Points to latest Scottsdale district promotion of transgender agenda

PHOENIX – State schools chief Tom Horne says promotion of woke ideology is a significant reason behind potential school closures in several school districts. He points to the latest effort by the Scottsdale Unified District to promote the transgender agenda among elementary and middle school students.

Horne said, “This happens because of the expenditure of a large amount of campaign funds to elect woke school board members who do not represent their communities. Parents have a choice, so they move their children. The school boards in these districts have no one to blame but themselves for allowing the classroom to be corrupted from a place of learning to a venue for indoctrination in woke principles. Districts can change this and renew their focus on the essential subjects of reading, math, science, history and the arts.”

He added, “The Scottsdale school district has yet again decided to push woke ideology on its students and their parents. The most recent example was discovered by a parent group that discovered the district is using its resources to promote ‘nonbinary youth, gender expansive’ children and girls to participate in a bicycling event; heterosexual males need not apply. This is a blatant effort to sexualize young children, which is an unconscionable and reckless use of taxpayer resources. It also normalizes the idea that biological boys are no different than girls. It is no wonder that parents are taking children out of Scottsdale schools and choosing education options that emphasize academics over the woke agenda.”

He concluded, “This scenario is playing out in other districts such as Kyrene Elementary, which has steadfastly refused to back away from such woke programs such as Diversity, Equity and Inclusion and Social Emotional Learning that rob children of precious instructional time for academics. That district has lost so many students that schools have to be closed, as is true of the Paradise Valley district, which has also unfortunately embraced left-wing ideas at the expense of academics.”

The ADE/ESS Assistive Technology (AT) team is pleased to announce our second 2025-26 national presenter: “AAC Essentials: What Every Educator Needs to Know” with Rachel Madel M.A., CCC-SLP. This presentation is intended for SLPs, special education teachers, and related service providers who work with students who use Augmentative/Alternative Communication (AAC).

Date/Time:                    Friday, November 14, 2025 - 8:30 a.m.– 3:30 p.m.
Fee:                                  Free  (Lunch on your own) Limited availability, Please, only register if you are committed to attending.
Where:                            ADE South Campus Conference Room
                                            1535 W. Jefferson St., Phoenix, AZ 85007

Rachel Madel, M.A., CCC-SLP, is an LA-based speech-language pathologist dedicated to coaching parents and professionals on incorporating technology to best support speech and language development. Rachel presents nationally and abroad on the use of AAC and coaches parents, clinicians, and teachers on integrating assistive technology in classrooms and at home to support communication. She co-hosts a weekly podcast called “Talking With Tech” and creates educational resources, therapy materials, and courses to help support parents and professionals.

Course Description: 

This interactive learning experience explores innovative approaches to facilitate language acquisition in students of all ages. By creating enriched environments, all learners have ample opportunities to engage in meaningful language practice within their everyday routines. Participants will gain insights into current best practices for AAC principles, including supporting language learning, selecting appropriate vocabulary, and fostering engagement among AAC users. Additionally, the presentation will cover advanced-level topics, such as strategies to overcome barriers in AAC (both assessment and implementation). Through the integration of interactive technologies, educators can design educational experiences that empower both learners and their support networks to achieve lifelong language goals. The session will also focus on building the skills of communication partners and demonstrate how coaching-centered training can empower educators to promote AAC system usage consistently throughout the day and in various environments.

Register for “AAC Essentials: What Every Educator Needs to Know”

If you have questions, please email [email protected].  

The National Resource Center for Paraeducators (NRCP) and the Center for Technical Assistance for Excellence in Special Education (TAESE), in partnership with the ADE/ESS, are offering monthly, low-cost professional learning webinars for paraeducators, related service providers (RSPs), teachers, administrators, and other educators.

