State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 66

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Arkansas Department of Education Special Education Unit
Part B State Performance Plan
the process. The reviewer specifically looks for procedural safeguards related to discipline,
functional behavior assessments, positive behavioral supports, and intervention planning, as
well as determines if the district is accessing the Arkansas Behavioral Intervention Consultants
(BICs). If any questions arise, the reviewer contacts the district for clarification and requests a
resubmission if necessary. If a district fails to comply with any requests made by the reviewer,
the Associate Director of Special Education is notified for further action.
In addition to the self-assessment, Arkansas has a long-standing practice of requiring districts to
address any significant discrepancy in discipline in their Arkansas Comprehensive School
Improvement Plan (ACSIP). The M/PE section staff and education consultants work with the
identified districts to assist in conducting root cause analysis relative to the discipline data at the
building and classroom level. The M/PE section staff along with an education consultant
reviews and approves all final ACSIP submissions to ensure compliance with State discipline
policy, procedures and practices. Any district initially submitting an ACSIP that does not meet
discipline policy, procedures, and practices requirements must revise its ACSIP accordingly
before receiving approval of the ACSIP. Once the review is completed, the Associate Director
of Special Education sends a letter informing the district superintendent and special education
administrator of the district’s compliance or non-compliance with the requirements.
Targeted Activities:
Targeted activities for Indicator 4 are aligned with the State Personnel Development Grant
(SPDG), Behavior Intervention Consultants (BICs), and AR-LEARN.
ADE Initiatives:
The Arkansas SPDG: The Arkansas SPDG maintains a collaborative relationship with the
broader ADE, and the SPDG staff is centrally involved in numerous ADE initiatives. SPDG
staff have worked with the ADE Professional Development Office/Smart Accountability
Initiative to provide a series of professional development/trainings on school leadership,
strategic planning, and organizational development, RtI/Closing the Achievement Gap
(CTAG—the state’s RtI process), and school-level committee and grade-level roles and
responsibilities. This series involved two two-day in-services for ADE personnel and statewide
members of the Smart Accountability State Support Teams. It also involved two separate
regional trainings in five regions of the state involving School Leadership Teams (SLTs) from
schools across the state that are in Smart Accountability School Improvement status (Years 3
through 5). The SPDG-supported products and practices, such as the Literacy Matrix, RIDE
Reading Intervention Bank, and PBSS will be used as part of the support system for these
schools. Schools in Years 3-6 of School Improvement will be encouraged to use SIM Content
Enhancement Routines as a core academic intervention.
PBSS/Social Skills: The PBSS/Social Skills and Home-Based Literacy parent training modules
were developed, field-tested, and used in training during Years 3 through 5 of the first Arkansas
SPDG. In December, 2009 an e-mail was sent by the ADE-SEU Associate Director, and
followed up by SPDG staff, to Special Education LEA Supervisors in the state asking them for
nominations of Parent Mentors for implementation of the new SPDG goals related to home
based literacy and PBSS/social skills. As a result of this, 164 potential Parent Mentors from 39
districts have been identified statewide.
In addition, to support PBSS/Social Skills and Home-Based Literacy, a CD was burned which
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