State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 108

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Arkansas Department of Education Special Education Unit
Part B State Performance Plan
Finally, as part of the study there was to be a staff training survey in Spring 2006. The survey
was not completed due to the ADE computer network restricting public access to the special
education website for more than 2 months. Instead the pilot site administrators reported on
challenges in training and implementing the data collection at the GSEG steering committee
meeting. The greatest challenge identified was shifting the teacher and service provider’s
frame of reference from the developmental domains areas to functional outcomes.
The data collection is based on a census of all children with IEPs who had both entry and exit
FFY 2006
COSF scores, left early childhood special education because they no longer required services
or were kindergarten eligible, and received at least six months of services. A total of 1,647
children met the criteria. The total “N” for each outcome area is slightly different due to
programs not submitting information on all outcomes for each child at exit. Data were
analyzed for inconsistencies and EC programs were contacted if questions arose or data
corrections needed to be addressed. In addition, M/PE Section has incorporated a review of
COSF protocols into the monitoring process to assist in the validation and reliability of data
across programs. Monitoring of EC programs in 2006-07 found that programs are embracing
the outcomes with many assessing them every year, not only at entry and exit, to assist in
developing the IEP for the next year.
Analyses of the initial progress data collected during the 2006-07 school year revealed that
the majority of children with IEPs are functioning at a level nearer, reaching, or maintaining
to those of same-age peers across all outcome areas. The greatest amount of improvement
was seen in “Acquisition and Use of Knowledge and Skills” with almost 36% of children
with IEPs reaching functional levels comparable to same age peers and an additional 32.5%
of children with IEPs moving to a level nearer to same age peers. This is an important gain,
for this particular outcome had the least number of children with IEPs already functioning at a
level comparable to same age peers.
In 2006-07, the data collection was added to the APSCN Special Education Module as part of
the Early Childhood sub-Module for education co-ops and districts. A new web-based
application was created for the 3-5 program operated under an interagency agreement with
the Department of Human Services Division of Developmental Disabilities Services (DDS).
The DDS application is part of MySped Resource, a secure data collection and review tool on
the special education website. The DDS application allows the 3-5 programs to enter data
directly to ADE-SEU and track children with IEPs (enrollment/child count information, EC
outcomes, and EC exits) as well as referrals which include Part C to B transition.
Mandatory training was held for co-ops and districts submitting COSF data through APSCN
as well as for DDS 3-5 programs that are required to submit their data in the DDS application
through MySped Resource.
It is anticipated that the number of children with IEPs with both entry and exit COSF scores
will increase in 2007-08. This will be the second full year of determining COSF scores at
entry and exit, thus increasing the pool of children with more than six-months of services.
Many of these children would have received 2 years of services by the end of the 2007-08
school year.
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