 Join the NRCP on the second Saturday of each month from 10:00 a.m. to 12:00 p.m. for exciting topics and presenters, including the following:

 Oct 11, 2025—Differentiation in Action

• Nov 8, 2025—Accommodations & Modifications
• Dec 13, 2025—Behavior Management
• Jan 10, 2026— Artificial Intelligence 101
• Feb 7, 2026—Paraeducator Career Growth
• Mar 14, 2026—Empowering Independence: Supports for Low Incidence Disabilities
• Apr 11, 2026—Paraeducator Roles & Responsibilities
• May 9, 2026—Visual Supports for Communication
• Jun 13, 2026—The Trauma-Responsive Paraeducator
• Jul 11, 2026—Teamwork & Collaboration in Schools

 Teacher and paraeducator teams are encouraged to sign up together. The $100 registration fee per person includes 12 live webinars and extended access to the recordings until August 2026. There is a limited number of seats at this discounted price, so register now to save your spot!

 Register for Saturday Mornings with the NRCP!

 Please see the Saturday Mornings with the NRCP flyer for additional information about the professional learning series, and email Laura Lema with any questions.

A FAQ for Non-Fundable Intervals has been posted online. Please review the document for clarity on defining Absence Threshold and Attendance Blocks. 

Non-Fundable Intervals Frequently Asked Questions (FAQ) Guide: /finance/school-finance-external-guidelines, expand Defining Excused Absences tab. 

If you need additional assistance, please submit a HelpDesk ticket. 

BUDG-25 reports for all school districts have been posted to the School Finance website.  FY 2026 September BUDG-25 reports have been calculated using the FY 2026 September BSA-55 information. 

District BUDG-25 and BSA-55 reports are available to download from this School Finance website.

NOTE: If a district adopted their FY26 Expenditure Budget on the preliminary budget forms and then revised their Expenditure Budget on the final forms, the ADE Calculated and Applied amounts for desegregation and small school adjustment will show as $0. This error will be fixed with the October BUDG-25 report. 

Please contact the Budget Team ([email protected]) if you have any questions. 

Thank you! 

Each year, ESS updates our contact lists of Lead Speech-Language Pathologists, Lead Occupational Therapists, Lead Physical Therapists, Lead School Psychologists, Assistive Technology Specialists, and Adaptive Physical Education Teachers. We use these contact lists to:

• Keep related service providers informed of relevant professional learning
• Facilitate opportunities for developing discipline-specific professional learning networks or communities of practice
• Develop a pool of expert, experienced, school-based practitioners we may call upon for such things as surveying the need for particular topics in professional learning and providing content expertise to inform or review guidelines and policies developed by ADE/ESS

Please complete this brief survey, even if your PEA has had no changes in personnel since last year or has no designated leads for related service providers.

If you have questions, please email the ESS Recruitment and Retention Inbox.

Marks anniversary of 2023 attack on Israel

PHOENIX – State Superintendent of Public Instruction Tom Horne says today’s anniversary of the horrific Hamas attack on Israel is a potent reminder of the continuing need for Holocaust instruction and he is praising Arizona’s law that requires such teaching.

Horne said, “Today marks two years since the cowardly attack on Israel in which approximately 1,200 people were murdered and many others who were raped, tortured and taken captive. This was followed by massive demonstrations all around the world… in favor of the attackers. If those demonstrators had had Holocaust study at school, they would not have been so quick to endorse Hamas’ murder, rape, and torture of innocent Jewish people. To date there are still 48 hostages – living and dead - that have not been released by Hamas, which perpetrated these attacks.”

He added, “My parents were Polish Jewish refugees from Hitler. My father predicted the Nazi invasion of Poland and urged his extended family and friends to also leave. But it is hard for people to leave their culture and language, and all of my extended family were eventually killed in the Holocaust. This is a stark reminder that we as a society must never forget such evil. That is why I will always remain committed to ensuring Arizona public schools implement Arizona law regarding instruction on the Holocaust and other genocides. Each district and charter is required to attest to their compliance on their State Report Card to ensure transparency on this important issue.”

