the warning rules activated for the data, please use your INTEG15 report.  Warnings can be viewed in the INTEG15 report by changing the Integrity Status dropdown to: Warnings. 

Please note that Integrity Warnings are not a failure, and do not affect ADM or prevent data from populating in ESS applications. 

Resident School ID  

Beginning FY21 a new data collection is associated with SPED LRE labeled Resident School ID.  This field is now available in your SPED72 report following the Primary/Secondary School indicator. 

More information on Resident School ID is available here: /specialeducation/2020/06/09/data-management-alert-new-integrity-rule-integrity-rule-40077 

 Please contact [email protected] with any questions.

ECSE INFO: Update Regarding the Early Childhood Quality Improvement Process (ECQuIP) and Reporting for Special Education

ECSE INFO: Update Regarding the Early Childhood Quality Improvement Process (ECQuIP) and Reporting for Special Education

Tue, Sep 22, 2020

Special Education Directors,

The Early Childhood Quality Improvement Process (ECQuIP) is a process that was developed by the Early Childhood Education Unit to assure quality and accountability for programs that receive state funding or other early learning grants. ECQuIP is a programmatic self-assessment process that asks early childhood teams to identify and rate such practices as instruction, assessment, leadership, and climate. The data can be used to identify strengths and needs and to propose and track the effectiveness of solutions. This cycle of planning, implementing, and reflecting on progress is widely held as an effective process for improvement by such well known early childhood organizations as Zero to Three, Child Trends, Head Start, NAEYC, and the Center for Early Learning Professionals. Used as intended, ECQuIP supports thoughtful conversations and intentional partnerships in the interest of achieving positive results for children.

In the past, ECQuIP implementation and reporting was a requirement for those PEAs participating in initiatives such as the Preschool Development Grant and the Early Childhood Block Grant. Please note: There is no requirement for PEAs receiving IDEA Part B funds to engage in ECQuIP or to submit the ECQuIP enhancement plan for special education funding-related purposes. However, using a quality improvement process is recommended and beneficial in improving positive outcomes for preschool children with disabilities, and ESS encourages the use of such a model as a best practice.

If you have questions about ECQuIP, please email the ECE inbox.

If you have questions about preschool special education, please email the ECSE inbox.

INTERNAL PD INFO: Multi-Tier Behavior Supports (MTBS) Training Series

INTERNAL PD INFO: Multi-Tier Behavior Supports (MTBS) Training Series

Special Education Directors:

Are you concerned about the current rate of suspensions and expulsions at your school or district? Do you feel students are losing valuable class time due to disruptions and other behavior problems? Are teachers struggling to be successful with classroom management? Are administrators spending too much time dealing with discipline issues? If you answered yes to one or more of these questions, you might find the solution in Multi-Tier Behavior Supports.

Multi-Tier Behavior Supports (MTBS) is a three-year training series that will assist district, charter, or school teams with the development of a school-wide approach for positive behavior management practices. This training is based on School-Wide Positive Behavior Interventions and Support (SW-PBIS) evidence-based elements.

Several free informational webinars are being offered to outline additional details about the MTBS model, the three-year training sequence, the readiness requirements, and the process for applying.  Attendance at one of the informational webinars is the first readiness requirement necessary for participation in the training series.

If you are interested in learning more and/or starting the readiness process, review this flyer and register to attend one of the following free webinars:

Register for September 29 from 12:00-1:00 p.m.

Register for September 29 from 3:30-4:30 p.m.

Register for September 30 from 9:00-10:00 a.m.

Register for October 1 from 3:30-4:30 p.m.

Directions for applying for the training series will be provided during the webinar. Registration is limited to 10 teams and only one team from each district. Applications earning the highest scores in the evaluation process will be approved until all seats are filled. Completed applications must be submitted by October 28, 2020 by 5:00 p.m. The special education director is required to attend the readiness webinar for a PEA/district team. The principal is required to attend the readiness webinar for a school team.

For information regarding MTBS, please email Celeste Nameth.

INTERNAL PD INFO: 2020 AT Builders National Presenter Series, "Make Learning Awesome for All," presented by Chris Bugaj

INTERNAL PD INFO: 2020 AT Builders National Presenter Series, "Make Learning Awesome for All," presented by Chris Bugaj

Dear Special Education Directors,

The ADE/ESS Assistive Technology (AT) team is kicking off its 2020 AT Builders National Presenter Series with Chris Bugaj, “Make Learning Awesome for All.” This learning series requires a commitment of four weeks, and includes pre-recorded videos that are available to view at your convenience. Participants are asked to ensure they can meet the full time commitment prior to registering. The series includes the following training times:

  • Monday, September 28
    • 3:00 - 4:15 PM Live Kick-off and 75 min. pre-recorded session
  • Monday, October 5 
    • 75 min. pre-recorded session
  • Monday, October 12
    • 75 min. pre-recorded session 
  • Monday, October 19
    • 3:00 - 4:30 PM Live Q & A 

Students of all abilities head off to kindergarten with bright smiles, eager for the journey of discovery, and with a passion for learning. Then, somewhere along the way, school becomes a chore. It transforms from an experience students want to do into something they have to do. For many, one of the first lessons they learn in schools is that they are not good at it. This is particularly true for students with disabilities.

