DATA MANAGEMENT ALERT

FY22 Update: Integrity Rules Upgrading from Warning to Failure

Effective Fiscal Year 2022, two Integrity Rules will be upgrading from a warning to a failure.

Please be aware you can identify students receiving these warnings in FY21 to prepare for your reporting in FY22.  Please check your INTEG15 report in the AzEDS Portal to determine if your entity is failing any Integrity Rules. The INTEG15 report can filter by warnings only.

One-sheet Integrity Tools are available on our AzEDS SPED Reporting webpage for troubleshooting tips, these rules are included in our SPED Integrity Rules Reference document and FY 2021 ESS Data Reporting Updates document.

Integrity Rule -40077

When a student’s SPED Least Restrictive Environment (LRE) is reported a Resident School ID must be reported.

Integrity Rule -10131

Preschool students not receiving SPED services must be reported with Tuition Payer code 2 for each day of enrollment. Preschool students on an IEP and receiving SPED services should be reported with Tuition Payer code 1 (regular) or 7 (ASDB voucher) for each day of enrollment.

Please contact [email protected] with any questions regarding this FY22 update. 

Special Education Directors,

Please share the following message about upcoming IDEA Conference Sessions with your staff:

April 1, 2021 from 2:45–4:00 p.m.

Reducing Data Overload & Improving Results Pivot Tables 101

Presented by Dr. Ildi Laczko-Kerr

Designed to support school and district leaders in data-driven decision making, this introductory Microsoft Excel workshop provides an overview of Pivot Tables. Participants will learn how to use Pivot Tables to analyze any data that is in Excel to drive program and instructional goal setting, planning, and decision-making. 
Participants will:

1. Learn how to save time and energy by efficiently and effectively analyzing student achievement, growth, and program data in Excel.
2. Learn how to create tables and graphs that are easy to read, interpret, and share and that communicate complex data and information.
3. Create a SMART goal to put these new skills into practice with their own data.

Prior to the training, participants should download the 2019 A-F Static data file from the Arizona Department of Education’s ADE Connect. Participants who are unable to access this data can download a sample data file from our Pivot Tables 101 session.

April 6, 2021 from 4:00–5:00 p.m.

The Burnout Cure

Presented by Chase Mielke

In this engaging, humorous, and heartfelt talk, Chase shares his experience as a veteran educator and provides key insights on how the science of small, positive moments creates thriving adults, learners, and communities. The audience will be empowered to take care of themselves so they can better take care of the young adults who need them. Participants will learn about:

• OPTIMISM—Refocus on the good in order to reignite our love for parenting,
• OWNERSHIP—Take control of our own well-being through simple, research-based actions that boost purpose and happiness,
• MINDFULNESS—Be present and turn minor moments into major momentum to thrive personally and professionally, and
• COMMUNITY—Cultivate positive relationships with kids and adults to build supportive and resilient cultures.

April 8, 2021 from 2:45–4:00 p.m.

Post School Outcomes: Stories and Strategies Behind the Data

Presented by Lisa Livesay and Sam Klein

The 2021 Post School Outcomes (PSO) survey is fast approaching. PSO involves a year-round process of gathering and analyzing data about the post school engagement of students with disabilities in postsecondary education/training or employment. In this session, you will learn the basics of PSO, review the results of Arizona's most recent PSO Survey, explore available tools and resources, and share best practice strategies for enhancing participation and engagement rate. Join us in this interactive session to share your stories and build your PSO toolkit toward a successful data collection season for you and Arizonan youths.

April 20, 2021 from 4:00–5:00 p.m.

Skills to Pay the Bills: Let’s Explore Teamwork and Professionalism!

Presented by Arizona Youth Leaders of Diverse Ability Incorporated

Join the Arizona Youth Leaders of Diverse Ability Incorporated for an opportunity to develop teamwork skills along with professionalism to help you succeed and move ahead in the world of work.

April 22, 2021 from 2:45–4:00 p.m.

Skills to Increase Confidence and Perseverance: Strategies to Build Self-Efficacy

Presented by Pattie Noonan

Learn how to empower students to shift from a fixed to a growth mindset, recognize when they lack confidence, and take steps to persevere through Self-Efficacy. By teaching them how effort connects with progress and abilities, youth will be more motivated, will persevere longer, and will engage in learning. Students who have self-efficacy are more likely to take on challenging tasks, more open to feedback, and view mistakes as opportunities to learn. Free upcoming professional development opportunities will be shared through Project EASEL: Empowering Arizona with Social-Emotional Learning.

