BUDG-25 reports for all school districts have been posted to the School Finance website. FY 2024 March BUDG-25 reports have been calculated using the FY 2024 March BSA-55 information.

The FY2023 Over Expenditures have been included in the Unrestricted Capital (UNR) and Maintenance and Operations (M&O) funds. Additionally, FY24 FRPL Add-On ADM has been included in the base support level calculation (BSL).

The following forms are available:

• District BUDG-25 reports are available to download from this School Finance website. For further instructions on how to navigate the website, please view this Hot Topic.

• District FY23 BUDG-75 reports are available to download from the School Finance website:
  • Select the “Start Fiscal Year” as 2023
  • Optionally, select the “Execution Date” as 11/21/2023
  • Click “Apply”
  • If a 915 was submitted, please download the latest BUDG75 report by not using execution date drop down.

• District BSA-55 reports are available to download from the School Finance website:
  • First, select a school district and then click “View Reports”
  • Next, scroll down the page to the “School District Reports” section.
  • Finally, click the March “PDF” button. The March BSA-55 report will appear.

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

Thank you!

For immediate release: March 19, 2024
Contact: [email protected]
 

Parent files lawsuit defending English as language of the classroom

Horne notes action has potentially “draconian” outcome for school board members

PHOENIX – A Phoenix-area parent of a public-school student has filed a lawsuit challenging the Creighton Elementary School District’s use of dual language instruction in violation of a voter approved law requiring English Learners to be taught in English the entire school day.

State schools superintendent Tom Horne is not party to the lawsuit but notes that if it is successful, the consequences for the district’s elected school board members are significant.

Horne said, “Each member of the Creighton Elementary school board will be compelled to leave the board immediately and will not be able to hold a position of authority in Arizona public schools for five years if the court agrees that they are violating the voter-approved Proposition 203. The law includes this penalty to ensure that schools take the law seriously. Despite these draconian consequences, the evidence is clear that the Creighton District is violating the will of the voters by using dual language programs. The clear mandate of the law is that English Language Learners be taught English by immersion throughout the day and all school districts must follow the law.”

He added, “When I sued the Governor and Attorney General for their failure to enforce this law, all I requested was a judgment that the intent of the law is clear and must be enforced. The suit was dismissed because some years ago the legislature authorized certain departments to sue and be sued, and the Department of Education was not one of them. My argument, on which we are appealing, is that there was an implied authorization because I was given many duties to oversee education of English language learners. But I also warned that if my lawsuit was unsuccessful, it would pave the way for any parent of any public school in Arizona to file another lawsuit that would result in these draconian penalties. That day has come.”

A copy of the lawsuit is attached.

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The ADE/ESS is pleased to announce that registration for Teach Camp is now open!  

Teach Camp provides professional learning and supports specifically designed for beginning special education teachers. Teach Camp aims to increase the retention of special educators by providing our newest special education teachers with the tools they need to survive and thrive during their first years in the classroom.  

Teach Camp is available to special education teachers who will begin their first, second, or third year of teaching special education in the fall of 2024. Recent graduates from traditional teacher preparation programs, alternative certified teachers, and veteran general education teachers transitioning to special education are all welcome. Please note that participants must be currently employed in a school district or charter as a special education teacher, and participants must have no more than two years of special education teaching experience in total (including previous positions) to be eligible to attend Teach Camp.   

Teach Camp will launch this summer! The cost is $250 per teacher and includes:  

• 3-day summer “camp” to be held July 9-11, 2024, in Tempe, AZ* (breakfast and lunch provided)  
• One-day follow-up session in February 2025 in Phoenix* (lunch provided)   
• A copy of The Survival Guide for New Special Education Teachers  
• A one-year membership to the Council for Exceptional Children  
• Additional valuable resources   

*Information regarding travel reimbursement for participants from eligible PEAs will be provided once registration is completed.  

Registration for Teach Camp is open until June 25, 2024, on a first-come, first-served basis. Registration must be approved by the special education director and completed by the PEA, not the special education teacher. On-site registration is not available.   

Begin the registration process for Teach Camp! 

Please email the ESS Recruitment and Retention Inbox with any questions about Teach Camp

Looking for self-paced professional learning on current special education topics of interest?

Register today for Summer 2024 NAU SELECT courses!

Special Education Learning Experiences for Competency in Teaching (SELECT) is a federally funded program sponsored by ADE/ESS and offered through the Institute for Human Development at Northern Arizona University. SELECT courses are recommended for special and general education teachers, administrators, related service personnel, paraeducators, and other interested individuals.

First five-week summer session courses

June 3, 2024 to July 2, 2024

• Inclusion in Early Childhood
• Differentiating Emotional Disabilities and Behavioral Disorders
• Mild and Moderate Disabilities
• Research-Based Math
• Legal Aspects and Compliance
• Paraeducator: Roles, Best Practices, Perspectives

Second five-week summer session courses

July 8, 2024 to August 6, 2024

• Autism and Communication Skills
• School-Wide PBIS
• Multi-Disciplinary Evaluation Team
• Principles and Practices of Effective Co-Teaching
• Conflict Resolution in Special Education Administration
• Secondary Transition for Students with Disabilities

Please view the attached flyer with details of upcoming sessions.

