State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education (Page 40 of 277) in pdf

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 40

Arkansas Department of Education Special Education Unit

Part B State Performance Plan

Monitoring Priority: FAPE in the LRE

Indicator 03: Assessment

Participation and performance of children with IEPs on statewide assessments:

A. Percent of the districts with a disability subgroup that meets the State’s minimum “n” size that meet

the State’s AYP/AMO targets for the disability subgroup.

B. Participation rate for children with IEPs.

C. Proficiency rate for children with IEPs against grade level, modified, and alternate academic

achievement standards. (20 U.S.C. 1416 (a)(3)(A))

Measurement

A. A.2 AMO Percent = [(# of districts with a disability subgroup that meets the State’s minimum “n”

size that meet the State’s AMO targets for the disability subgroup) divided by the (total # of districts

that have a disability subgroup that meets the State’s minimum “n” size)] times 100.

B. Participation Rate Percent = [(# of children with IEPs participating in the assessment) divided by the

(total # of children with IEPs enrolled during the testing window, calculated separately for reading

and math)]. The participation rate is based on all children with IEPs, including both children with

IEPs enrolled for a full academic year and those not enrolled for a full academic year.

C. Proficiency rate percent = ([(# of children with IEPs scoring at or above proficient against grade

level, modified and alternate academic achievement standards) divided by the (total # of children

with IEPs who received a valid score and for whom a proficiency level was assigned, and, calculated

separately for reading and math)]. The proficiency rate includes both children with IEPs enrolled for

a full academic year and those not enrolled for a full academic year.

Overview of Issue/Description of System or Process

Arkansas was granted ESEA Flexibility in June of 2012. A brief description of the new accountability

system is presented on the following page. To access Arkansas’s ESEA-Flexibility documents go to

The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) is an

augmented assessment which combines criterion referenced-standards based items with norm-referenced

items. A composite score as well as separate scores will be made available for students taking this exam

Regular assessment with or without accommodations

All children with IEPs participate annually in statewide augmented assessments in mathematics and literacy,

in the assessed grades of 3, 4, 5, 6, 7 and 8. Students in grade 11 are assessed in literacy only. These are the

same assessments used for reporting Annual Measurable Objectives (AMO) for accountability under the

ESEA flexibility awarded to Arkansas in 2012. These assessments are based on the State curriculum

frameworks for children with and without IEPs. Children with IEPs may take the exams with or without the

allowed accommodations.

End of Course Exams

End of Course exams are given in algebra and geometry. The scores from these exams are included in the

districts’ calculation for AMO. Additionally, science assessments are given in grades 5 and 7 as well as a

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State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 40