You can register by selecting sessions listed above or please visit the IDEA Conference web page:

• The Professional sessions will take place on Thursday afternoons from 2:45–4:00 p.m.
• Youth and Family sessions will take place on Tuesday afternoons from 4:00–5:00 p.m.
• Participants must register 48 hours in advance to guarantee needed accommodations.

 If you have questions, please email the conference inbox.

Special Education Directors,

ESS is excited to announce a third professional learning opportunity with Lauren Enders, CCC-SLP, on Tuesday, March 30, 2021 from 4:00–5:15 p.m. for special educators and related service providers.

Presentation

Harnessing the Power of YouTube to Support Language Development (Including AAC Users):

YouTube is the world’s largest online video sharing platform. With millions of videos covering a staggering array of topics, there are videos available to engage people of all ages and abilities. With such broad appeal, YouTube can be a wonderful language learning tool to engage your students during remote (or in-person) instruction. In this fast-paced and resource-packed session, you will learn how to use YouTube content as a fun addition to your remote instruction toolbox. You will be provided with a list of excellent YouTube Channels that can be used as is or used as inspiration for creating your own content. Throughout the session, you will be provided with suggestions on how YouTube videos can be used to support language development in students of varying ages and skill levels, including those who are learning to communicate using AAC. Tips and tricks for modeling all types of AAC systems during YouTube-based activities will be shared. Attendees will leave with a digital resource containing links to the resources presented during the session.

Learner Outcomes 

• Describe 2 ways to show a YouTube video during a remote session without showing the visual clutter of surrounding text and images.
• Identify at least 3 fun YouTube channels that can be used to support language development in AAC users
• Name a YouTube channel that you plan to use with a student and describe how you will use a video from that channel in a remote session

Presenter

Lauren S. Enders, MA, CCC-SLP, is a licensed and ASHA-certified Speech-Language Pathologist currently working as a full-time Augmentative and Alternative Communication (AAC) and Assistive Technology (AT) Consultant for Bucks County Intermediate Unit in Bucks County, Pennsylvania. She has had a passion for using AAC and other forms of assistive technology to support students with complex communication needs and complex bodies since she began her career in 1995. Lauren presents regularly at national conferences including Closing the Gap, ATIA, and ASHA, as well as more intimate conferences, speaking engagements, and webinars. She has shared her knowledge via blog posts on Praacticalaac.org as well as articles published in the ASHA Leader and Closing the Gap Solutions Magazines. Lauren enjoys sharing AAC and AT related resources and networking with others in the field via Pinterest, Facebook, Twitter, and Instagram.

Click here to register.  After registering, you will receive a confirmation email containing information about joining the meeting. Participant registration is first-come, first-served until all available seats are filled.

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

 DATA MANAGEMENT ALERT 

New SPED Integrity Rule for FY21: -40085 

A new SPED integrity rule will be introduced into the integrity process for FY21 shortly. This new rule is a continuation of our effort to further validate Tuition Payer codes to ensure clean data for the state. A new one-sheet Integrity Tool is available on our AzEDS SPED Reporting webpage for troubleshooting tips, and the rule has been added to our SPED Integrity Rules Reference document. This rule has been updated from the upcoming section in the FY 2021 ESS Data Reporting Updates document. 

Integrity Rule -40085 

Parentally Placed students on an ISP reported with Least Restrictive Environment J (Private School Placement by Parents) are part of Proportionate Share funds and must be Tuition Payer Code 2 (Privately paid tuition, no tuition charged, or not eligible for state funding). 

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

DATA MANAGEMENT ALERT 

New Integrity Rule for FY21: -10133 

 A new Average daily Membership (ADM) integrity rule will be introduced into the integrity process for FY21 shortly. This new rule is a continuation of our effort to further validate Tuition Payer codes to ensure clean data for the state. A new one-sheet Integrity Tool is available on our AzEDS SPED Reporting webpage for troubleshooting tips, and the rule has been added to our SPED Integrity Rules Reference document. This rule has been updated from the upcoming section in the FY 2021 ESS Data Reporting Updates document. 

