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Frequently Asked Questions about ESS

Why does Arizona have an Exceptional Student Services (ESS) unit?

Under the Individuals with Disabilities Education Act (IDEA), states are required to monitor the implementation of the IDEA in their states, to enforce the IDEA regulations, make annual determinations about the performance of each public education agency (PEA) in their states, and report annually on the performance of the State and each public education agency (PEA). [34 C.F.R. § 300.600(a)]

 

Under the state’s general supervisory authority, what does ESS do?

Under the IDEA, each state department of education has general supervisory authority regarding the provision of special education to eligible students in the state. ESS Program Specialists, who act as liaisons between ESS and districts/charters, provide training activities, monitor for compliance with IDEA regulations and AZ special education rules, and provide technical assistance to schools. ESS also provides professional learning opportunities, annual conferences on a variety of topics, and enforces the mandates of the IDEA.

 

What is the purpose of monitoring?

The regulations that implement the IDEA state that the primary focus of the State’s monitoring activities must be on improving the educational results and functional outcomes for all children with disabilities, and ensuring that public agencies meet the program requirements under Part B of the IDEA (age 3-21), with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities. [34 C.F.R. § 300.600(b)]

 

What are states required to examine when monitoring schools?

The regulations that implement the IDEA require states to monitor schools using quantifiable indicators to adequately measure performance in the following areas: the provision of a FAPE in the least restrictive environment (LRE); the exercise of general supervision, including the following: child find; effective monitoring; the use of resolution meetings; mediation; a system of transition services as defined in § 300.43; and the disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. [34 C.F.R. § 300.600(d)]

 

Why do states have a State Performance Plan (SPP)?

The regulations that implement the IDEA require states to have a performance plan that evaluates the state’s efforts to implement the requirements and purposes of the IDEA, and that describes how the state will improve its implementation of the requirements of the IDEA.

 

What does the State Performance Plan (SPP) include?

According to the requirements of the IDEA regulations, states must establish measurable and rigorous targets and collect valid and reliable information as needed to report annually on the indicators established by the US Secretary of Education. [34 C.F.R. § 300.601] States must use the targets established in the SPP under §300.601 and the priority areas described in § 300.600(d) to analyze the performance of each public education agency (PEA) in the state. [34 C.F.R. § 300.602(a)]

 

What are the indicators in the State Performance Plan/Annual Performance Report?

  • Graduation
  • Drop Out
  • Districts Meeting Annual Yearly Progress (AYP)
  • Participation for Students with IEPs
  • Proficiency for Students with IEPs
  • Suspension and Expulsion
  • Educational Environments (children 6–21)
  • Preschool Environments
  • Preschool Outcomes
  • Parent Involvement Survey
  • Disproportionate Representation
  • Child Find
  • Early Childhood Transition
  • Secondary Transition
  • Post-School Outcomes
  • Resolutions Sessions
  • Mediation
  • State Systemic Improvement Plan (SSIP)

 

What does the US Department of Education do with the state’s Annual Performance Report (APR)?

Based on information provided in the state’s annual performance report (APR), information obtained through monitoring visits, and any other public information made available, the Secretary determines if the state meets the requirements and purposes of Part B of the IDEA, needs assistance in implementing these requirements, needs intervention in implementing these requirements, or needs substantial intervention in implementing these requirements. [34 C.F.R. § 300.603(d)]

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From the Exceptional Student Services Blog

DATA MANAGEMENT ALERT: FY24 Statement of Assurances required by all PEAs opens on 4/3/23 Mon, Mar 20 2023 Data Management, Updates

DATA MANAGEMENT ALERT 

FY23 Statement of Assurances required by all PEAs opens on 4/3/23

Under the Individuals with Disabilities Act (IDEA), the representative body for Special Education for Arizona, Exceptional Student Services, is required to obtain assurances from Public Education Agencies (PEAs) to attest that they are meeting the requirements under state and federal statute for special education in the state of Arizona.

It is a requirement for all entities defined as PEAs regardless if they get federal funds or not.

All PEAs must submit the IDEA Statement of Assurances (SOA) through the ESS Portal of ADEConnect.

The application will open on 4/3/23 and close for submissions on 6/15/23.

INTERNAL PD INFO: Multi-Tier Behavior Supports (MTBS) Year 1 Mon, Mar 20 2023 Professional Learning and Sustainability, Updates

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, then you might find the solution in Multi-Tier Behavior Supports.

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