ESS offers information and activities of evidence-based practices through trainings, resources, and technical assistance to support improved outcomes for students with disabilities, and also offers information to assist schools with recruitment and retention of qualified staff.
Professional learning is offered to ensure that all schools in Arizona receive competent technical assistance in order to meet the needs of children who have sustained traumatic brain injuries.
Given the limited information about students’ skills as they begin the new school year, teachers will need to be more intentional than ever about assessing students’ current functioning and providing targeted and intensive intervention. The Data-Based Individualization (DBI) Professional Learning Series teaches educators a research-based process for individualizing and intensifying interventions for students with and without disabilities through the systematic use of assessment data, validated interventions, and research-based adaptation strategies.
A series of professional learning modules is also available on the National Center on Intensive Intervention (NCII) website. The modules are intended to assist district or school teams involved in initial planning or implementation of DBI as a framework for providing intensive intervention in academics and behavior. The series provides an overview of the DBI process and more in-depth exploration of the various components of DBI.
The Special Education Learning Experiences for Competency in Teaching (SELECT) program, is available through a collaboration between ADE/ESS/PLS and the Northern Arizona University, Institute for Human Development. This program enables Arizona educational professionals to complete courses in special education through free online training. SELECT courses provide training to persons seeking to expand their skills in working with children with disabilities and are recommended for general and special education teachers, administrators, special education directors, related service personnel, and paraeducators. SELECT courses may also be taken for credit by paying the tuition fees through the university.
AZ Promising Practices provides research to practice guidelines, strategies, and resources to support professionals and parents in improving results for students with disabilities.
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
CEEDAR stands for “Collaboration for Effective Educator Development, Accountability and Reform.” CEEDAR helps states and institutions of higher education reform their teacher and leader preparation programs, revise licensure standards to align with reforms, refine personnel evaluation systems, and realign policy structures and professional learning systems.
In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:
Five components that might be considered when developing inclusive practices. Under each component are ideas that can be helpful to consider when looking through the Quick Links resources. Please note that all five components do not need to be implemented simultaneously to get started with inclusive practices.
The IRIS Center is a national center funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and is dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions. Over 17 training topics are covered including accommodations, behavior/classroom management, learning strategies and secondary transition.
The ADE/ESS Assistive Technology (AT) Team is pleased to announce the second presentation in our 2024—2025 AT National Presenter Series: Technology Tools to Support Executive Functioning and Self-Regulation for K-12, with Elisa Wern, M.Ed., OTR/L, ATP.
Reporting Special Education Students Attending Secondary Transition Programs and October 1 Child Counts
On February 13, 2024, Public Education Agencies (PEAs) were notified that new school sites must be created if they meet specific criteria. In the process, it became necessary for PEAs to report students in Secondary Transition programs located in businesses or colleges, including creating new entities for these programs.
