DATA MANAGEMENT ALERT   

FY 2021 October 1 Data Collection – Phase I opening delayed

Due to unforeseen technical issues with the October 1 Data Collection (ODC) application, the opening of the application will be tentatively delayed to October 5, 2020 or later if necessary. The Important Dates document will be updated accordingly. ODC users are encouraged to refer to this document for updates.

A follow-up alert will be sent via our Listserv to announce the status of the ODC application.

We apologize for the inconvenience.

DATA MANAGEMENT ALERT 

FY21 Important Dates Posted

The Fiscal Year 2021 Important Dates document is now available. This document outlines all important due dates for the two data collections overseen by ESS Data Management:

• ESS October 1 Data Collection
• ESS Annual Data Collection

The FY21 Important Dates document is available on the ESS Data Management homepage.

Please note these dates are subject to change. Keep the link to the document for the most current version, and we encourage SPED staff sign up for our Data Management Listserv for important announcements.

If you have any questions, please direct them to [email protected]

DATA MANAGEMENT ALERT   

FY 2021 October 1 Data Collection

Public education agencies (PEAs) are required to verify the count of students participating in special education (SPED) on October 1, 2020. Verification will be completed via the web-based ESS October 1 Data Collection application, available through the ESS Portal via ADEConnect.

The October 1 Data Collection consists of three phases:

Phase I: Verification and Personnel

Phase II: Reconciliation

Phase III: Non-Reconciliation (if applicable)

To review the complete October 1 Data Collection timeline, please see the ESS Data Management FY 2021 Important Dates document that will be updated on the ESS Data Management website on October 1, 2020.

Phase I: Verification

The ESS October 1 Data Collection application will open on Friday, October 2, 2020. PEAs must log in to the application to submit the October 1 verification counts and personnel data. All technical assistance documents and FAQs will be available by accessing the “Help tab” on the home page of the ESS October 1 Data Collection application. Some of these documents will also be available on the ESS Data Management website in the October 1 Data Collection page.

 Please note that October 1 is the count date, not a due date or deadline.

October 1 falls on a Thursday this year. If October 1 is a non-session day for your PEA (i.e., fall break), be mindful of the following information. To ensure an accurate count, include students who were enrolled on the last day school was in session before October 1 as long as they are known to have continued in special education on the first day school was in session following October 1 (whether it be in your school in your PEA or another PEA). The PEA that should count the student is the PEA the student was enrolled in prior to October 1.

Training Videos

To access ESS Data Management training videos, go to this Training Videos webpage. This year’s training will consist of videos on various topics related to the October 1 Data Collection phases:

• Overview
• Phase I
  • How to Count Your Students
  • Parentally Private School Student Reporting
  • Personnel
• Phase II
  • Reconciliation Steps
  • Case Study
• Phase III
  • Non-Reconciliation Requirements

As each training video is posted, an alert will be sent via the ESS Data Management listserv. To join the listserv to receive these and other alerts, click here.

For questions regarding October 1 Data Collection requirements, email ESS Data Management.

DATA MANAGEMENT ALERT 

AZEDS PORTAL SPED72 REPORT – NEW FIELDS AVAILABLE

Additional fields have been made available in the SPED72 report to aid PEAs in validating submitted data. 

Integrity Warnings  

An additional column next to Integrity State SPED Pass/Fail and FED SPED Pass/Fail is now available labeled Warnings. This column will populate with a red YES if there are integrity warnings present for the student data, or a green NO if there are no warnings present. To review the warning rules activated for the data, please use your INTEG15 report.  Warnings can be viewed in the INTEG15 report by changing the Integrity Status dropdown to: Warnings. 

Please note that Integrity Warnings are not a failure, and do not affect ADM or prevent data from populating in ESS applications. 

Resident School ID  

Beginning FY21 a new data collection is associated with SPED LRE labeled Resident School ID.  This field is now available in your SPED72 report following the Primary/Secondary School indicator. 

More information on Resident School ID is available here: /specialeducation/2020/06/09/data-management-alert-new-integrity-rule-integrity-rule-40077 

 Please contact [email protected] with any questions.

Special Education Directors,

The Early Childhood Quality Improvement Process (ECQuIP) is a process that was developed by the Early Childhood Education Unit to assure quality and accountability for programs that receive state funding or other early learning grants. ECQuIP is a programmatic self-assessment process that asks early childhood teams to identify and rate such practices as instruction, assessment, leadership, and climate. The data can be used to identify strengths and needs and to propose and track the effectiveness of solutions. This cycle of planning, implementing, and reflecting on progress is widely held as an effective process for improvement by such well known early childhood organizations as Zero to Three, Child Trends, Head Start, NAEYC, and the Center for Early Learning Professionals. Used as intended, ECQuIP supports thoughtful conversations and intentional partnerships in the interest of achieving positive results for children.

In the past, ECQuIP implementation and reporting was a requirement for those PEAs participating in initiatives such as the Preschool Development Grant and the Early Childhood Block Grant. Please note: There is no requirement for PEAs receiving IDEA Part B funds to engage in ECQuIP or to submit the ECQuIP enhancement plan for special education funding-related purposes. However, using a quality improvement process is recommended and beneficial in improving positive outcomes for preschool children with disabilities, and ESS encourages the use of such a model as a best practice.

If you have questions about ECQuIP, please email the ECE inbox.

If you have questions about preschool special education, please email the ECSE inbox.

