• Flyer: Program-Wide Implementation Fact Sheet
• Flyer: Interested in exploring Pyramid Model Implementation?
• Recording: Pyramid Model Implementation Site Interest Webinar
• Implementation Site Awareness Webinar Slides
• Arizona Pyramid Model Implementation Site Application PDF Questions

Arizona Pyramid Model Implementation Site Application

An effective workforce is necessary for all practices within the Pyramid Model and its structures. It is to ensure that systems and policies are built and supported with evidence-based practices. The following materials are supportive of developing an effective workforce in early childhood programs:

• Program-Wide Support for Pyramid Model Implementation - Leadership Team Manual
• Pyramid Model State Leadership Team Guidance
• Roadmap to Statewide Implementation of the Pyramid Model
• Statewide Implementation Guide
• Understanding Program-Wide Implementation of the Pyramid Model
• Early Childhood Education Repository ADE Educator Recruitment & Retention

Nurturing and responsive relationships are key components of building healthy social development and include working with the child, his or her family, and team members.  

• All Hands on Deck: Integrating Infant Early Childhood Mental Health Consultation and the Pyramid Model
• Promoting Social, Emotional, and Behavioral Outcomes of Young Children Served Under IDEA
• Understanding Infant and Early Childhood Mental Health Consultation and the Pyramid Model

To promote social, cognitive, and language development in children, high-quality, supportive environments are essential. It includes providing inclusive early care and educational environments and support at home. 

• MTSS: for All: Including Students with the Most Significant Cognitive Disabilities
• The Pyramid Model: PBS in Early Childhood Education Programs and its Relations to Schoolwide PBS
• Why Focus on Quality Inclusion as Part of Statewide Pyramid Model Implementation?

Social-emotional support delivered during explicit instruction that promotes social-emotional development in areas such as self-regulation, expressing and understanding emotions, problem-solving, and developing social relationships are represented by the following resources: 

• Implementing Positive Behavior Intervention and Support
• Family-Focused Interventions for Promoting Social-Emotional Development in Infants with or at Risk with Disabilities 
• Response to Intervention and The Pyramid Model

Individualized intensive interventions may be needed for a small number of children with persistent challenges, working in conjunction with families. 

• Developing and Implementing Intensive Individualized Interventions: Prevent-Teach-Reinforce for Young Children
• Implementation: Family Engagement
• Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors

Twenty-five (25) asynchronous courses are now available for multiple aspects of the Pyramid Model. Select the links below to register.

We encourage you to take this introductory course prior to engaging in other Pyramid Model content.

Introduction to the Pyramid Model

This module introduces the Pyramid Model framework to participants and should be used before the other modules. Topics include: the relationship of the Pyramid Model to prevention science, equity, inclusion, trauma-informed care, anti-bias practice, and the use of data for decision-making, understanding child behavior, and the research that provides evidence-based for the use of the Pyramid Model.

Each Infant-Toddler Module builds upon the prior lessons; modules should be completed in sequential order.

Infant-Toddler Module 1: Introduction and Understanding Social-Emotional Development

As the first training module in the Pyramid Model Infant-Toddler Module Series, Understanding Social-Emotional Development will acquaint participants with the Pyramid Model, introduce important terms that will be used throughout the Pyramid Model training modules, and lay a foundation to better understand the role caregivers play in young children’s social-emotional development.

Infant-Toddler Module 2: Focusing on Relationships

In Focusing on Relationships, a module of the Pyramid Model Infant-Toddler Module Series, participants will explore the importance and complexities of developing relationships between caregivers, families, and children. Participants should leave understanding that social-emotional development takes place within the context of relationships, so strategies to support development must prioritize building relationships. This training covers topics such as reflecting on participants’ past and current relationships, as well as addressing issues related to culture, diversity, race, equity, risk, and protective factors.

Infant-Toddler Module 3: Responsive Routines, Schedules, and Environments

In Responsive Routines, Schedules, & Environments, a module of the Pyramid Model Infant-Toddler Module series, participants will learn how being intentional about establishing daily routines and setting up the environment can: help young children feel confident and secure, paving the way for social-emotional growth; promote children’s active and safe exploration and learning; and facilitate positive child-peer and adult-child interactions.

Infant-Toddler Module 4: Understanding Behavior

Working with infants and toddlers is rewarding, but it can also sometimes be challenging. In Understanding Behavior, a module of the Pyramid Model Infant-Toddler Module Series, participants will learn how to use observation to better understand child behavior. We will look at the many influences affecting behavior and use this knowledge to examine our own beliefs. We will practice reframing our thoughts to better respond to challenging situations.

