Special Education Child Count Data 2019–2020

10/01/19 Child Count by Age

10/01/19 Child Count by County

10/01/19 Child Count by Disability

10/01/19 Child Count by Disability & Age

10/01/19 Child Count by EL Status

10/01/19 Child Count by Ethnicity & Race

10/01/19 Child Count by Gender

10/01/19 Child Count by Grade

10/01/19 Child Count by LRE & Age

10/01/19 Child Count by LRE & Ethnicity

10/01/19 Child Count by LRE Ages 3-5

10/01/19 Child Count by LRE Ages 6-21

10/01/19 Child Count by PEA




Special Education IEP percentages by District of Residence (Responsibility)


This data-set captures the proportion of students who have been identified for special education services over October 1 and compares this to how many total students are considered under the PEAs responsibility over October 1. A percentage that represents the proportion of special education students is calculated except in cases where there are low n counts for special education students. In these cases, the percentage is generalized to a logic indicating less than a specific percentage threshold.

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.