 Integrity Rule -10133 

 Students reported with Tuition Payer Code 7 (Students funded through other state formula programs) must have a SPED Least Restrictive Environment (LRE) reported for all dates of the Tuition Payer Code 7. 

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

DATA MANAGEMENT ALERT     

ESS Discipline Data Collection application is now open.

We are pleased to announce the ESS Discipline Data Collection (DDC) application is now open for FY21 SPED discipline incident submissions.  All disciplinary incidents that result in the removal of a student receiving special education services are required to be submitted in the DDC application.  The application will only accept incidents for students reported as SPED in AzEDS on the date of incident.  More information about the ESS Discipline Data Collection is available on our Annual SPED Data Collection webpage.

The application allows for manual entry of incidents as well as bulk entry using the XML upload feature, introduced in FY20.  Please note the XML was updated in FY20 and Student Information System vendors were required to update their exports to the new XML schema.  There have been no changes to the XML Schema in FY21.  Systems updated to the new schema in FY20 are not required to update for FY21.

Please note:  XML file uploads will override all the discipline data for the current fiscal year only for sites included in your XML file.

The ESS Discipline Data Collection application will close on July 16, 2021.

For questions pertaining to the ESS Discipline Data Collection, please contact ESS Data Management at [email protected].

The ADE/ESS Professional Learning and Sustainability unit is pleased to announce two “grow your own” opportunities for educators in Arizona public schools.

• The General Education Teacher to Special Education Teacher (GETSET) program provides tuition reimbursement to certified general education teachers who want to pursue a career change to become certified in an area of special education.
• The Special Education Teacher Tuition Assistance (SETTA) program provides tuition reimbursement to paraprofessionals and educational interpreters that leads to special education teaching certification.

Certifications that satisfy the application requirements:

1. Mild/Moderate Disabilities
2. Moderate/Severe Disabilities
3. Early Childhood Special Education
4. Hearing Impaired
5. Visually Impaired

Materials for the GETSET application and the SETTA application are avilable online. LEAs have an opportunity to submit an application for one candidate per program. Applications earning the highest scores in the evaluation process will be approved until the funding that is set aside for the program is depleted. Applications must be submitted no later than 5:00 p.m. on April 16, 2021.

Please note:

• Applicant must have been employed by the LEA for two full school years as of June 30, 2021.
• Applicant agrees to two full years of teaching in a special education capacity at the PEA once special education certification is achieved.
• Educational interpreters are now eligible to apply for the SETTA program (previously only available to paraprofessionals).

For any additional information, please email Aanya Rispoli or call (602) 364-4022.

DATA MANAGEMENT ALERT

SPED Integrity Rule -40055

SPED integrity rule -40055 is defined as follows:  

If a student’s SPED Exit Reason does not match the student’s regular membership Year End or Withdrawal Membership status, then report the discrepancy as an error. This rule is triggered for all SPED data effective April 1st of the fiscal year to capture mismatches and relevant data elements not reported. (See the SPED Exit Validation Matrix)

1. If a student has all of the following four values, this rule will trigger anytime during the reporting year:
   • Withdrawal/Year-End exit value (Code/Reason)
   • Withdrawal/Year-End exit date
   • SPED Exit Code (Reason)
   • SPED Exit Date
2. If any of these elements are missing, then this rule will be triggered on April 1 and forward.

To further clarify:

Between July 1 and March 31 of each reporting year, this rule would apply only in cases where all 4 of the aforementioned values (a-d above) are present. Effective April 1, this rule would apply to all students even if one or more of the values is reported as “null” (not reported).

The intent of this rule is not only to ensure that the data is complete by the end of the fiscal reporting year with all 4 values, it is also intended to ensure that the exit dates/reasons align between SPED and ADM as appropriate.

If PEAs were not receiving this error previously and now have students failing, most likely one of the 4 values have not been reported.  To resolve integrity error -40055, replace the null values with the correct exit date(s) and/or exit reason(s) according to the SPED Exit Validation Matrix and resubmit to AzEDS. Please note that AzEDS will accept future dates.

Additionally, the SPED Integrity Error Tool for -40055 can be referenced to assist with troubleshooting.  

Post-integrity exit data is required to ensure that the federal exit reports within the Annual SPED Data Collection are accurate and valid. This exit data is also used to calculate the measurement for the graduation rate (Indicator 1) and dropout rate (Indicator 2) on the State Performance Plan / Annual Performance Report (SPP / APR).  

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