State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education (Page 60 of 277) in pdf

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 60

Arkansas Department of Education Special Education Unit

Part B State Performance Plan

Monitoring Priority: FAPE in the LRE

Indicator 04: Suspension/Expulsion

A. Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of

greater than 10 days in a school year for children with IEPs

B. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of

suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b)

policies, procedures or practices that contribute to the significant discrepancy and do not comply

with requirements relating to the development and implementation of IEPs, the use of positive

behavioral interventions and supports, and procedural safeguards. (20 U.S.C. 1416(a)(3)(A);

1412(a)(22))

Measurement

A. Percent = [(# of districts that have a significant discrepancy in the rates of suspensions and

expulsions for greater than 10 days in a school year of children with IEPs) divided by the (# of

districts in the State)] times 100.

B. Percent = [(# of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rates of

suspensions and expulsions of greater than 10 days in a school year of children with IEPs; and (b)

policies, procedures or practices that contribute to the significant discrepancy and do not comply

with requirements relating to the development and implementation of IEPs, the use of positive

behavioral interventions and supports, and procedural safeguards) divided by the (# of districts in the

State)] times 100.

Include State’s definition of “significant discrepancy.”

Overview of Issue/Description of System or Process

While districts across the State should be suspending or expelling small numbers of children each school

year regardless of their status, the percentage of children with disabilities being suspended or expelled

annually in a district should not significantly differ from those general education students in the district who

are suspended or expelled. Thus, it is important to ensure that similar percentages of special education and

general education students in a district are receiving school suspensions or expulsions each year.

Arkansas collects discipline data for all students through the student management system (SMS) at the

building level. Discipline data are submitted to APSCN during Cycle 7 (June) each year. Upon closing the

cycle, the special education Grants and Data Management (G/DM) section receives two data files. The first

is the special education data for all discipline infractions and actions taken at the LEA student level. The

second file is a LEA general education count by race for students meeting the greater than 10 days out-of

school suspensions or expulsions reporting requirement; thus, allowing for comparative analysis.

The Monitoring/Program Effectiveness Section of the Special Education Unit reviews district suspension/

expulsion data via the Monitoring Profiles to ascertain a district’s status with regard to discipline. Each

district that triggers on the Monitoring Profiles is required to include an action plan in the district's

submission of the Arkansas Comprehensive School Improvement Plan (ACSIP). To address the localized

concerns about suspension/expulsion, the monitoring staff works with the districts to develop their ACSIP

plans.

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State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 60