Infant-Toddler Module 5: Teaching About Feelings

In Responsive Routines, Schedules, & Environments, a module of the Pyramid Model Infant-Toddler Module series, participants will learn how being intentional about establishing daily routines and setting up the environment can: help young children feel confident and secure, paving the way for social-emotional growth; promote children’s active and safe exploration and learning; and facilitate positive child-peer and adult-child interactions.

Infant-Toddler Module 6: Promoting Positive Peer Interactions

In Positive Peer Interactions, a module of the Pyramid Model Infant-Toddler Module Series, participants will gain knowledge on how to facilitate positive peer interactions and support the development of social and friendship skills, learn about the developmental stages of social and play skills, and apply that knowledge to classroom practices.

Infant-Toddler Module 7: Individualized Teaching

In Individualized Teaching, a module of the Pyramid Model Infant-Toddler Module Series, participants will learn how to identify and address delays in social-emotional development. The module provides an overview of the screening and assessment process and guidance on how to develop a systematic plan to provide individualized teaching to children who have delays.

Infant-Toddler Module 8: Challenging Behavior

In Challenging Behavior, a module of the Pyramid Model Infant-Toddler Module Series, participants will: identify and define challenging behavior, and work to understand why challenging behavior happens; discuss how to gather data and implement strategies that will prevent challenging behavior; and discuss strategies to address or respond effectively to challenging behavior when it is present.

Each Preschool Module builds upon the prior lessons; modules should be completed in sequential order.

Preschool Module 1: Nurturing and Responsive Relationships

Establishing nurturing and responsive relationships within a caring community is the foundation of the Pyramid Model. This training focuses on practices for building relationships with children, promoting relationships between children, relationships with families that affirm family culture and identity, and relationships with team members.

Preschool Module 2: High-Quality, Supportive Environments

 This module focuses on the practices for establishing high-quality supportive classroom environments that promote social-emotional skill development and prevent challenging behavior. Practices related to schedules, routines, transitions, promoting engagement, expectations, and rules are addressed in this module.

Preschool Module 3: Teaching Social-Emotional Skills

 Promoting social-emotional development is core to the Pyramid Model. This module provides training on the practices for teaching friendship skills, emotional literacy, self-regulation, and problem-solving.

Preschool Module 4: Individualized Teaching of Social-Emotional Skills

This module guides practitioners in how to individualize instruction on social-emotional skills for children who need more targeted supports. Practices that are taught include: teaching systematically, peer-mediated intervention, planning for embedded instruction, and progress monitoring.

Preschool Module 5: Addressing Challenging Behavior

 This module provides the practices for understanding child challenging behavior, how to respond to challenging behavior, becoming aware of bias in responding, de-escalating behavior, and the components of developing a behavior support plan for children with persistent challenging behavior.

Preschool Module 6: Overview of Prevent-Teach-Reinforce for Young Children

 In this module, practitioners learn about the steps of Prevent-Teach-Reinforce for Young Children (PTR-YC) and how PTR-YC is used as a manualized process for conducting a functional behavioral assessment and developing a behavior support plan.

Building Relationships and Creating Supportive Environments (English Birth-5 Module 1) 

Content Includes: 

• Understanding the Relationship between Challenging Behavior and Social-Emotional Development 
• What is social-emotional development? 
• Considering the foundational nature of early relationship experiences. 
• Forming and maintaining relationships with your young children, families, and co-workers. 
• Identifying responsive caregiving strategies adults can use to support infants and toddlers. 
• Examining Our Attitudes about Challenging Behaviors 
• Designing the Physical Environment 
• Schedules, Routines, and Transitions 
• Planning Activities that Promote Engagement 
• Giving Directions and Teaching Classroom Rules 
• Ongoing Monitoring and Positive Attention 

Social Emotional Teaching Strategies (English Birth-5 Module 2) 

Content Includes: 

• Identifying the Importance of Teaching Social-Emotional Skills 
• Identifying ways a high-quality supportive environment can promote social-emotional development in infants and toddlers. 
• Targeted strategies to enhance the social-emotional well-being of infants and toddlers. 
• Understanding the positive impact of responsive caregiving routines 
• Developing Friendship Skills 
• Enhancing Emotional Literacy 
• Controlling Anger and Impulse 
• Developing Problem-Solving Skills 
• Individualizing Instruction 
• Partnering with Families 

Individualized Intervention: Determining the Meaning of Behavior and Developing Appropriate Responses (English Birth-5 Module 3) 

Content Includes: 

• Overview of Positive Behavior Supports 
• Reviewing the dimensions of communication: Form and function 
• Considering behavior, including challenging behavior as communication 
• Providing an Introduction to Functional Assessment 
• Understanding the development of Behavior Support Planning 

Practice-Based Coaching 

Practice-Based Coaching (PBC) is a research‐based coaching framework for supporting early childhood practitioners’ use of evidence‐informed teaching practices. In these modules, we will explore why coaching has become a popular professional development support, what exactly Practice-Based Coaching is, and how PBC can be delivered to support the implementation of effective practices. 

