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State Performance Plan and Annual Performance Report

State Performance Plan (SPP) and Annual Performance Report (APR)

Every state must develop and submit for federal approval a State Performance Plan (SPP) that outlines the actions the State will take to implement the purposes of the IDEA and that explains how the State will evaluate its progress in these areas. In an Annual Performance Report (APR), each State must report on its progress and on the progress of children with disabilities toward meeting the goals established in the APR. 

  • SPP/APR FFY 20​20
  • SPP/APR FFY 2019
  • SPP/APR FFY 2018
    • SPP/APR FFY 2018 Table 14.1 State of Arizona Respondents' Representativeness
  • SPP/APR FFY 2017
  • SPP/APR FFY 2016
  • SPP/APR FFY 2015

Public Reporting of IDEA Part B Data

Each State must also report annually to the public on the performance of each public educational agency (PEA) located in the State on the targets in its Part B – SPP as soon as practicable, but no later than 120 days following the State’s submission of its Part B – APR to the United States Department of Education.

State & PEA Performance by Indicator

Descriptions of IDEA Part B Indicators

This reference summarizes the descriptions of each SPP/APR indicator and specifies if it is a performance or a compliance indicator.

Summarized Descriptions of IDEA Part B Indicators

Arizona’s Progress on the SPP/APR Indicators

Each year, states must report against the targets established for the 17 indicators in its SPP/APR. The 2020–2021 school year began the State's most recent six-year reporting cycle (FFY 2020–2025). The following document reports on Arizona's progress on this new cycle and offers relevant data from previous years as a comparison.

Arizona's Progress on the FFY 2020–2025 SPP/APR Indicators

Public Reporting of SPP/APR Targets and Comments

Between September 2021 and January of 2022, ADE/ESS initiated a series of stakeholder meetings to establish new targets for the new six-year SPP/APR package (FFY 2020-FFY 2025). Surveys were distributed after the meetings for stakeholders to vote on the proposed targets. The results of these surveys can be found in the documents below.

FFY 2020 SPP/APR Target Setting Results

FFY 2020 SPP/APR Public Comments from Target Setting Surveys

IDEA Part B Federal Reporting Years Reference 

This reference illustrates the differences among school year (SY) and federal fiscal year (FFY), as they relate to data that states collect and report to meet their Part B IDEA federal reporting requirements. 

IDEA Part B Federal Reporting Years Reference

Special Education Programs and Cost Analysis 

This document contains Special Education Programs and Cost Analysis to provide actionable data to policymakers, public schools, education stakeholders and the general public on the funds public schools expend to provide special education services compared to the total resource allocation provided by state funding formulas.

Special Education Programs and Cost Analysis

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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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