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.
Multi-Tiered Behavior Supports (MTBS)
The Multi-Tiered Behavior Supports 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 Intervention and Support (SW-PBIS) evidence-based elements. Cost:
Year One - Funded by LEA
Year Two - ADE/ESS funded through Procurement contract with LEA
Year Three - ADE/ESS funded through Procurement contract with LEA
Exceptional Student Services is pleased to announce a partnership with Neurosequential Model Network that presents an amazing professional learning opportunity for Arizona’s schools. The following trainings will assist schools in dealing with trauma and its effects on students.
Neurosequential Model in Education
The Neurosequential Model in Education (NME) draws upon the neurodevelopmentally informed, biologically respectful perspective on human development and functioning to help educators understand student behavior and performance. The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific “intervention;” rather, it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences. This training is for classroom teachers and is a trainer-of-trainers model, and participants will be equipped to bring strategies back to their schools. For more information, email Celeste Nameth.
Neurosequential Model of Therapeutics
The Neurosequential Model of Therapeutics (NMT) is a developmentally informed, biologically-respectful approach to working with at-risk children and is a way to organize a child’s history and current functioning. The goal of this approach is to structure the assessment of a child, the articulation of the primary problems, the identification of key strengths, and the application of interventions (educational, enrichment, and therapeutic) in a way that will help family, educators, therapists, and related professionals best meet the needs of the child. (This training is for Master’s level school social workers, school counselors, or school psychologists.) For more information, email Celeste Nameth.
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.
Workshops for School Literacy Leadership Teams (Principal, special educator, primary exemplary teacher (Prek-2), intermediate exemplary teacher (3-8), English language teacher, Reading Specialist/Instructional coach).
Learning Walks is a collaborative peer coaching process to be modeled and experienced with teachers in partners, grade-level teams, content area teams, and/or leadership teams. The purpose of the process is to:
Assist educators in staying focused on what matters most in inclusive learning environments, instructional practices, student interactions, and student engagement.
Collect evidence of shared professional learning and collaboration over time.
Graph the evidence (trend data) collected over time and use the evidence to identify strengths, needs, set priorities, and focus for professional learning in a school community.
The Arizona High-Leverage Practices (HLP) Hub, created by the Arizona Coalition for Educator Preparation and Practice (ACEPP), provides resources and information to increase teacher candidate and in-service educator understanding and implementation of high-leverage practices for inclusive classrooms.
ADE's K-12 Standards team offer free online webinars and workshops to support educators in the implementation of Arizona's English Language Arts Standards. Space is limited. For more information, please click here.
This list provides fun and engaging online mathematics resources that provide effective methods for improving student outcomes and can be utilized to supplement your instruction. Additional resources can be found at Math Specialist Pinterest.
2021 Fall ADE ESS Math Professional Learning Offerings
September Math Office Hours
The ADE Math Team has scheduled office hours to allow educators to meet together to network, problem-solve, and develop solutions to allow all Arizona teachers and students to continue to feel supported and to be successful.
Grade-band meetings are provided for all math teachers, including special education teachers! These grade-band meetings will include opportunities for networking, problem solving, and sharing different implementation models. Office hours are one hour long with an additional 30 minutes at the end for a Q & A session. Participants can earn one hour of professional development credit for each session attended.
Elementary Math Office Hours (Grades K–5)
Monday, September 20, 2021 from 3:30–4:30 p.m. with Q & A from 4:30–5:00 p.m.
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.
Note: Accommodations must be requested at least one week in advance of each webinar.
In this webinar, we will explore the properties of virtual algebra tiles and the use of these tiles in simplifying expressions and adding and subtracting algebraic expressions.
Algebra Tiles Part 2: Exploration of Substitution and Solving Equations
Come to this session to refine your understanding of working with algebra tiles. Attendance at a prior algebra tiles session is required to attend this session. Participants can earn 1.5 hours of professional development credit for this session.
The ADE Math Team has scheduled office hours to allow educators to meet together to network, problem-solve, and develop solutions to allow all Arizona teachers and students to continue to feel supported and to be successful.
Grade-band meetings are provided for all math teachers, including special education teachers! These grade-band meetings will include opportunities for networking, problem solving, and sharing different implementation models. Office hours are one hour long with an additional 30 minutes at the end for a Q & A session. Participants can earn one hour of professional development credit for each session attended.
Elementary Math Office Hours (Grades K–5)
Monday, November 1, 2021 from 3:30–4:30 p.m. with Q & A from 4:30–5:00 p.m.
In this free webinar, we will explore multiple representations to build conceptual understanding for the addition and subtraction of integers. We will apply and extend previous understandings of operations with whole numbers to create zero-sum pairs. Additionally, we will demonstrate how to develop grit and creative problem-solving with accessible low-floor/high-ceiling tasks.
Count Me In! Exploring Multiplying and Dividing Integers
In this free webinar, we will explore multiple representations to build conceptual understanding for the multiplication and division of integers. We will demonstrate how to develop grit and creative problem-solving with accessible low-floor/high-ceiling tasks.
Attendance at both sessions is not required but recommended. A computer or tablet with the ability to access Google slides is not required but is strongly recommended to enable full participation in the session. Participants can earn 1.5 hours of professional development credit per session.
Count Me In! Practice Session for Exploring Integers
Come to this session to refine your understanding of working with integers. Attendance at any prior “Count Me In! Integers” session is required to attend this practice session. A computer or tablet with the ability to access Google slides is not required but is strongly recommended to enable full participation in the session. Participants can earn 1.5 hours of professional development credit for this session.
Note: Accommodations must be requested at least one week in advance of each webinar.
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.
ATIM is designed to support the needs of a variety of individuals involved with children with disabilities. Topics include AT for School Age, AT Assessments, AT Supports and Services in the IEP, AT for Early Childhood through Adult Life, and Planning, Designing and Integrating AT. Each module guides you through case studies, instructional videos, pre- and post-assessments, a glossary, and much more. ATIM modules are available at no cost; however, the user is required to create a free account before accessing the modules.
AZ Promising Practices provides research to practice guidelines, strategies, and resources to support professionals and parents in improving results for students with disabilities.
Basic Functional Behavior Assessment (FBA) to Behavior Support Plans (BSP) training consists of 7 on-line modules created by Portland State University. The modules should be completed in order with time in between each module to complete the Homework Assignment for hands-on application of the skills learned in each module before moving on to the next module. A pace of about one module per week is recommended, though in some cases more time may be needed to complete the Homework tasks assigned in a module.
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.
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.
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.