Special Education Directors:

Are you concerned about the current rate of suspensions and expulsions at your school or district? Do you feel students are losing valuable class time due to disruptions and other behavior problems? Are teachers struggling to be successful with classroom management? Are administrators spending too much time dealing with discipline issues? If you answered yes to one or more of these questions, you might find the solution in Multi-Tier Behavior Supports.

Multi-Tier Behavior Supports (MTBS) 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 Interventions and Support (SW-PBIS) evidence-based elements.

Several free informational webinars are being offered to outline additional details about the MTBS model, the three-year training sequence, the readiness requirements, and the process for applying.  Attendance at one of the informational webinars is the first readiness requirement necessary for participation in the training series.

If you are interested in learning more and/or starting the readiness process, review this flyer and register to attend one of the following free webinars:

Register for September 29 from 12:00-1:00 p.m.

Register for September 29 from 3:30-4:30 p.m.

Register for September 30 from 9:00-10:00 a.m.

Register for October 1 from 3:30-4:30 p.m.

Directions for applying for the training series will be provided during the webinar. Registration is limited to 10 teams and only one team from each district. Applications earning the highest scores in the evaluation process will be approved until all seats are filled. Completed applications must be submitted by October 28, 2020 by 5:00 p.m. The special education director is required to attend the readiness webinar for a PEA/district team. The principal is required to attend the readiness webinar for a school team.

For information regarding MTBS, please email Celeste Nameth.

Dear Special Education Directors,

The ADE/ESS Assistive Technology (AT) team is kicking off its 2020 AT Builders National Presenter Series with Chris Bugaj, “Make Learning Awesome for All.” This learning series requires a commitment of four weeks, and includes pre-recorded videos that are available to view at your convenience. Participants are asked to ensure they can meet the full time commitment prior to registering. The series includes the following training times:

• Monday, September 28
  • 3:00 - 4:15 PM Live Kick-off and 75 min. pre-recorded session
• Monday, October 5 
  • 75 min. pre-recorded session
• Monday, October 12
  • 75 min. pre-recorded session 
• Monday, October 19
  • 3:00 - 4:30 PM Live Q & A 

Students of all abilities head off to kindergarten with bright smiles, eager for the journey of discovery, and with a passion for learning. Then, somewhere along the way, school becomes a chore. It transforms from an experience students want to do into something they have to do. For many, one of the first lessons they learn in schools is that they are not good at it. This is particularly true for students with disabilities.

Let’s shift that paradigm by rethinking how we design educational experiences to empower every student to embrace their passion for learning. Participants in this interactive event will discuss contemporary educational principles such as Universal Design for Learning, Growth Mindset, Project Based Learning, The Maker Movement, and the use of innovative technologies to transform practices by empowering learners to achieve their own goals.

Engage in an evidence-driven method for determining which supports should be made universally available to all students while focusing on specific strategies using technology supports. Come to the session as an educator and leave, transformed, as an Educational Experience Designer!

Please click here to register. Participant registration is first-come, first-served and is not limited to special educators – feel free to forward.

Questions regarding this professional learning opportunity can be sent to [email protected].

Special Education Directors,

 Please share the following details about upcoming professional learning opportunities for general and special education teachers who teach algebra.

Algebra Tiles Part 1: Exploration of Algebra Tiles, Expressions, Linear Equations

September 29 from 3:30-5:00 p.m.

Register in advance for Algebra Tiles Part 1.

In this webinar, we will explore 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

October 20 from 3:30-5:00 p.m.

Register in advance for Algebra Tiles Part 2

In this webinar, we will explore the use of virtual algebra tiles to solve linear equations, multiply binomials, factor quadratics, and divide quadratics.

Attendance at both sessions is encouraged but is not required. 

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 each session attended. Please note that ADA accommodations must be requested at least one week in advance of the meeting.

Please contact Jenifer Hutchinson or contact Eboney McKinney with any questions.

DATA MANAGEMENT ALERT UPDATE

Arizona State School for the Deaf and Blind (ASDB) Student Reporting

The ASDB Student Reporting guidance has been revised to clarify eligibility determination for students on an institutional voucher and the reporting of students receiving services from regional cooperatives.

Additionally, a new section has been added to provide guidance on establishing calendars for ASDB sites.

Questions on ASDB student reporting should be directed to ESS Data Management.

Special Education Directors,

Please see this attached memo from the Division of Developmental Disabilities (DDD) regarding school-aged DDD members who are not able to attend in-person school and who need support to engage in remote learning. DDD worked with AHCCCS and ADE/ESS to determine the services that could be helpful for DDD members during the COVID-19 pandemic and beginning September 8, 2020, DDD may assess for and authorize Attendant Care and Nursing services to support DDD members who are learning remotely. This assessment will include:

• Documenting member’s “school day” in the daily schedule section of the planning document.
• Determining member’s need for support during identified remote learning time. Examples include difficulty using the technology, need for supervision due to safety concerns, need for consistent redirection, physical support, behavioral support, or other similar need.
• Identifying the support available to the member for remote learning. Examples include parents/step-parents, primary caregivers, siblings, neighbors, or in-home school personnel.
• If parents/step-parents, legal representatives, or primary caregivers are unavailable, the reason why (e.g., work, school, other) must be documented.

If you have any questions, please contact the DDD Customer Service Center at 1-844-770-9500. Other resources can be accessed on the DDD webpage.