April’s data capture for the May payment is scheduled for 4/5/22 at 5pm. Please ensure you’ve reconciled your data prior to data capture as payments will be based on data in AzEDS.

Please review and reconcile your SIS data against the following reports in AzEDS:

• INTEG15 – free and clear of membership ADM Integrity errors
• STUD10 – validate that all of your students have landed in AzEDS
• ADM15 – ensure all students expected to generate funding are indicated as fundable
• ADM20, SPED20, and EL20 – ensure that your ADM is what you expect for each ADM type

The following videos provide general information related to the data reconciliation process:

• Introduction to Data Verification Reports: https://youtu.be/ou9Jst9qnsg
• Introduction to Data Verification Reports 2: https://youtu.be/_m3uEo3OGRI
• Introduction to Integrity: https://youtu.be/PYzBAEZmiSs

Your prior payment reports can be found here: https://schoolfinancereports.azed.gov/.

Please submit a School Finance HelpDesk ticket if you need assistance with your data.

Additionally, please note that the timing of payment data capture dates will be modified beginning in FY23 per House Bill 2898 as shared in a recent Hot Topic.

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 March 31 from 12:00–1:00 p.m.

Register for April 14 from 9:00–10:00 a.m.

Register for April 14 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 May 6, 2022 at 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 contact Celeste Nameth.

 Note: This Hot Topic was revised on 4/8/2022 to remove references to single audit files

The file below contains links to view all FY 2021 district and charter financial and compliance audit reports that have been submitted to the Arizona Department of Education (ADE) as of 3/23/2022.

 Download FY 2021 District and Charter Financial and Compliance Audit Reports

Laws 2021, Chapter 7 revised ARS 15-914 to require that financial and compliance audit reports be submitted to ADE and that the department make the reports available on its website. For more information about how to submit FY 2021 Financial and Compliance Audit Reports, please review the Hot Topic published on December 28, 2021.

Please contact the School Finance Budget Team ([email protected]) if you need assistance submitting FY 2021 Financial and Compliance Audit Reports.

FY22 SDER report data was made available on the new Local Education Agency Reports page on March 15th. The lists showing FY22 submission dates are posted here under the School District Employee Reports section.

A TEI calculation less than 1.000 or the absence of a TEI calculation will result in an effective TEI of 1.000.

As a reminder, only teachers submitted at school sites are included in the TEI calculation and charter districts are not required to submit SDER data.

DATA MANAGEMENT ALERT 

 FY22 ESS Discipline Data Training Webinar  

 ESS Data Management is hosting a training webinar for the ESS Discipline Data Collection (DDC) application on April 6, 2022, from 10:00am – 11:00am.

Topics include:

• Purpose of Discipline Data Collection
• What is new in FY2022
• Where to find Help for DDC
• XML Schema Update
• Live Demonstration
• Future of Discipline Data Collection
• Questions and Answers

Please join us to learn about the new updates, and how to report your discipline data accurately and in a timely matter. If you’re unable to join us, we will post a recording of the webinar on our website.

Please refer to the AzEDS SPED Reporting page for current reporting guidance. 

If you have any questions, please direct them to [email protected]. 

DATA MANAGEMENT ALERT

NEW Home-based vs. Homeschooled vs. Homebound Guidance Document

A new guidance document identifying the key differences between reporting Home-based vs. Homeschooled vs. Homebound students is now available on our AzEDS SPED Reporting page, under Tools and Resources.

Please review this new guidance to ensure accurate reporting for these scenarios.

If you have any questions, please direct them to [email protected].

Special Education Directors,

Please see the following public notice, comment, and hearing period information for the IDEA Part B State Application and Proposed Early Childhood Special Education Transition Policy and Procedures.

Federal Fiscal Year 2022 IDEA Part B State Application

The Arizona Department of Education (ADE) will apply soon for federal funding under the Individuals with Disabilities Education Act (IDEA) for the period of July 1, 2022 through June 30, 2023. This application document serves as the basis for the operation and administration of activities to carry out the requirements of Part B of the IDEA.  As part of the public participation process set forth in the IDEA Part B regulations at 34 CFR § 300.165 and in section 441(b)(7) of the General Education Provisions Act (GEPA) ((20 U.S.C. 1232d(b)(7)), the State must publish its Federal Fiscal Year (FFY) 2022 IDEA Part B Application and allow public comment.