Register on the NAU SELECT webpage. Registration closes when classes are full or two (2) weeks before the start of class.

• SELECT classes can be taken for university credit for those teachers or administrators who are required by their school districts to have official transcripts and for those who may need to transfer hours out of state (tuition and associated fees apply).
• The classes can also be taken for professional growth contact hours for free.

For more information, please email the SELECT Inbox.

Please join ADE/ESS for the next Special Education Professionals Check-In on Thursday, March 21, 2024, from 12:00 p.m.–1:00 p.m. 

Select the link to join this Microsoft Teams event: Join Special Professionals Check-In on March 21, 2024

This month's Check-In will address two topics:

Topic 1

The Individuals with Disabilities Education Act (IDEA) requires states to develop a State Performance Plan and Annual Performance Report (SPP/APR). This report includes indicators that evaluate the State’s efforts to implement the requirements of IDEA and describes how the state will improve its special education programs. These indicators measure child and family outcomes and other indicators that measure compliance with IDEA requirements.

Participants attending the Special Education Professional Check-In will hear the most recent progress on the SPP/APR indicators. This event is an opportunity for ADE to hear from special education directors and other educators if they have feedback on our state's direction to improve outcomes for children with disabilities.

Indicators 4, 9, 10, 11, 12, and 13

• Indicator 4: Indicator 4 looks at incidents of discipline in excess of 10 days among students with disabilities across different races/ethnicities.
• Indicators 9 and 10: Indicator 9 compares the races/ethnicities of students with disabilities to the races/ethnicities of students without disabilities in a school district. Indicator 10 is similar but looks at the disability category of students.
• Indicator 11: Indicator 11 measures the percentage of students who received an initial evaluation for special education within 60 days of a parent giving consent.
• Indicator 12: Indicator 12 looks at children (ages 0–2) who may qualify for special education services. Indicator 12 measures the percentage of students who have a formal plan ready by their third birthday if they qualify.
• Indicator 13: Indicator 13 calculates the percentage of students with disabilities (ages 16+) with certain components in their educational plan. Their plan must include appropriate goals, transition information, services, and courses. 

Topic 2

The second topic of this month’s Check-In is ESS Proportionate Share Obligations & Equitable Services. Arizona public school districts are required to count parentally placed private school students and report the number of eligible special education students attending non-profit private schools and homeschools within the district boundaries. These counts are used to determine the Proportionate Share Obligations for equitable services under the IDEA. ESS Program Management will discuss the calculation for the fiscal year 2025 proportionate share obligations and give districts an opportunity to review data for the upcoming grant cycle.

SY 2023–2024 Check-In Schedule: 2023–2024 Special Education Professionals Check-Ins occur monthly, on the third Thursday of every month, from 12:00 p.m. to 1:00 p.m.

If you have questions or suggestions for content for Check-Ins, feel free to send them to the ESS Inbox. 

Arizona’s 2024 IDEA Conference: Expect, Engage, Achieve, will be held in person from September 4–6, 2024, at the JW Marriott Desert Ridge in Phoenix.

ADE/ESS is requesting proposals that represent your creative and research-based work. The conference will feature over 75 professional learning opportunities, including IDEA legal issues, instructional practices, national trends and hot topics, special education compliance, preschool and secondary transition, and content for related service providers. Make your mark at the 2024 IDEA conference; submit your proposal now!

Session proposals are due Sunday, March 31, 2024. See the Call for Papers guidelines for information on how to submit.

Thank you for your continued dedication to advancing special education in Arizona. ESS looks forward to your valuable contributions at this year's conference. Questions can be sent to the IDEA Conference inbox.

The ADE/ESS Recruitment and Retention team is staffing a recruitment booth at the Council for Exceptional Children's (CEC) annual convention this week as part of our recruiting efforts on behalf of all Arizona PEAs. Each year, CEC draws thousands of preservice special education students, teachers, and related service providers. 

Our booth includes Arizona Department of Tourism brochures showcasing the diverse beauty of our state, materials pointing attendees to our job board, and, of course, the famous cactus pencils.

Following our attendance at national conventions, we typically see a dramatic uptick in Arizona Education Employment Board visitors. Please make sure that your special education positions are posted on the job board as soon as possible to take advantage of this opportunity.

For additional information, please email the ESS Recruitment and Retention Inbox.

For immediate release: March 12, 2024
Contact: [email protected]
 

Supt. Horne sounds warning on teacher shortage, promotes workforce readiness and academic initiatives in State of Education

Updates multiple academic initiatives for 2024

PHOENIX – State Superintendent of Public Instruction Tom Horne says the largest and most urgent problem facing the state is a dire shortage of teachers, calling it a “potential catastrophe” that requires immediate attention.

