Teach Camp registration is filling up fast! It is hard to believe that we will launch Teach Camp for the fifth year this summer! Teach Camp provides professional learning and supports that are specifically designed for beginning special education teachers. Teach Camp aims to increase the retention of special educators by providing our newest special education teachers with the tools that they need to survive and thrive during their first years in the classroom. Of this year’s participants, 97.5 % reported that their work-related knowledge had increased because they attended camp, and 100% reported an increase in their work-related motivation!

Teach Camp is available to special education teachers who will begin their first, second, or third year of teaching special education in Fall 2024. Recent graduates from traditional teacher preparation programs, alternative certified teachers, and veteran general education teachers transitioning to special education are all welcome. Please note that participants must be currently employed in a school district or charter as a special education teacher for the 2024-2025 school year, and participants must have no more than two years of special education teaching experience in total (including previous positions) to be eligible to attend Teach Camp.   

The cost is only $250 per teacher and includes:  

• 3-day summer “camp” to be held July 9–11, 2024, at the Rio Salado Conference Center in Tempe* (breakfast and lunch provided)  
• One-day follow-up session in February 2025 in Phoenix* (lunch provided)   
• A copy of The Survival Guide for New Special Education Teachers  
• A one-year membership to the Council for Exceptional Children
• Additional valuable resources   

Here are some of the things this year’s campers had to say about their experience at camp:

“This is one of the BEST conferences I have attended. Not just because of all the valuable resources provided, knowledgeable and accessible presenters, materials given... Mainly because of all the Teach Camp representatives who were so kind, inspiring, happy, motivating, encouraging, and attentive!! To me, this was the best part of the training. I felt cared for!”

“The information provided was invaluable. Learned many new things and especially loved the resource toolbox. The whole training was worth it just to have that info to tap later.”

“Not many to mention just one. All the individual sessions! Carol Kosnitsky's knowledge, experience, passion and energy just lights a fire under you and gets you excited. Great to meet so many of you that work at Dept of Ed in ESS, gave me a great understanding of where the support system starts.  LOVE the Survival Guide book, I'm on the last chapter and there are so many great resources in there. It reinforces and supports Teach Camp!”

“The best thing was the staff who planned and executed the camp. They thought of everything. BEST seminar I ever attended, and the follow-up day was very anticipated. It did not disappoint. Practicality of information presented; I absolutely enjoyed Carol Kosnitsky!”

Registration for Teach Camp is open until June 25, 2024*, on a first-come, first-served basis. Registration must be approved by the special education director and completed by the PEA, not the special education teacher. On-site registration is not available

*To be considered for travel reimbursement, participants must register at the link below by May 17, 2024.

Begin the registration process for Teach Camp!

Do your students doubt their abilities when they experience challenges? Do they understand how to put forth effort and make progress toward their goals? Self-efficacy instruction can increase students’ belief in themselves and can develop their ability to persist through learning challenges. 

The ADE/ESS, in collaboration with the University of Kansas Research Collaboration, is offering the College and Career Competencies Project, a free, one-year professional development series that includes:

• Free access to self-efficacy curricula at the primary, intermediate, and secondary levels with 25+ evidence-based instructional activities that teach 10 self-efficacy strategies.
• Virtual training across the school year to all staff, based on your PD calendar.
• Assessments to show student growth.
• Coaching support throughout the implementation process.

The College and Career Competencies Project is accepting 12 more schools (elementary, middle, or high) for the 2024–2025 school year!

To participate, have an administrator from your district complete the CCCs Project Interest Form and schedule a 30-minute conference call about the project.

View the self-efficacy infographic, which includes the definition of self-efficacy and student impacts resulting from instruction.

For any questions, email Pattie Noonan.

Data Management Alert

FY2024 Special Education Data Dashboard

The Special Education Data Dashboard (SEDD) opens today, May 8, 2024. SEDD is a comprehensive platform for Public Education Agencies (PEAs) to securely access federally mandated special education and statewide public data with redaction features. Through this application, PEAs enter, review, and certify special education data required under Section 618 of the Individuals with Disabilities Education Act (IDEA).

Reporting Requirements

Even if a PEA did not provide services to any special education students throughout the school year, the PEA is still required to certify this information during data certification.

• Public School Districts

  • Exit, including tuitioned-out students

  • Discipline, including tuitioned-out students

  • Students Without Disabilities (SWOD), if applicable

  • Preschool Transition

• Charter Schools

  • Exit, including tuitioned-out students

  • Discipline, including tuitioned-out students

  • Students Without Disabilities, if applicable

• Secure Care Facilities

  • Exit

  • Discipline

Training

We are conducting training sessions to help you to meet the reporting requirements. Each session will cover the same material. Registration is required.