This course will: 

• Introduce the Practice-Based Coaching model 
• Describe characteristics of collaborative partnerships 
• Identify practices that are the focus of Practice-Based Coaching 
• Identify key features of and practice goal setting and action planning 
• Identify key features of and practice focused observation 
• Identify key features of and practice supporting reflection and providing feedback

Prevent-Teach-Reinforce for Families 

This ePyramid course will explore the Prevent, Teach, Reinforce progress for families. In this course, paired with the PTR-F manual, you’ll discover how to take on the role of PTR-F facilitator to meet each family’s unique needs, and you’ll get a clear 5-step process for guiding families as they promote their child’s positive behavior. With this comprehensive, adaptable model of behavior support, you’ll strengthen family engagement, set each child on the path to healthy social-emotional development, and improve quality of life for the entire family. 

Help Families with the 5-step PTR-F process: 

• Initiating the process. Establish a partnership with the family, and then work together to set individualized goals and develop a vision for the child’s future. 
• Assessment. Guide the family through the steps of functional behavioral assessment (FBA) to uncover the triggers and functions behind the child’s behavior. 
• Intervention. Using the results of the FBA, help the family choose from a menu of intervention options to build a behavior support plan that meets their specific needs. 
• Coaching. Conduct meetings with the family, acting as cheerleader and coach, and guiding the family to implement the behavior support plan with fidelity in home and community settings. 
• Monitoring. Review behavioral data with the family to monitor how well the plan is being implemented and whether the child is making progress. 

Prevent-Teach-Reinforce for Young Children 

This ePyramid course will explore the Prevent, Teach, Reinforce progress for preschool teams. Prevent‐Teach‐Reinforce for Young Children (PTR‐YC) is a research‐proven, family‐centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. This course, along with the PTR-YC manual, introduces the five steps of the PTR‐YC model: 1) teaming and goal setting; 2) data collection; 3) functional behavioral assessment; 4) development and implementation of a behavior intervention plan; and 5) using data, arranging for generalization, and next steps. During this course, you’ll get instructions for conducting all five steps, case examples from real‐world experience, and the tools and assessment instruments you need to implement the steps effectively. 

Pyramid Model Practices in Early Intervention 

These modules will guide the user through the Early Intervention Pyramid Model Practices Training. They will help you identify and understand the Pyramid Model practices within the context of early intervention/Part C. The knowledge you acquire from these modules will help you build an awareness of what the Pyramid Model practices in early intervention are, and how to use them with more intention throughout your work with families. The modules are for anyone who is working with and coaching families with infants and toddlers. The practices identified in this training are aligned with the Early Interventionist Pyramid Practices Fidelity Instrument, also known as the EIPPFI, which is a tool that can be used by early interventionists and coaches when building staff capacity in using Pyramid Model practices with fidelity.  

Cursos de Modelo Pirámide en Español 

Construcción de relaciones y Creación de ambientes de apoyo favorables (Español Nacimiento-5 Módulo 1) 

El contenido incluye: 

• Comprender la relación entre los comportamientos difíciles y el desarrollo Socioemocional 
• ¿Qué es el desarrollo socioemocional? 
• Considerando la naturaleza fundamental de las relaciones tempranas 
• Formar y mantener relaciones con sus niños y niñas pequeños, familias y compañeros de trabajo. 
• Identificar estrategias que brinden atención receptiva que los adultos pueden usar para apoyar a los bebés, niños y niñas pequeños. 
• Examinar nuestras actitudes sobre los comportamientos difíciles. 
• Diseñar el entorno físico 
• Rutinas, horarios y transiciones 
• Planificar actividades que promuevan la participación 
• Dar instrucciones y enseñar las reglas de la clase. 
• Monitoreo continuo y atencion positiva 

Estrategias de enseñanza socioemocionales (Español Nacimiento-5 Módulo 2) 

CEl contenido incluye: 

• Identificar la importancia de la enseñanza de habilidades socioemocionales 
• Identificar formas de apoyo de los entornos de alta calidad para el desarrollo de los bebés, niños y niñas pequeños 
• Estrategias dirigidas a mejorar el bienestar socioemocional de bebés, niños y niñas pequeños. 
• Comprender el impacto positivo de relaciones responsivas positivas 
• Desarrollo de habilidades de amistad 
• Mejorar la alfabetización emocional de los niños y niñas pequeños 
• Regular la ira y los impulsos 
• Desarrollar habilidades para resolver problemas 
• Individualizar la instrucción 
• Colaborar con las familias 

