State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education (Page 26 of 277) in pdf

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 26

Arkansas Department of Education Special Education Unit

Part B State Performance Plan

Describe the method used to collect data: The single-year event data for this indicator is

collected through the Arkansas Public School Computer Network (APSCN) student

information system and submitted through the EDEN submission system (ESS) by the ADE

Data Administration Office. Data Administration provides the numbers for this indicator to

the Special Education Unit. The data reflects students enrolled in grades 7-12.

In 2010, Arkansas anticipates the percentage of youth with IEPs dropping out of school to

FFY 2009

decline to 4.25%.

In 2011, Arkansas anticipates the percentage of youth with IEPs dropping out of school to

FFY 2010

decline to 4.20%.

In 2011, Arkansas anticipates the percentage of youth with IEPs dropping out of school to

FFY 2011

decline to 4.20%.

In 2011, Arkansas anticipates the percentage of youth with IEPs dropping out of school to

FFY 2012

decline to 4.20%.

Improvement Activities/Timelines/Resources

The State is mindful of the close interrelationship of State Performance Plan Indicators

FFY 2005

centering on graduation rates, dropout rates, coordinated and measurable IEP goals, and post-school

success. This interrelationship has been documented in prior State Annual Performance Reports (APRs)

highlighting the ongoing emphasis on the general supervision continuous improvement monitoring system

which focuses on specific school districts showing poor performance on graduation and dropout rate

indicators and secondary grade benchmark assessment results. Prior APRs have also documented the

ongoing development of technical assistance and direct service models designed to demonstrate to school

districts the importance of effective early transition strategic planning (prior to age 16) in the areas of

training, education, employment, and independent living designed to increase educational benefit and

improve post-school outcomes for youth with IEPs.

These activities are considered critical in meeting the improvement targets set in the SPP. These and other

critical elements were identified in 2005-06 through the use of the National Alliance for Secondary

Education and Transition (NASET) Self-Assessment Tool. State partners in secondary and postsecondary

education established the Arkansas planning priorities prior to the National Center for Secondary Education

and Transition (NCSET) National Leadership Summit using this tool.

Of the five NASET quality indicators, three (schooling, career preparation, and connecting activities) were

chosen by the Arkansas team as priorities for comprehensive planning. Within each of these three priorities,

goals and action steps were developed to guide strategies during 2005-06. The three priorities identified

are:

SCHOOLING: In order to perform at optimal levels in all educational settings, all youth need to

participate in educational programs grounded in standards, clear performance expectations, and

graduation exit options based upon meaningful, accurate, and relevant indicators of student learning and

skills. Often this occurs without the input from agencies outside of education. Arkansas needs to include

other agencies in its school planning to ensure the educational process provides: career and technical

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State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 26

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