The IDEA Conference Committee is seeking original artwork created by students with IEPs for display at this year’s IDEA conference. The theme, Rise Up: Reimagining and Transforming Educational Practices, celebrates current strategies, expectations, and opportunities for youths and young adults with disabilities to make meaningful and successful transitions to adulthood. Visit the IDEA Conference website to learn more. All entries will be acknowledged by the Arizona Department of Education/Exceptional Student Services.
Important dates: Deadline to submit an artwork entry form has been extended to June 3, 2022. Please consider supporting your students in submitting artwork.
Please submit digital artwork by July 1, 2022. Physical pieces must be received in person by August 31, 2022. An Artwork Entry form must be received for submitted artwork to be considered.
New Resource from the Arizona Comunity of Practice on Transition (AZCoPT)
AZCoPT Partners and other organizations across Arizona are excited to share a new comprehensive transition resource guidewith the community. This guide was developed for students who have disabilities and their families. This resource is intended to provide both information and resources that may be helpful and supportive throughout the secondary transition experience.
Secondary Transition can be thought of as a bridge between school programs and the opportunities of adult life, including higher education/training, employment, and independent living. The process is facilitated through the development of a transition plan, which is required by Indicator 13 from the Individuals with Disabilities Education Act (IDEA) Part B.
The transition plan is developed in collaboration with the entire IEP team. It is not separate of the IEP, but a part of it. The student’s voice is the focus of the plan. The team walks the student through a series of steps to identify the student’s measurable postsecondary goals (MPGs), services, and supports. All decisions made for the transition plan are based on data gathered from age-appropriate transition assessments. Student strengths are required to be a part of the data collected and used to develop the MPGs.
The following image is a visual representation of the transition planning process:
As part of the secondary transition experience, students who had an IEP in place upon exit will be contacted by someone from their high school one year after they have exited the Arizona school system.
Every school that serves transition-aged students with disabilities is required to participate in the PSO Survey every year. The requirement is set per IDEA and is oftentimes referred to as Indicator 14.
When students are contacted for the PSO Survey, school staff host a conversation that addresses the survey questions designed to capture student engagement in postsecondary education/training or employment. Data obtained from the PSO Survey facilitates results-driven analysis and improvement to secondary transition programs at the state and local levels. Please visit the PSO page for more detailed information regarding PSO Surveys.
There are 17 Indicators, four of which are related to Secondary Transition*:
* Graduation Percent of youth with IEPs graduating with regular diploma.
* Drop Out Percent of youth with IEPs dropping out.
Assessment (A) Participation rate for children with IEPs, (B) Proficiency rate for children with IEPs against grade-level academic standards, (C) Proficiency rate for children with IEPs against alternate academic achievement standards, (D) Gap in proficiency rates for children with IEPs and all students against grade-level academic achievement standards.
Suspension/Expulsion (A) Percent of LEAs with significant discrepancy, (B) Percent of LEAs with significant discrepancy by race/ethnicity.
Education Environments (School Age) Percent of children with IEPs, age 5 and enrolled in kindergarten and ages 6-21, served (A) Inside regular class 80% or more of day; (B) Inside regular class less than 40% of day; (C) In separate schools, residential facilities, or homebound/hospital placements.
Preschool Environments Percent of children with IEPs, ages 3, 4, and 5 who are enrolled in preschool program, (A) Receiving majority of special education and related services in regular early childhood program; (B) Attending separate special education class, separate school, or residential facility; (C) Receiving special education and related services in the home.
Preschool Outcomes Percent of preschool children ages 3-5 with IEPs with improved (A) Positive social-emotional skills, (B) Acquisition and use of knowledge and skills, (C) Use of appropriate behaviors to meet their needs.
Parent Involvement Percent of parents who report that the school facilitated parent involvement.
Disproportionate Representation Percent of districts with disproportionate representation of racial/ethnic groups due to inappropriate identification.
Disproportionate Representation in Specific Disability Categories Percent of districts with disproportionate representation of racial /ethnic groups in specific disability categories due to inappropriate identification.
Child Find Percent of children evaluated within 60 days of parental consent or state timeframe.
Early Childhood Transition Percent of children found Part B eligible with IEP implemented by 3rd birthday.
* Secondary Transition Percent of youth ages 16+ with measurable, annually updated IEP goals & appropriate transition assessment, services, and courses.
* Post-School Outcomes Percent of youth with IEPs, no longer in school, (A) Enrolled in higher education; (B) Enrolled in higher education or competitively employed; (C) Enrolled in higher education, other postsecondary education, or training program or competitively employed or in some other employment, within one year of leaving high school.
Resolution Sessions Percent of hearing requests resolved through resolution session settlement agreements.
Mediation Percent of mediations held resulting In mediation agreements.
State Systemic Improvement Plan SPP/APR includes comprehensive, ambitious, achievable, multi-year SSIP, with Phase I analysis, Phase II pl.:in, Phase Ill implementation and evaluation, with stakeholder engagement in all phases, for improving results for children with disabilities.