Intervención individualizada: Determinación del significado del comportamiento y desarrollo de respuestas adecuadas (Español Nacimiento-5 Módulo 3) 

El contenido incluye: 

•  Descripción general de apoyos para un comportamiento positivo 
• Revisar las dimensiones de la comunicación: Forma y Función 
• Consideración del comportamiento como medio de comunicación 
• Proporcionar una introducción a la evaluación funcional 
• Comprender el desarrollo de la conducta para una planificación de apoyo 

• Get Trained - Pyramid Model Implementation Training Menu
• National Training Institute on Effective Practices: Addressing Challenging Behavior
• Practice-Based Coaching Overview

• Pyramid Model Trainers: Informational Webinar
• Pyramid Model Coaches: Informational Webinar
• Pyramid Model Implementation Sites: Informational Webinar
• Coaching Conversations: Supporting Teachers to Implement Pyramid Model Practices for All
• Experiencing Inclusion Through Pyramid Model - New Resources from NCPMI
• Introduction to the ePyramid Modules - Online Courses for Purchase
• Partnering with Success: Stories from Early Childhood Professionals and Family Engagement
• The Pyramid Model Goes to Family Childcare Homes
• Statewide Implementation Introduction for Evidence-Based Practices

This month’s Check-In will be presented by ADE/ESS Program Support & Monitoring and will focus on programmatic monitoring data trends. Comparative data will be shared from the cohort of public education agencies (PEAs) that were monitored during their first cycle in the current programmatic monitoring system and then monitored again six years later in the 2025–26 school year. Trend data from the most recent school year will also be reviewed. In addition, programmatic monitoring resources developed to support the field in response to these data trends will be highlighted. 

Fiscal Updates were presented. 

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

Participants will hear the most recent progress on the SPP/APR indicators 1, 2, and 5. and be shown how to access the public comment page. This is an opportunity for ADE to hear from special education directors and other educators working in public schools if they have feedback on the direction our state takes to improve outcomes for children with disabilities.

The Check-In will also offer updates from the ADE/ESS Recruitment and Retention Team, including revisions to the FY27 Teacher Attrition Survey, a Joint Guidance Memo on Personnel Requirements, and new retention-related resources, and from the ADE/ESS Finance team who will provide updates, upcoming deadlines, and details about the next Finance Office Hours.

Sped Check In cancelled

The Fiscal Team will share important updates regarding the FY26 IDEA Part B Capital Year-End Report Supplement, highlighting key changes and guidance for successful completion. In addition, the team will review the FY2027 IDEA Part B grant application, including information on new funding and additional grant application. Presentation here.

In June's Special Education Professional Check-In, Jeff Studer, the ADE/ESS Director of Dispute Resolution, will discuss statewide dispute resolution data trends from the 2025-2026 school year. Join your fellow school professionals to learn about this year's state complaints, due process complaints, mediations, and FIEPs, and some tips and trips to address special education disputes moving forward. Presentation here.

The Individuals with Disabilities Education Act (IDEA) requires each state to develop a State Performance Plan and Annual Performance Report (SPP/APR) to evaluate the state’s implementation of IDEA requirements and to outline how results for children with disabilities will be improved. The SPP/APR includes indicators that measure child and family outcomes, as well as indicators related to compliance with IDEA.

At the upcoming Special Education Professional Check-In, ADE will present an overview of the State Performance Plan/Annual Performance Report, including recent progress on select indicators.

Assessment - Indicator 3: An overview of participation and proficiency of students with disabilities on Arizona’s statewide assessments in grades 4, 8, and high school, including the proficiency gap between students with disabilities and all students.

State Systemic Improvement Plan (SSIP) - Indicator 17: An overview of Arizona’s multi‑year plan to improve results for students with disabilities, with a focus on improving literacy achievement in grades 3–5.

This month’s Check-In will be presented by the ADE/ESS Secondary Transition Team and will provide an overview of Indicator 14, the Post‑School Outcomes (PSO) Survey, which measures postsecondary engagement in education, training, and employment for students with disabilities one year after exiting high school. ADE/ESS is pleased to showcase a presenter from Buckeye Union High School District, who will share policies and procedures for conducting the PSO Survey that highlight the importance of making good‑faith efforts to contact former students and administer the survey. 