Let’s shift that paradigm by rethinking how we design educational experiences to empower every student to embrace their passion for learning. Participants in this interactive event will discuss contemporary educational principles such as Universal Design for Learning, Growth Mindset, Project Based Learning, The Maker Movement, and the use of innovative technologies to transform practices by empowering learners to achieve their own goals.

Engage in an evidence-driven method for determining which supports should be made universally available to all students while focusing on specific strategies using technology supports. Come to the session as an educator and leave, transformed, as an Educational Experience Designer!

Please click here to register. Participant registration is first-come, first-served and is not limited to special educators – feel free to forward.

Questions regarding this professional learning opportunity can be sent to [email protected].

INTERNAL PD OPPORTUNITY: Count Me In! Hands-on Algebra Series

INTERNAL PD OPPORTUNITY: Count Me In! Hands-on Algebra Series

Special Education Directors,

 Please share the following details about upcoming professional learning opportunities for general and special education teachers who teach algebra.

Algebra Tiles Part 1: Exploration of Algebra Tiles, Expressions, Linear Equations

September 29 from 3:30-5:00 p.m.

Register in advance for Algebra Tiles Part 1.

In this webinar, we will explore the properties of virtual algebra tiles and the use of these tiles in creating and simplifying expressions, adding and subtracting algebraic expressions, substitution, and solving one-step and two-step linear equations.

Algebra Tiles Part 2: Exploration of Algebra Tiles in Solving Linear and Quadratic Equations

October 20 from 3:30-5:00 p.m.

Register in advance for Algebra Tiles Part 2

In this webinar, we will explore the use of virtual algebra tiles to solve linear equations, multiply binomials, factor quadratics, and divide quadratics.

Attendance at both sessions is encouraged but is not required. 

A computer or tablet with the ability to access Google slides is not required but is strongly recommended to enable full participation in the session.

Participants can earn 1.5 hours of professional development credit for each session attended. Please note that ADA accommodations must be requested at least one week in advance of the meeting.

Please contact Jenifer Hutchinson or contact Eboney McKinney with any questions.

DATA MANAGEMENT ALERT UPDATE: ASDB Student Reporting

DATA MANAGEMENT ALERT UPDATE: ASDB Student Reporting

DATA MANAGEMENT ALERT UPDATE

Arizona State School for the Deaf and Blind (ASDB) Student Reporting

The ASDB Student Reporting guidance has been revised to clarify eligibility determination for students on an institutional voucher and the reporting of students receiving services from regional cooperatives.

Additionally, a new section has been added to provide guidance on establishing calendars for ASDB sites.

Questions on ASDB student reporting should be directed to ESS Data Management.

COVID-19 INFO: DDD Information Re: Services and Supports for School-Aged DDD Members Using Remote Learning During COVID-19 Emergency

COVID-19 INFO: DDD Information Re: Services and Supports for School-Aged DDD Members Using Remote Learning During COVID-19 Emergency

Thu, Sep 17, 2020

Special Education Directors,

Please see this attached memo from the Division of Developmental Disabilities (DDD) regarding school-aged DDD members who are not able to attend in-person school and who need support to engage in remote learning. DDD worked with AHCCCS and ADE/ESS to determine the services that could be helpful for DDD members during the COVID-19 pandemic and beginning September 8, 2020, DDD may assess for and authorize Attendant Care and Nursing services to support DDD members who are learning remotely. This assessment will include:

  • Documenting member’s “school day” in the daily schedule section of the planning document.
  • Determining member’s need for support during identified remote learning time. Examples include difficulty using the technology, need for supervision due to safety concerns, need for consistent redirection, physical support, behavioral support, or other similar need.
  • Identifying the support available to the member for remote learning. Examples include parents/step-parents, primary caregivers, siblings, neighbors, or in-home school personnel.
  • If parents/step-parents, legal representatives, or primary caregivers are unavailable, the reason why (e.g., work, school, other) must be documented.

If you have any questions, please contact the DDD Customer Service Center at 1-844-770-9500. Other resources can be accessed on the DDD webpage.

