ECSE Best Practices Projects

The Early Childhood Special Education unit reviews state and local program data to develop resources for school programs serving preschool-aged children with disabilities. Current initiatives support inclusion, positive child outcomes, and effective transitions to and from preschool. The projects offered by the unit are led by ECSE Program Specialists. For example, the Itinerant Model of Early Childhood Special Education is a nationally recognized method of delivering specially designed instruction by supporting collaboraton between special educators and their general education counterparts using such evidence-based practices as coaching, data collection, and many other evidence-based practices. Professional development on this model now includes a community of practice approach to support its implementation. The Pyramid Model project is designed to introduce the concepts of positive behavior supports in early childhood programs using a tiered approach so that preschool programs include important foundational knowledge and skills as well as tools to develop responsive relationships, supportive environments, and targeted social emotional supports. 

Visit our Events Page for upcoming virtual and in person Professional Development Opportunities. 

 

 

Page revised 8/2/21

From the Exceptional Student Services Blog

INTERNAL PD OPPORTUNITY: Developing Fluency with Whole Numbers Sun, Sep 12 2021 Professional Learning and Sustainability, Updates

What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
DATA MANAGEMENT ALERT: Reporting of Primary/Secondary Needs in AzEDS Tue, Aug 31 2021 Data Management, Updates

This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.

When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.