The Check-In will also offer updates from the ADE/ESS Finance Team, including Fiscal Year 2026 & 2027 IDEA Grant application updates and May Office Hour webinar information.

Finally, information about Arizona's 2026 IDEA Conference, Stronger Systems, Better Outcomes—for Every Student, will be provided. This year’s conference will be held at the Grand Hyatt Scottsdale Resort from August 18–20, 2026, with preconference sessions on August 17. Details about this year's registration process, and conference programming events and opportunities will be highlighted.

This month’s Check-In will be presented by ADE/ESS Program Support & Monitoring and will focus on programmatic monitoring data trends. Comparative data will be shared from the cohort of public education agencies (PEAs) that were monitored during their first cycle in the current programmatic monitoring system and then monitored again six years later in the 2024–25 school year. Trend data from the most recent school year will also be reviewed. In addition, programmatic monitoring resources developed to support the field in response to these data trends will be highlighted. 

Presentation materials here.

The 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 as well as 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 listed below. This event is an opportunity for ADE to hear from special education directors and other educators if they have feedback on the direction our state takes to improve outcomes for children with disabilities.

The following topics will be presented: Indicators 4, 9, 10, 11, 12, 13, 15, 16, and 18

• 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: Indicators 9 compares the races/ethnicities of students with disabilities to the races/ethnicities of students without disabilities. Within each disability category, Indicator 10 will then compare the races/ethnicities 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. If they qualify, Indicator 12 measures the percentage of students that have a formal plan ready by their third birthday.
• Indicator 13: Indicator 13 calculates the percentage of students with disabilities (when the student ends 9th grade or age 16, whichever is first) that have certain components in their educational plan. Their plan must include appropriate goals, transition information, services, and courses.
• Indicators 15 and 16: Indicators 15 and 16 measure the percentage of problems that are solved through mediation or resolution sessions.
• Indicator 18: Indicator 18 provides information on the statewide correction of noncompliance, within one year or less, identified through all general supervision activities within Exceptional Student Services (ESS). 

Presentation materials may be found here.

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 as well as other indicators that measure compliance with IDEA requirements.

Participants attending the Special Education Professionals Check-In will hear the most recent progress on the SPP/APR indicators. This event provides an opportunity for ADE to hear from special education directors and other educators about their feedback on the direction our state should take to improve outcomes for children with disabilities.

On January 15, 2026, the following topics will be presented:

Indicators 1, 2, and 8

• Indicator 1: Provides information on how many students with disabilities graduate from high school with a regular diploma.
• Indicator 2: Provides information on how many students with disabilities dropped out of high school.
• Indicator 8: Reports on the results from the Parent Involvement Survey. The purpose of the survey is to gauge how well the school is involving parents in decisions regarding their child’s special education services

Presentation of Indicator 1-2
Presentation of Indicator 8
PXU Indicator 8 Parent Involvement Survey

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 as well as 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 and the new PEA Determination model. This event is an opportunity for ADE to hear from special education directors and other educators if they have feedback on the direction our state takes to improve outcomes for children with disabilities.
Presentation Here

On December 18, 2025, the following topics will be presented:

Indicators 5, 6, 7, and PEA Determinations

• Indicators 5 and 6: Reports where students with disabilities, across different age groups, receive special education services.
• Indicator 7: Reports on improvements in outcomes for preschool-aged children with disabilities.

In addition, participants will review the new PEA Determinations model, including:

• An overview of its components (including changes from the current model to the new model)
• The scoring framework
• Relevant examples
• A timeline for implementation

This month’s Professionals Check-In will feature a presentation from ADE/ESS Dispute Resolution. The ADE/ESS Dispute Resolution (DR) team will be sharing the final numbers for the DR options for FY 2025, including facilitated IEP, mediation, state complaints, and due process complaints. Participants will also gain insight into the year-over-year numbers for each DR option, as well as current trend data.  The information shared in this presentation may be used to help special educators better understand relevant issues and help to focus professional development and procedures at the local level.

This month’s Professionals Check-In will feature information from ADE/Alternate Assessment. The ADE Alternate Assessment team is excited to share the criteria for alternate assessment eligibility. Participants will understand the criteria and evidence to support eligibility determinations. The information shared in this presentation can be used to support IEP teams in their conversations around alternate assessment participation.

This month’s Professionals Check-In will feature a special education fiscal update from Chris Brown, ADE’s Chief Financial Officer. Join ESS for a high-level overview of current special education items, including SY 25-26 IDEA Part B grant funds and grant approval updates.
IDEA Conference Updates
PLS Updates

This month’s Professionals Check-In will be a public hearing for two items that require public participation before being acted upon: Proposed Special Education Dispute Resolution Policies and Procedures, and a Significant Disproportionality Calculation Cell Size Change Proposal. There will be short presentations for both proposals before public comment is invited. 