DATA MANAGEMENT ALERT: FY20 Annual Data Collection (ADC) – Due Date Extension

DATA MANAGEMENT ALERT: FY20 Annual Data Collection (ADC) – Due Date Extension

DATA MANAGEMENT ALERT   

FY20 Annual Data Collection (ADC) – Due Date Extension

Due to Student Information System (SIS) vendor updates, the due dates for ADC have been revised as follows:

September 21, 2020 – Discipline data due (ESS Discipline Data Collection application)

September 23, 2020 – Final Submission opens (ESS ADC application)

September 30, 2020 – Agency reports and electronic signature due (ESS ADC application)

Please direct questions to [email protected].

EXTERNAL PD INFO: Behavior Threat Assessment: Best Practices for K-12 Schools, 9/24/20

EXTERNAL PD INFO: Behavior Threat Assessment: Best Practices for K-12 Schools, 9/24/20

Special Education Directors,

Please see the information below from our colleagues with the Arizona Association of School Psychologists (AASP) regarding their upcoming all-day continuing education program on Behavioral Threat Assessment. Feel free to forward to your staff.

_______________

(Annual Conference Series 1) Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools

When: 24 Sep 2020 9:00 AM, UTC-07:00
Where: Webinar

How to register: https://www.aasp-az.org/event-3938185

Dr. Melissa Reeves (Full-Day Training via Webinar) will be presenting from 9:00 am to 3:30 pm on “Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools” (6-hours NASP Approved CPD Session).

This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to behavioral threat assessment and management utilizing a multidisciplinary team. Critical factors discussed will include: current statistics, legal cases, post-incident reviews, and early identification of warning signs, primary prevention strategies to "break the code of silence; an overview of threat and risk assessment models and tools; assessment procedures; and strategies for interventions, postventions, and working with difficult parents.  Case study examples and forms will be shared to illustrate the process.  

Participants will learn:

  • how to establish a consistent school- or district-wide approach to behavioral threat assessment.
  • the critical factors contributing to risk to include current statistics and early identification of warning signs
  • best practice guidelines as established by prior legal cases and lessons learned reports
  • primary prevention strategies to break the code of silence
  • how to assess for risk using best practice guidelines and procedures established by the US Secret Service and US Dept of Education
  • strategies for interventions and postvention
  • strategies for working with difficult parents
  • from case study examples and shared forms that illustrate the BTAM screening and full assessment process

Presenter Bio: Melissa Reeves, PhD, NCSP, LPC, is an Associate Professor at Winthrop University. She is the Past President of the National Association of School Psychologists (2016–2017), a nationally certified school psychologist, licensed professional counselor, and licensed special education teacher. She has over 19 years’ experience working in public schools, a private school, and day and residential treatment programs. Dr. Reeves is a coauthor of the PREPaRE Crisis Prevention and Intervention curriculum and travels both nationally and internationally training professionals in crisis prevention and intervention, threat and suicide assessment, trauma and PTSD, and cognitive–behavioral interventions. She recently joined Sigma Threat Management Associates as a senior consultant and is also an advisor for Safe and Sound Schools, an organization founded by two parents who lost their children in the Sandy Hook tragedy. She has coauthored multiple books and publications focusing on school safety and trauma.

This is a first in a series of four professional development days for the AASP Annual conference.

Technology Information

This event will be offered via a Zoom Webinar. This will include small group breakouts and interaction with Dr. Reeves. The workshop is all day with a one hour lunch break. Participants should ensure they have a reliable internet connection with speaker, microphone, and video capabilities.

Please note that you must be a current member of AASP at the time you register for the conference in order to obtain the member rate. It is recommended that you renew membership a week to ten days prior to registering for the conference event.

Registration on the AASP website allows for Purchase Order.

PD INFO: Thursday Afternoon LEarning Series (TALES) – Considerations for Completing Educational Evaluations as Schools Reopen

PD INFO: Thursday Afternoon LEarning Series (TALES) – Considerations for Completing Educational Evaluations as Schools Reopen

Special Education Directors,

Please join us for the next episode of Thursday Afternoon LEarning Series, or TALES, on Thursday, September 17 from 3:00 p.m.—4:00 p.m., when leaders from the Arizona Association of School Psychologists (AASP) present, “Considerations for Completing Educational Evaluations as Schools Reopen.

As schools are working to support students’ safe return to school, they are also challenged with determining how to meet the needs of diverse learners, including identifying and making eligible those students who are in need of special education. Please join us as our presenters share considerations for completing initial and reevaluations as schools reopen after the COVID-19 school closure. Topics covered will include collecting additional data, SLD determination, and teleassessment.

Please click here to register. After registering, you will receive a confirmation email containing information about joining the meeting. Participant registration is first-come, first-served and is not limited to special educators – feel free to forward. Questions regarding this professional learning opportunity can be sent to Sherri Schwindt.

We look forward to seeing you there!