The application document sets forth policies and procedures that Arizona will undertake:

1. to ensure that all eligible children with disabilities have available to them a free appropriate public education that includes special education and related services to meet their unique needs
2. to ensure that the rights of children with disabilities and their parents are protected
3. to assist public education agencies in providing for the education of all children with disabilities
4. to assess and ensure the effectiveness of efforts to educate those children

Early Childhood Special Education Transition Policies and Procedures

With input from the U.S. Department of Education, Office of Special Education Programs, the Arizona Department of Education/Exceptional Student Services (ADE/ESS) has developed policies and procedures for Early Childhood Special Education Transition that are aligned with the Individuals with Disabilities Education Act (IDEA). As part of the public participation process set forth in the IDEA Part B regulations at 34 CFR § 300.165 and in section 441(b)(7) of the General Education Provisions Act (GEPA) (20 U.S.C. 1232d(b)(7)), the State must publish its proposed policies and procedures related to IDEA Part B, conduct public hearings, and make provision for public comment.

The primary goal of the proposed Early Childhood Special Education Transition Policy and Procedure document is to enhance outcomes for young children with disabilities who transition from IDEA Part C to IDEA Part B services by monitoring public education agencies’ (PEA) compliance with the requirements of IDEA through general supervisory authority and providing training and technical assistance to PEAs statewide to enhance their capacity and systems.

Notice of Public Hearings

The ADE will hold two public hearings, one geared primarily toward education professionals and a second aimed toward parents and family members of children with disabilities. Any individual or organization may register and attend either public hearing opportunity. Select an option below to join the event via Zoom.

Professionals

March 17, 2022: Noon to 1:00 p.m.

Register in advance for the professionals' meeting. After registering, you will receive a confirmation email containing information about joining the meeting.

Parents and family members

March 30, 2022: 6:00 p.m. to 7:00 p.m.

Register in advance for the parents' and family members' meeting. After registering, you will receive a confirmation email containing information about joining the meeting.

Notice of Public Comment Period

Any individual or organization may submit written comments. Written comments shall be accepted through April 15, 2022.

The 30-day public comment period for both the FFY 2022 IDEA Part B Application and the proposed Early Childhood Special Education Transition Policy and Procedures will be open from March 17, 2022 through April 15, 2022. The State will review and consider all public comments and make any necessary modifications to the application or policy and procedures, as appropriate.

Special education stakeholders may submit comments in writing beginning March 17, 2022 using the following methods:

• Submit electronically via the ADE/ESS Public Comment webpage
• Submit electronically to Exceptional Student Services, via email
• Submit handwritten comment directly to Exceptional Student Services via the USPS to: Arizona Department of Education, 1535 West Jefferson St. Bin #24, Phoenix, AZ 85007.

Special Education Directors,

The ADE/ESS Assistive Technology (AT) team is excited to announce our first in-person professional learning opportunities of the 2021–2022 AT Builders National Presenter Series with Judith Schoonover for special educators and related service providers.

“Want to ‘Make’ a Difference? Promote ParticipATion with Easily Found Materials!” with Judith Schoonover.  

Date: April 7, 2022, from 8:45a.m.–3:45p.m. (Seats are limited; rsvp now!)

Fee: $35 (includes a light breakfast, a box lunch, and all materials)

Where: Sunnyside Unified School District #12 (Palo Verde Portable)

Address: 2238 East Ginter Road, Tucson, AZ 85706

Description:

Never underestimate the power of using what is available or easily acquired as a first step to supporting young learners or those with exceptional needs. A common misconception is that all assistive technology is complicated and expensive. Finding new uses for familiar tools is a means to increase “buy-in” by all involved. Whether working virtually or face-to-face, simple adaptations with easily found materials can make a difference and empower users, caregivers, and educators to come up with their own interventions. This make-and-take workshop will provide participants with the opportunity to create PVC tools from items found in hardware stores (PVC pipe, joints, and cutters) and to assemble them in minutes, as well as to make simple manipulatives to support physical access and learning. A variety of free and low-cost materials for learning and play environments will be shared. Discussion and exchange of ideas will be encouraged throughout the session. Participants will leave with tangible tools to use the next day and with a digital file of additional resources and directions to continue their “making” a difference journey.