As part of the public participation process outlined 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)), before the adoption of amendments to policies and procedures required to comply with Part B of the Act, the State must ensure that there are public postings, hearings, and 30-day public comment period. The public posting period will be between June 17, 2025, and August 16, 2025. The public comment period will be between June 17, 2025, and July 27, 2025. Following the conclusion of the public participation period, ADE/ESS will evaluate the feedback received.

Information about both proposals and the public participation process can be found on the main ADE/ESS webpage, under “Trending Topics.”

ADE/ESS is excited to share the new ESS Important Dates dashboard developed by the ADE/ESS Operations Unit. This interactive dashboard will help PEAs keep track of important dates all in one place every fiscal year. ESS will perform a live demo using FY26 important dates. The ADE/ESS Operations unit will share updates for the next fiscal year and reminders to wrap up the current year. Also, join us to hear what to expect in AzEDS and the ESS Portal.

ADE/ESS will also provide updates on the Certificate of Educational Convenience (CEC) regarding unorganized territories. Unorganized territories are any boundaries recognized by the Census Bureau that do not have any school district representation. The certificate requires involvement between PEAs, parents, and counties. ADE will provide further information on the CEC process.

PLS Updates
IDEA Conference Updates

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 as well as 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 the Arizona Department of Education (ADE) to hear from special education directors and other educators if they have feedback on the direction our state takes to improve outcomes for children with disabilities.

The indicators below will be presented on March 20, 2025.

Indicators 4, 9, 10, 11, 12, 13, and 18.

• 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. Within each disability category, Indicator 10 will then compare the races/ethnicities 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. If they qualify, Indicator 12 measures the percentage of students who have a formal plan ready by their third birthday.
• Indicator 13: Indicator 13 calculates the percentage of students with disabilities (when the student ends 9th grade or age 16, whichever is first) that have certain components in their educational plan. Their plan must include appropriate goals, transition information, services, and courses.
• Indicator 18: Indicator 18 provides information on the statewide correction of noncompliance, within one year or less, identified through all general supervision activities within Exceptional Student Services (ESS). 

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 as well as 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 the direction our state takes to improve outcomes for children with disabilities.

 The indicators below will be presented on February 20, 2025.

 Indicators 3, 15, 16, and 17

 Indicator 3: Indicator 3 calculates the number of students with disabilities who completed the statewide achievement test and gives information regarding their results.

• Indicators 15 and 16: Indicators 15 and 16 measure the percentage of problems that are solved through mediation or resolution sessions. Presentation may be found here.
• Indicator 17: Indicator 17 includes a multi-year plan called the SSIP. This plan is designed to improve results for students with disabilities. In Arizona, the goal is to improve literacy achievement in grade 3. Presentation may be found here.

There were two topics presented at Thursday’s Special Education Professionals Check-In.

PEA Determinations: The U.S. Department of Education Office of Special Education Programs (OSEP) requires states to make annual determinations on the performance of each Public Education Agency (PEA). The purpose of the annual Determination is to ensure PEAs are implementing the requirements and purposes of the Individuals with Disabilities Education Act (IDEA) Part B, regarding the provision of special education and related services. During this meeting, participants will review a proposed model for the new PEA Determinations. The agenda will include an overview of the components, the scoring model, relevant examples, and a timeline outlining the implementation of the new PEA determination model. The presentation may be found here.

Academic Achievement and Inclusive Practices Information: The ADE/ESS Academic Achievement & Inclusive Practices (AA&IP) unit will provide an overview of targeted resources, professional learning, and technical assistance available to districts, schools, and parents. The AA&IP team serves the educational landscape by increasing the knowledge and skills of professionals serving students with disabilities so that students are provided a Free Appropriate Public Education (FAPE) to achieve academic and functional outcomes and maximize their potential. The presentation may be found here.

The 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 as well as other indicators that measure compliance with IDEA requirements.

Participants attending the November Special Education Professionals 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 professionals if they have feedback on the direction our state takes to improve outcomes for children with disabilities.

Indicators 1, 2, 5, 6, 7,8, and 14

• Indicators 1 and 2 provide information on how many students with disabilities graduated with a diploma or dropped out of secondary school.
• Indicator 5 identifies the locations where students with disabilities (ages 6–21) are receiving their special education services.
• Indicator 6 identifies the location where students with disabilities (ages 3–5) are receiving their special education services.
• Indicator 7 measures improvements in preschool students with disabilities. We will be taking a survey to gather feedback on future targets.
• Indicator 8 surveys the parents of special needs children to gauge how well the school is involving parents in decisions regarding their child’s special education services. 
• Indicator 14 provides information on the engagement of students with disabilities one year after the student leaves high school. 