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, certain secondary transition components must be included in the IEP. Required components include:
These components are required for students of all special education disability categories who are receiving specialized education services documented in an IEP and are 16 or older.
A summary of academic achievement and functional performance, including recommendations to assist an exiting student in meeting his or her measurable postsecondary goals for students whose eligibility terminates due to graduation from high school with a regular diploma or exceeding the age eligibility for free appropriate public education (FAPE), must be developed.
All Arizona students who had an IEP in effect at the time of exiting high school as a graduate, drop-out, or by aging out will be contacted to take the Post School Outcomes (PSO) Survey one year after leaving school. Conducting the PSO Survey is the responsibility of the school or district from which the student exited and takes place from June through September each year.
Graduation (Indicator 1) and Dropout (Indicator 2)
The Arizona State Board of Education establishes the requirements for graduation from high school. The minimum course of study and competency requirements are outlined in Title 7 Chapter 2 of The Arizona Administrative Code. The minimum course of study State Board Rule is R7-2-302. These requirements apply to all students in Arizona schools, including stduents with disabilities.
The Arizona Technical Assistance System (AZ-TAS) develops documents to assist school personnel and parents in navigating through the special education process. Each document guides the implementation of the legal requirements in the specified area and is reflective of current practices in the field.
One of those documents focuses on Indicator 1, the graduation of students with disabilities. For more information on this topic, review the frequently asked questions document that addresses various aspects of this conversation.
The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is a Technical Assistance (TA) Center co-funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
The Arizona Community of Practice on Transition (AzCoPT) team meets regularly to collaborate, develop, and coordinate transition services, professional development, and resources related to improving the transition experience for youth who have disabilities. The Arizona Community of Practice on Transition is dedicated to the practice of shared leadership and using Leading by Convening as a framework to guide our work.
The Best Practice Implementation Project is a quantitative method of reviewing transition plans from PEAs to provide feedback on the implementation of best practices. Plans are reviewed using a 20-point rubric that was designed by ADE/ESS Secondary Transition Specialists with support from the National Technical Assistance Center on Transition (NTACT). Please click on the title to access more information.
Project EASEL (Empowering Arizona with Social-Emotional Learning), formally known as AZ CCCTT, is a collaborative initiative led by the Arizona Department of Education and the University of Kansas Research Collaboration that works to develop career-equipped, lifelong learners who are socially and emotionally engaged. The goal is to impact social and emotional learning of all students by providing participating middle and high school educators with increased understanding, instructional skills and ongoing coaching to better embed intrapersonal and interpersonal skill development into students’ core content areas, over time (i.e., addressing content standards and intrapersonal/interpersonal competencies simultaneously).
An ECAP reflects a student’s current plan of coursework, career aspirations, and extended learning opportunities in order to develop the student’s individual academic and career goals.
Employment First encompasses the belief that community-based, integrated employment should be the primary day activity for working-age youth and adults with disabilities.
We are excited to announce The Arizona Department of Education's adoption of My Future AZ as the recommended ECAP replacement tool for AzCIS. My Future AZ utilizes proven technology and infrastructure from Pipeline AZ, an Arizona career development and job skills exploration platform, to offer students comprehensive resources and support to plan for their future careers. My Future AZ will be rolled out in phases over the next few months; the rollout schedule is listed below. Please stay tuned for updates and instructions on how to register. If you are interested in using My Future AZ as your ECAP tool and would like to have access to student accounts and individualize certain aspects of the platform, please fill out our Interest Form for Onboarding.
With support and funding from ADE/ESS Special Projects, Diverse Ability Incorporated (DAI), is offering a pilot project where up to 50 students will be supported in developing a person-centered plan through the use of a peer facilitator. As an extension to the IEP team, the peer facilitator will assist the student to develop a person-centered plan that will promote the student’s choices and ability to achieve the life he or she wishes to lead.
We are connecting educators and other stakeholders to DAI for this exciting opportunity. By completing this survey, you are either requesting more information or you are demonstrating interest for your student(s) to receive this service. Despite the limited number of students that will be serviced, a representative from DAI will reach out to everyone on this list to discuss the project. Peer-Based PCP Facilitator Pilot Project
Do you have questions about Secondary Transition? Do you need technical assistance support or professional development on Indicator 13? We want to hear from you!
ADE/ESS is acutely aware of the shortage of qualified special education teachers and related service providers across Arizona. ESS has multiple activities and programs to support PEAs to confront this shortage every school year. The ESS Recruitment and Retention team has created Developing a Grow Your Own Program: A Guide for Special Education Administrators as a reference as you consider developing and implementing a Grow Your Own program as part of your own recruitment and retention efforts.
The ADE/ESS Assistive Technology (AT) team is excited to announce the 2022–2023 National Presenter Series with Kelli Suding, MEd. This workshop is designed for special educators and related service providers.
“Assistive Technology Integration for All Students”