Objectives:

1. Participants will name three or more familiar tools used in unique ways to increase participation.
2. Participants will discuss three or more DIY tools that can be fabricated from easily found materials.
3. Participants will list three or more features that can be represented more than one way from light tech to high tech.

About

Judith Schoonover, MEd, OTR/L, ATP, FAOTA is an occupational therapist and former elementary school teacher. She is certified as an assistive technology professional (ATP) by Rehabilitation Engineering and Assistive Technology Society of North America RESNA and was a founding member of the Loudoun County Public Schools Assistive Technology Team. Judith has provided direct services in schools for more than 44 years and is a nationally and internationally recognized speaker presenting on the topics of school-based occupational therapy, transition, literacy, and assistive technology. She has authored numerous articles, and chapters in Early Childhood: Occupational Therapy Services for Children Birth to Five, Occupational Therapy for Children (6th–8th eds.), Best Practices in School Occupational Therapy, Assistive Technologies, and Occupational Therapy and Transitions: A Cross-System Perspective. She participated in National Association of State Directors of Special Education (NASDSE) workgroups addressing response to intervention (RTI), transition, and virtual schools. Currently, Judith represents American Occupational Therapy Association AOTA on the National Joint Committee (NJC) for the Communication Needs of Persons with Severe Disabilities; she is a Strand Advisor for The Assistive Technology Industry Association (ATIA) Conference and serves on the editorial board of the Assistive Technology Outcomes and Benefits (ATOB) Journal.

RSVP for April 7, 2022

Questions regarding this professional learning opportunity can be sent to the AT Inbox.

DATA MANAGEMENT ALERT

Update to Integrity Rule for FY 2022: -40031

An update to an integrity rule for FY 2022 will be introduced into the integrity process on SPED data shortly. This rule is a continuation of our effort to further validate SPED reporting to ensure clean data for the state.   

A one-sheet Integrity Tool is available on our AzEDS SPED Reporting webpage for troubleshooting tips. An updated error message has been added to our SPED Integrity Rules Reference document and the change is referenced on the FY 2022 ESS Data Reporting Updates document. 

PLEASE NOTE: This alert is not an indication your entity is failing this rule. Please check your INTEG15 report in the AzEDS Portal to determine if your entity is failing any SPED Integrity Rules. 

Integrity Rule -40031

This rule validates SPED Needs reported for students attending Private Day Schools or Residential Treatment Centers are approved to service those needs according to the applications submitted by those entities.

This rule will now fail if an approved need ends the approval within the fiscal year.  Students reported with needs beyond the approved end dates will fail the rule. This now aligns accurately with the approval date range within any given fiscal year of the private facility as required in the Arizona Administrative Code.

The approved list available on the Private Special Education Schools webpage will be updated to reflect the approved dates should any site lose their approval to service that need within the fiscal year. 

Please contact [email protected] with any questions regarding this update.   

The window for districts to submit transportation route data will close at 5pm on Monday, 3/21/22. If you have not already begun this process, please do so immediately and reach out to an Analyst via HelpDesk with questions. This is a new system (now accessed through ADEConnect) and we want to provide any assistance needed to ensure you meet the statutory deadline (12 days after your 100th day or 200th day where applicable). Please note that charters are not required to submit this data.

For additional information on this submission and the new system, please review the original post from January 10th here. 

The following resources have been created to assist in submitting transportation data via the new application:

• Transportation Data Submission Video
• Transportation Manual edited 1/12/22
• Transportation FAQ

If you haven’t already, please review these resources prior to submitting your transportation data. Once your data is saved, your TRAN55-1 report (found here) will reflect the values you've entered and saved in the new system (blank fields on the report indicate no data has been submitted).

If additional assistance is needed, please submit a HelpDesk ticket.