The presentation materials for the December Check-In may be found here.

The November Professionals Check-In, where ADE/ESS will provide information about two topics: 1) the recently revised Arizona State Board rule regarding secondary transition services and 2) the newly revised federal primary need indicator reporting in AzEDS. Join ADE staff to discuss critical implementation steps at the state and local levels.
The presentation materials for the Transition Services change may be found here. 
The presentation materials for the Revised Federal Primary Need Indicator may be found here.

Exceptional Student Services (ESS) has revised how federal primary need indicator reporting works in AzEDS to align with federal guidance on special education data disability reporting. Please read the attached memo for details.

This month's Check-In will be presented by ADE/ESS Program Support & Monitoring, who will discuss programmatic monitoring data trends. Trend data presented will compare the first cohort of public education agencies (PEAs) monitored under the current programmatic monitoring system, 2018, to those same PEAs' programmatic monitoring data in 2024. Data trends for programmatic monitoring from the last school year will also be discussed.  A discussion of programmatic monitoring resources created to support the field associated with the data trends will also be provided. The presentation may be found here.

This month's Check-In will discuss dual-labeled students (those eligible for English Learner [EL] and special education services) and address commonly asked questions. Presenters from ADE Exceptional Student Services (ESS) and the Office of English Language Acquisition Services (OELAS) will also provide technical assistance about how public education agencies can plan EL services for students along the LRE continuum, outline which providers are eligible to teach dual-labeled students, and describe how IEP teams can incorporate language needs into the IEP. Sample scenarios for services will be presented and discussed. Compliance considerations for EL and special education will also be included. The presentation may be found here.

This month’s Check-In will address 2 topics:

Topic  1 - Parent Survey 
The Parent Involvement Survey is open March 1 through May 31, 2024. All school districts and charter schools are required to administer the nine-question State Performance Plan annually, Indicator 8: Parent Involvement Survey, to all parents of students with an Individualized Education Program (IEP). The ESS Parent Survey application is accessed via ADE Connect.

Topic  2 - Surrogate Parent
Parents play an integral role in the special education process. When a parent is not available to participate in this process, the IDEA has procedures in place to ensure a child’s rights are represented. These procedures involve the federal initiative known as the Surrogate Parent Program. Exactly when is a surrogate parent needed? Who can and can’t serve as a surrogate parent? What is the application process for requesting a surrogate appointment? This presentation will help PEA staff cultivate an understanding of the Surrogate Parent Program so that they may both serve Arizona’s most fragile population and comply with federal law.

Presentation materials can be found here.

Updates for Teach Camp can be found here.

This month’s Check-In will address 2 topics:

Topic 1 (Presentation here)

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 it 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 (Presentation here)

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 allow districts to review data for the upcoming grant cycle.

This month’s Check-In will address 2 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 as well as 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 the direction our state takes to improve outcomes for children with disabilities.

Indicators 8, 15, 16, and 17

• Indicator 8: Indicator 8 surveys the parents of special needs children. The purpose of the survey is to gauge how well the school is involving parents in decisions regarding their child’s special education services.
• Indicators 15 and 16: Indicators 15 and 16 measure the percentage of problems that are solved through mediation or resolution sessions.
• Indicator 17: Indicator 17 includes a multi-year plan called the SSIP. This plan is designed to improve results for students with disabilities. In Arizona, the goal is to improve literacy achievement in grades 3 through 5.

Data Presentation: 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 as well as other indicators that measure compliance with IDEA requirements.

Indicators 8, 15, and 16 Presentation Materials
Indicator 17 Presentation Materials

Topic 2

The second topic of this month’s Check-In is an ESS Fiscal Update. Please extend this invitation to your Business Managers, as ESS will present updates for the Fiscal Year 2025 IDEA funding applications, review available funding opportunities for Fiscal Year 2024, and provide an overview of the upcoming MOE Compliance testing window.

The IDEA Maintenance of Fiscal Effort for Public Education Agencies (PEAs) testing window for Compliance begins on March 1, 2024. During the Check-In, ADE/ESS will review the general requirements from the IDEA regulations, what financial information is crucial for the submission, and where PEAs can access their information. Additionally, ESS will recommend when PEAs should complete certain activities related to meeting special education Maintenance of Effort (MOE). Join us as we also review statewide financial data and relevant funding sources when trying to meet Maintenance of Effort for the IDEA.

