State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education (Page 235 of 277) in pdf

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 235

Arkansas Department of Education Special Education Unit

Part B State Performance Plan

programs are placed in a designated year of the three-year cycle. However, the SEA reserves the right to

schedule additional, off-cycle monitoring of any program at any time should conditions warrant.

M/PE Area Supervisors have the primary responsibility for monitoring special education programs within

Arkansas Local education agencies (LEA; school district), as well as in the Education Service Cooperatives

(ESC) that provide services on behalf of their member school districts to eligible children with disabilities

ages 3-5 (pre-school). Supervisors in the NTP Section have the primary responsibility for monitoring the

non-traditional programs, those being the state-operated and state-supported programs. However, the staffs

of these sections work cooperatively in the monitoring process.

Monitoring consists of an SEA review of eleven (11) issue areas. The eleven (11) issue areas addressed

consist of the following:

• Child Find

• Least Restrictive Environment

• Due Process

• Confidentiality of Information

• Protection in Evaluation Procedures

• System of Personnel Development

• Procedures for Evaluating Specific Learning

• Children with Disabilities in Private

Disabilities

Schools

• Individualized Education Programs

• Use of Funds

• Free Appropriate Public Education

In preparation for monitoring, the ADE-SEU Area Supervisor contacts the Local education agency (LEA) or

ESC (Co-op) at least three weeks prior to an on-site visit. A General Program Checklist to be completed by

the LEA, as well as other requested information is to be submitted prior to the ADE-SEU staff on-site

review. In addition, ADE-SEU staff review archival and current data maintained by the ADE-SEU relative

to the education program to be monitored. The purpose of off-site data collection is to assure basic

knowledge of each special education program and to determine, where possible, emerging patterns of

noncompliance or those already in existence. Indicators were developed and applied based on historical

discipline, exiting, disproportionality, student performance data, and educational placement data. In addition

to historical data, these indicators took into account the results of the three-year monitoring cycle by

focusing on numbers and severity of previous Corrective Action Plans (CAPs), and complaints and due

process hearings with findings of noncompliance. Whenever possible, records should be reviewed for the

past three (3) years and should include, but not be limited to:

1. Child Count records/Disabling Conditions/

9. ACSIP (Arkansas Comprehensive School

Placements (LRE)

Improvement Plan)

2. LEA Special Education Budget

10. Hearings and Investigations

3. LEA Annual Financial Report (AFR)

11. Surrogate parent program data

4. Previous visitation letters

12. AYP (Adequate Yearly Progress) status

5. Previous monitoring reports

13. Statewide Assessment data

6. Annual Statistical Report

14. IDEA indicators data

a) District Profile

15. IDEA “trigger” data

b) Indicator Report

16. IDEA determination status

c) Program Approval

17. Residential Treatment Facility

7. Extended Year Services data

Reimbursement, if applicable

8. Non-bonded debt

Page | 233

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 235

Related Articles

Related forms

Related Categories