The Arizona Department of Education provides resources, training, and support for educators in meeting the law requiring students to receive instruction in the Holocaust and other genocides at least once in middle school and once in high school through the Arizona Holocaust and Genocide Education Resource webpage .

This assistance is optional, but compliance with state statute is obligatory.

Registration Now Open: Interpreting, Mentoring, Education & Training (IMET) Online Courses
ADE/ESS is pleased to announce that registration is now open for the Interpreting, Mentoring, Education & Training (IMET) self-paced online courses offered by Utah State University. These courses are designed to support continuous professional learning for educational sign language interpreters and are now available for self-enrollment.

The IMET Program offers comprehensive online learning opportunities specifically designed for educational sign language interpreters. Upon successful course completion, participants will receive a Certificate of Completion and may also earn RID CEUs upon request. Courses are provided at no cost to participants.

We are excited to share that the newest course is ASL Depiction: An Introductory Guide. This is the first course in the catalog developed by one of our Arizona-based coaches and focuses on key features of ASL. A shorter, alternative version of the course is also available, allowing participants to earn credit for different units.
IMET Self-paced Online Course Catalog

If you have any questions, don't hesitate to contact Academic Achievement & Inclusive Practices.  

Secondary Transition regional trainings are back! The ADE/ESS Program Support & Monitoring (PSM) unit and the Secondary Transition Team are partnering to offer in-person training on current secondary transition-related requirements and best practices. This professional development session will help you understand compliance and apply effective strategies to strengthen transition plans. 

Participants will gain insights into transition planning requirements, the impact of the 2024 Arizona State Board of Education rule change, and proven strategies for effective planning. This training is designed for school administrators, educators, and staff involved in transition services. 

Choose one session that fits your schedule. All sessions cover the same content and will not be recorded. 

Title: Getting Ahead to Go Beyond: Secondary Transition Changes and Considerations 

Dates: 

• Thursday, December 11, 2025 

• Wednesday, February 11, 2025 

• Thursday, February 12, 2025 

Times: 

• Morning Session: 9:00–11:30 a.m. 

• Afternoon Session: 12:30–3:00 p.m. 

Location: ADE South Campus 

Address: 1535 W Jefferson St, Phoenix, AZ 85007 

Space is limited—secure your spot today! 

For questions, please contact Secondary Transition at [email protected]. 

Effort helps school-based health workers address challenges

PHOENIX – Arizona schools now have more training options for helping school mental health professionals better identify, screen, and refer students who may be at risk for suicide, according to state schools chief Tom Horne. 

Horne said, “Across student age groups, suicide is one of the leading causes of death. It is imperative that our mental health professionals are provided with the latest information to help recognize, and the best practices to respond to, the warning signs that may help families avert these devastating tragedies.”

The Department of Education is in a multi-year partnership with The Jed Foundation (JED), a nonprofit that protects emotional health and prevents suicide among teens and young adults nationwide. This initiative, which complies with state law (ARS 15-120) will equip school-based mental health professionals statewide with an evidence-informed suicide prevention training course.

Nearly 1 in 4 Arizona students seriously consider attempting suicide each year, and 10 percent make an attempt. ADE partnered with JED to develop a customized training initiative.

The two-hour course, Suicide Prevention for Arizona School Mental Health Professionals, will train participants to:

• Identify signs of self-injury and crisis, including signs of suicidal thoughts or intense emotional distress.
• Understand the role of suicide risk screening in a comprehensive prevention approach and learn how to administer screening tools.
• Take action when a student is in crisis by engaging the support team, ensuring immediate safety, and documenting and following school protocols (or helping to establish protocols, when needed).

“School-based mental health supports are critical to student well-being, stronger academic outcomes, and preparing young people for the workforce and future opportunities," said Dr. Tony Walker, senior vice president of school programs and consulting at JED. “We’re proud to partner with ADE and help to ensure Arizona's school-based mental health professionals are prepared and confident to identify warning signs, act quickly in a crisis, and connect students to the right support so they can thrive in school and in life.”