IDEA Maintenance of Fiscal Effort Presentation

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

The first is a presentation on the most recent progress on the special education data that are collected from public education agencies and reported to the Office of Special Education Programs (OSEP). This event is an opportunity for ADE to hear from special education directors and other educators if they have feedback on the direction our state takes to improve outcomes for children with disabilities. Participants will also be shown how to access the public comment page. Specific information about the data that will be covered is outlined below:

Data Presentation: 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 as well as other indicators that measure compliance with IDEA requirements. The presentation may be found here.

Indicators 1, 2, 3, 5, 6, 7, and 14

• Indicators 1 and 2 provide information on how many students with disabilities graduated with a diploma or dropped out of secondary school.
• Indicator 3 calculates the number of students with disabilities who completed the statewide achievement test and gives information regarding their results.
• Indicator 5 identifies the locations where students with disabilities (ages 6–21) are receiving their special education services.
• Indicator 6 identifies the location where students with disabilities (ages 3–5) are receiving their special education services.
• Indicator 7 measures improvements in preschool students with disabilities.
• Indicator 14 provides information on the engagement of students with disabilities one year after the student leaves high school.

The second topic is a presentation by the ADE Assistive Technology Team for a brief overview of Bookshare, a free accessible online library for individuals with print disabilities.  The presentation may be found here.

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

The first is a presentation by Heather Dunphy, Lead SPP/APR Specialist at ADE/ESS, that will provide participants with a better understanding of how the indicators in the State Performance Plan/Annual Performance Report (SPP/APR) fit together. Whether you enjoy seeing the big picture and the interrelationships between the components of a system or are more of a detail-oriented thinker, please join us to view a timeline of a hypothetical child named Miguel as he progresses through the 17 indicators in the SPP/APR. The story of Miguel can help special education professionals mentally organize how the indicators are connected and identify areas where they play a critical role during various stages of a child's educational career. Presentation material may be found here.

The second is a presentation by Program Support & Monitoring specialists at ADE/ESS focusing on special education monitoring trends from the 2022–2023 school year. Presenters will review statewide monitoring data trends. A discussion of newly added programmatic monitoring resources created to support the field will also be provided. Presentation materials may be found here.

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

The first is a presentation by Audra Ahumada, Deputy Associate Superintendent of Assessment at ADE, that will highlight the Alt English Language Proficiency Assessment (Alt ELPA) background, Arizona's participation in the field test/operational assessment in 2022-2023, and the approval of the Alt ELPA Cut Scores. The presentation materials may be found here.

The second is a presentation by ESS staff about a new discipline calculation methodology that will impact public education agencies (PEAs). The Individuals with Disabilities Education Act (IDEA) requires PEAs to report the number of days students with IEPs are removed from the general education setting for disciplinary reasons. The State uses this data to determine if a PEA has a significant discrepancy in the rate of suspensions and expulsions greater than 10 days in a school year for children with disabilities. The number of PEAs found to have a significant discrepancy is reported in Indicator 4 of the State Performance Plan/Annual Performance Report (SPP/APR). At this Check-In, a new methodology for Indicator 4 will be proposed. The reason for the change, as well as its impact on PEAs, will be discussed. The presentation materials may be found here.

 September 2023

This month’s Check-In covered two topics:

The ESS Secondary Transition team will provide an update regarding Arizona's Post School Outcomes (PSO) Survey, which is due Saturday, September 30, 2023. The PSO Survey is utilized annually by PEAs to collect federally mandated information on the postsecondary experiences of eligible former students.  The presentation is found here.

Preschool Outcomes data is being reported by schools throughout the state through the AZEDS data system. The guidance that is available, a quick overview of the process, and several use case scenarios will be presented, along with an invitation to participate in a statewide training on the next steps in supporting children's progress toward meeting age expectations. The presentation can be found here.

This month’s Special Education Professionals’ Check-In topic will address an upcoming flexibility regarding preschool disability data reporting. It will briefly discuss deployment dates, timelines, and implementation for this current school year. The main presentation will be an ESS Fiscal Update for federal grants. Please share this presentation with your Business Managers, as ESS will present updates for the Fiscal Year 2024 IDEA funding applications, review available High-Cost Child funding opportunities for Fiscal Year 2023, and provide an overview of the upcoming GM Completion Report season. The ARP-IDEA funding cycle ends on September 30, and ESS Program Management wants to ensure that PEAs maximize their funding opportunities in the grant. Finally, we will cover where to find Maintenance of Effort Compliance standards to ensure that PEAs accurately report state-level expenditures on the 2023 Annual Financial Reports.

Presentation for August 2023

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Page revised July 27, 2023