State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 28
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277 Arkansas Department of Education Special Education Unit
Part B State Performance Plan
identify and braid individual funding streams targeted to serving these youth. There is no blueprint to guide
local areas that are ready, willing and able to begin co-locating and integrating services.
One of the products of this activity will be the development of a State Resource Map for identified agencies
serving Arkansas youth between the ages of 14 and 30. For a student to graduate and to have a good
experience in the world of work, the amount and type of preparation that leads to employment can make the
difference between success and failure. The changing nature of the job market makes employment more
difficult to obtain without specific skills. There are many resources available to students, teachers,
counselors and transition coordinators to aid in the postsecondary and career planning process. The problem
is that the resources lack integration and are often not user-friendly. Through the Academy, Arkansas hopes
to create a comprehensive, integrated and self-directed tool for the student that interfaces aptitudes as
determined from test scores and grades, interests, and skills with current Labor Market Information and
Occupational Trends. By matching individual skills and aptitudes with career educational and skill
requirements, youth with disabilities will identify realistic career goals, including entry into postsecondary
educational settings.
The CIRCUIT service request process will be expanded to offer earlier interventions for students at risk of
dropping out. will expand to offer greater interactivity between state-level and
local education and employment personnel.
Today all students are expected to graduate from high school. Yet, hundreds of thousands in the United
States leave school early each year without a diploma (National Center for Education Statistics, 2002).
Researchers have identified ninth grade as the most critical point to intervene and prevent students from
losing motivation, failing and dropping out of school. According, to the 2005-06 dropout data from the
State’s Student Information System (SIS) 1,018 ninth graders did not re-enroll for the 2006-07 school year.
Based on the present data, a longitudinal cohort of ninth graders will be established beginning with the
2007-08 school year and will be known as the Changing Outcomes through Retention Elements (C.O.R.E.)
project. C.O.R.E will include all public school districts, open-enrollment charter schools, and state-operated
educational programs. Student performance data will be collected through the SIS in November 2007 for the
identification of students failing one or more classes during the initial grading period. Districts, working
with the P.O.I.S.E. Technical Advisory Teams, will administer universal interventions (Response to
Intervention) for a period of time not to exceed 10 weeks. A second student performance data collection will
be conducted through the SIS on February 15, 2008 to identify students having failed the semester. Once
students have been identified as failing the semester, districts will administer targeted interventions
(Intervention Prevention) with additional individualized student-centered supports not to exceed 20 weeks.
All interventions will be tracked to determine effectiveness to student performance. The P.O.I.S.E.
Technical Advisory Teams will coordinate interventions based upon disaggregated data.
The Secondary Transition Team will provide training on effective transition planning, person centered
planning, how to write meaningful transition plans, assistive technology, and technical assistance
opportunities; continue the Self-Determination in Arkansas project (SDAR); host the Transition Summit,
local transition team meetings, and the Transition Institute; and participate in the Arkansas Youth
Leadership Forum and College Bound Arkansas.
State partners in secondary and postsecondary education will continue to implement the
FFY 2007
NASET Self-Assessment Tool planning priorities strategies developed in 2005-06 and refined in 2006-07.
Page | 26
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