Horne also cited significant workforce development concerns both in the public and private sector that are being addressed through the Arizona Education Economic Commission that he established in 2023. In addition, he outlined sixteen initiatives to public schools increase academic outcomes.

Speaking to the House Education Committee Horne explained, “Currently, we have 60,000 teachers in our classrooms. 8,000 of them are leaving each year. Our educator preparation programs produce 1,900 per year that actually show up in our classrooms. 2,815 teachers also return to the classrooms. That is a net loss of about 2,300 per year. If that trend were to continue, it would eventually lead to zero teachers.”

Horne supports legislative efforts to raise teacher salaries as well as a bill proposed by Horne to strengthen state law to require more district and charter administrative support for teacher discipline. He noted that those two issues were cited in a recent survey of teachers as the top two reasons for leaving the profession.

Workforce development shared the spotlight as Horne explained the development of the Arizona Education Economic Commission.

He stated, “We entered into an agreement with the leaders of the major companies in our state: we will provide the skilled workers. In return, the businesses will either teach our career technical education teachers what skills to teach or will provide people to teach those skills.”

He added, “We started with a core group of 20 industry leaders including TSMC, Banner Health, Raytheon, U-Haul international, and Lucid Motors. Also participating are all of our state’s career and technical education districts. With the enthusiastic support of all of Arizona’s major industries, this Department of Education is going to solve Arizona’s shortage of sufficiently skilled workers.”

Other initiatives Horne highlighted include a growing number of school improvement teams, leadership training, paperwork reduction, school safety and using data to improve academic outcomes.

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The Arizona Department of Education, Exceptional Student Services, is thrilled to share exciting opportunities for conference attendees during Arizona's 2024 IDEA Conference: Expect, Engage, Achieve. Nominate someone today for their tremendous contributions to secondary transition services or share the artistic talents of students in person September 4–6, 2024, at the JW Marriott Desert Ridge in Phoenix, Arizona. 

Please take a moment to explore both opportunities below:

Nominations Open for Arizona Secondary Transition Services Awards

Your nomination is important to recognize the secondary transition contributions and successes happening across Arizona. To nominate a youth/young adult, community member, and/or educator for their exceptional efforts, please submit an online nomination form.

Nomination Categories:

1. Youth/Young Adult: A youth or recently graduated young adult with active engagement and successful navigation of the secondary transition planning process.
2. Community Member: An individual (employee, manager, business owner, etc.) providing exemplary support for students and/or young adults with disabilities to enhance community-based experiences.
3. Educator: A PEA or Secure Care certified staff, classified staff, support staff member, related service provider, or administrator who provides remarkable secondary transition services.

All nominations submitted on or before Friday, May 31, 2024, will be considered. Award winners will be selected and notified in July.

Call for Student Artwork: Showcase Your Talent at the IDEA Conference

The Arizona Department of Education/Exceptional Student Services (ADE/ESS) is excited to announce the display of student artwork during this year's IDEA Conference! Are you a student artist, or someone who knows of a student, who is interested in displaying artwork during this event? View the Call for Student Artwork flyer to learn more about this opportunity.

Artwork criteria and additional details can be found on the 2024 Student Artwork Entry Form. All artwork entries must be received by May 31, 2024. Please consider supporting your students in submitting artwork!

If you have any questions about nominations for the Secondary Transition Service Awards or Call for Student Artwork, please email the IDEA conference inbox.

Please download our Secondary Transition Services Award and Call for Student Artwork Flyer.

For immediate release: March 11, 2024
Contact: [email protected]
 

ELL court decision paves way for draconian measures against school board members

State law allows any public-school parent to sue districts

The ruling did not reach the merits of the case, which were controlled by a voter approved initiative that stated clearly that, “all children in Arizona Public schools shall be taught English by being taught in English,” and all “children shall be placed in English language classrooms.” Instead, ruling was that no statute authorizes the Department of Educations to initiate a lawsuit.

Horne added that further legal action paves the way for potentially draconian measures to be taken against school board members who fail to follow the law.

Horne stated: “The districts that opposed our position will regret this development. A near identical action will be filed by a parent, and this will have much worse consequences for the districts.”

He explained, “The language of Proposition 203 allows for parents of public-school students in any Arizona district to sue any district – including other districts - in violation of this statute. If such a lawsuit is successful, the school board members of a district found to be in violation of the law are removed from their positions and cannot run for any public office in education for five years. There are parents prepared to file such a suit, and today’s court decision dismissing my lawsuit on purely technical grounds means that is the pathway forward.”

He concluded, “I sought to avoid this consequence for school personnel, by bringing a declaratory action that only sought a declaration that the initiative be enforced and did not seek any other remedies against anyone. Now an action by a parent may result in serious personal consequences for the leadership of districts sued."

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