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.
An individual with autism may need specialized instruction, assistive technology, therapies, and positive behavioral supports that reflect their unique strengths in order to develop the skills to actively participate in the world. It is ADE/ESS’s goal to share the knowledge, practices and supports that will help define effective services and programs in schools, districts and homes.
AzSAP-Arizona State Autism Project
In collaboration with ADE’s Early Childhood Unit, Professional Learning and Sustainability (PLS) is offering a capacity building opportunity to school teams for trainings designed to improve instruction and support for students with autism in Pre-K through High School. For more information, email Jeannette Zemeida.
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. See this document that provides further details about the training expectations.
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.) See this document that provides further details about the training expectations.
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.
Teaching Reading Effectively (TRE)
The TRE is a five-day training designed for K-3 teachers and K-5 special education teachers that focuses on the five pillars of early literacy: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. It also guides you through the assessments used for diagnosing a student’s specific area of struggle when learning to read. It is a vital training designed to improve and strengthen early literacy instruction.
The training includes two texts and a binder of materials to review during and after the training. The entire five-day training is only $80.00 and is an excellent use of Move On When Reading funds.
A limited number of these trainings are offered around the state each year, and they fill very quickly, so be sure to register early if you are interested.
For more information contact K-12 Standards at [email protected] or call 602-364-2355.
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.
Math Trainings
Count Me In! Hands on Algebra Series
Algebra Tiles Part 1: Exploration of Algebra Tiles, Expressions, Linear Equations
In this webinar, we will be exploring the properties of virtual algebra tiles and the use of these tiles in creating and simplifying expressions, adding and subtracting algebraic expressions, substitution, and solving one-step and two-step linear equations.
Algebra Tiles Part 2: Exploration of Algebra Tiles in Solving Linear and Quadratic Equations
In this webinar, we will be exploring the use of virtual algebra tiles to solve linear equations, multiply binomials, factor quadratics, and divide quadratics.
Attendance at both sessions is encouraged but not required.
A computer or tablet with the ability to access Google slides is not required but strongly recommended to enable full participation in the session.
Participants can earn 1.5 hours of professional development credit for each session attended.
Note: ADA accommodations must be requested at least one week in advance of the meeting.
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.
To ensure compliance with federal reporting and program requirements for the fiscal year 2021, the Arizona Department of Education (ADE) is compiling data for student's special education data on October 1, 2020. Reports will be prepared using special education data that has been submitted by Arizona school districts, charter schools, and other public education agencies (PEAs) via their respective student information systems to ADE and has Passed Integrity in AzEDS accordingly. This system is a part of the October 1 Enrollment Data.
Vouchered students are normally reported by the district of residence (DOR) that is responsible for his or her education. In certain circumstances for students receiving services through an ASDB regional cooperative, a student may be attending a public school outside of the DOR.