• Online Training via Zoom

Date: Thursday, May 23, 2024

Time: 9:00 a.m.–12:00 p.m.

Register for the online training

• In-Person Training

Location: 100 N. 15^th Ave., Phoenix, AZ 85007

Date: Monday, June 3, 2024

Time: 1:00–4:00 p.m.

Register for the in-person training

Important Dates

• May 8, 2024: SEDD opens

  • Validate that users have the correct access to the application

  • Begin reviewing/entering data

• July 15, 2024: Student data is due

  • All student data in AzEDS must be corrected in PEA’s SIS

  • Preschool Transition and SWOD data entry

• July 22, 2024: Data Certification opens

  • Due August 5, 2024, by 5:00 p.m.

    • LEA Signer must complete electronically

Application Access

The following roles can access the SEDD application and can only be assigned by a local ADEConnect Entity Administrator within the PEA:

• ESS SEDD: LEA User

  • Data Entry and Review only

• ESS SEDD: LEA Signer

  • Data Entry, Review, and Certification

New for FY2024

• Application

  • SPED Discipline Data

    • Previous: Data was submitted in the Discipline Data Collection Application

    • New: Discipline Data is collected in AzEDS

• Data

  • SPED Exit Data

    • Previous: Students must be enrolled in SPED services within the first two weeks of the school year

    • New: The student's enrollment in SPED services must align with the approved AzEDS calendar and be effective from the first day of school

    • Previous: Exit Review Status

    • New: Exit Review Status removed (email notifications optional)

• Reports

  • New: Discipline Detail Report (coming soon)

We hope to see you at one of our training sessions. Please email the ESS Data Management inbox with any questions.

The ADE/ESS Special Education Program Approval System for the 2024–2025 school year opens on Wednesday, May 8, 2024. ESS plans to have all Private Special Education Schools, Emotional Disabilities-Public (ED-P) programs, and Residential Treatment Centers (RTCs) that wish to operate for the fiscal year 2025 reviewed and approved by June 15, 2024. Failure to apply may cause integrity failures for public education agencies (PEAs), affecting state payments. Please see the attached memo.

For more information on completing the application, please refer to the Private Special Education Schools and Emotional Disabilities- Public (ED-P) instruction manuals.

If you have questions regarding Private SPED Schools or ED-Ps, please email the Private Day and ED-P inbox. If you have any questions regarding RTCs, please email the Vouchers inbox.

FY25 Special Education Program Approvals

The ADE/ESS/Academic Achievement and Inclusive Practices team is excited to announce a free, virtual, professional learning opportunity for educators and administrators: “Sparking Curiosity with Problem-Solving: Raising Student Voice.” Come learn about a professional learning series for the 2024–2025 school year that offers in-person training and on-site coaching. This presentation is designed for general and special education teachers and administrators.

“Sparking Curiosity with Problem-Solving: Raising Student Voice”

Date: Tuesday, June 4, 2024

Time: 9:00−11:00 a.m.

Fee: Free

Register for Sparking Curiosity with Problem-Solving: Raising Student Voice

About Cecilio Dimas

Cecilio Dimas is the Executive Director of the Silicon Valley Mathematics Initiative (SVMI). Cecilio has served as a mathematics coordinator and has supported districts in their efforts to implement the Common Core State Standards in Mathematics. He has taught at both elementary and secondary levels. SVMI has played a vital role in his development as a learner, teacher, coach, facilitator, and administrator. Cecilio enjoys working with students, teachers, and administrators and believes that fostering the development of critical thinking, collaboration, and communication skills while nurturing language development and cultivating joy in the mathematics classroom is essential for all students to thrive in our local, national, and global communities.

Workshop Description
Join us as we explore how to empower students to delve into problem-solving enthusiastically. We will use low-floor/high-ceiling tasks rooted in routines and lesson structures that develop language and mathematics authentically and purposefully. Mr. Dimas will lead participants through learning experiences that utilize Math Language Routines. You will gain practical strategies that you can use right away in your classrooms. During this session, we will also provide you with information about an exciting professional learning and coaching opportunity.

If you have any questions about the training, please email Rob Hilliker.

Pursuant to the Individuals with Disabilities Education Act, Section 618, Public Education Agencies (PEAs), including secure care facilities, must report exit and discipline information for students with disabilities in addition to SPED participation. 

The Arizona Department of Education requires PEAs to submit this data through Arizona Education Data Standards (AzEDS). Specifically, PEAs must submit:

• Exit data for students with disabilities who are ages 14–21
  • Students who were in special education at the start of the reporting period and were not in special education at the end of the reporting period
• Discipline data for incidents that resulted in the removal of the student with a disability from their regular educational environment into AzEDS through their Student Information System (SIS). For SIS information, please refer to the attached memo. 

Applicable roles for AzEDS and the SEDD application must be requested from your local ADEConnect Entity Administrator:

• AzEDS Data Coordinator: Base Reports
• AzEDS Data Coordinator: Discipline Reports
• AzEDS Data Coordinator: SPED Reports
• ESS Discipline Data: Edit
• SEDD LEA User
• SEDD LEA Signer 

The exit and discipline data reported in AzEDS for federal reporting purposes is displayed in the Special Education Data Dashboard (SEDD) for PEA review and certification. Please see the Important Dates for the SEDD timeline. Additionally, the SEDD Manual contains guidance on how to review and certify your federally reported SPED data. Note that this manual is for all PEAs and includes discipline definitions outlined specifically for secure care facilities. 

Please direct questions to the ESS Data Management Inbox. 

ADE/ESS is pleased to announce that registration for the 2024 Special Education New Director Symposium (SENDS) is now open! The purpose of this professional learning opportunity is to prepare new special education directors for the practical operation of a special education system. Topics covered in SENDS include compliance and legal requirements, fiscal issues, assessment, general supervision, and ADE supports and resources. New special education directors serving Arizona public education agencies in their first or second year of being a special education director (including any previous positions) in the fall of 2024 are eligible to attend SENDS.

The $150 registration fee for SENDS includes:

• Registration for the in-person kick-off session on Day 1 (September 4, 2024) of the IDEA Conference* (with an option to pay to attend Days 2 and/or 3 of the conference).
• Four virtual follow-up sessions scheduled throughout the 2024–25 school year  (November 7, December 5, January 16, and February 13 from 9:00 a.m. to 12:00 p.m.).
• A one-year membership to the Council for Exceptional Children (CEC) and CEC’s Council of Administrators of Special Education (CASE) special interest division.

Registration is open until July 19, 2024.

*Information regarding travel reimbursement from eligible PEAs will be provided once registration is completed.

Register for the Special Education New Director Symposium (SENDS) training!

If you have questions about SENDS, please email the ESS Recruitment and Retention Inbox.

The Lead OT/PT Community of Practice is conducting a survey about the prevalence and roles of Adapted Physical Education (APE) teachers in Arizona. Their intent is to use the information to increase collaboration among these professions and to allow the Lead OT/PT group and APE teachers to share information about relevant practices, professional learning, and resources. ADE/ESS is not affiliated with the survey but supports their goal of increased collaboration. 

Please complete the survey even if you do not currently provide APE services; once you select "no," you will not answer any additional questions. 

Join ADE and Empowerment Research for a free virtual summer conference series, June 17-20, 2024, from 8:30 a.m.-12:00 p.m.  

Topics include: (participants choose and join what best meets their needs)  

1. Interruptions in Neurodevelopment: The focus is on the developmental stages and interruptions based on cognitive and emotional functioning, the long-term impacts of the pandemic, and mitigation strategies. Topics will include screening protocols, assessment tools, and school- and family-based interventions founded on neurodevelopmental ages/stages.
2. Challenges with Abusive Head Trauma (AHT) and Neglect: The focus is on the current epidemiology of abuse and neglect, the immediate and latent effects of AHT and neglect, and options for early and later interventions to address ongoing concerns.

Warning: Because of the survivors' diffuse injuries and complicated nature, graphic content is involved in this professional development session.

3. “Play” – Developing Early Neuronets for Executive Functions: The focus is on “where is the child developmentally?” The session will address capacity, capability, and interests as we look toward setting realistic expectations for children's cognitive function and social development. Topics will include “quality” that should be evident in the classroom materials and the partnership to help parents create a stimulating home learning environment. We will dig deep into the sandbox of “play is work,” sharing examples of intentionally addressing executive functions and supporting children's executive function challenges in developmentally appropriate ways.
4. Returning to Learning after Concussion (mTBI): This session updates professionals on neuroscientific approaches to intervening with a client who has experienced a mild traumatic brain injury (mTBI = Concussion). The content will address types of mild brain injuries, common causes, and outcomes based on the latest Amsterdam protocol. Learn how to return students to the learning environment after a concussion successfully. A real-life scenario of teenage mTBI and the direct effects of a multi-disciplinary medical support team will be shared, including coordinated school-based strategies that aided in a successful transition and a future collegiate life.

Register through APLDor register via Zoom.

If you have questions, Christy Hegebush