State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education (Page 70 of 277) in pdf

State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 70

Arkansas Department of Education Special Education Unit

Part B State Performance Plan

Advances Learning Center: Advances Learning Center based in Watertown, MA, offers social

skills groups and uses the advances social skills curriculum, an ABA model. The program

offers social skill groups for children which meet for two hours a week for two 16-week

sessions during the school year and for an 8-week summer session. Participants attending the

training developed the following skills to implement the program locally: How to assess

student's social skills; How to group students in to groups; How to select programs for students;

and How to collect data during groups. A total of 28 teachers and two school psychologists

participated in the training.

A. Percent = the number of districts identified by the State as having significant discrepancies

FFY 2010

in the rates of suspension and expulsions of children with disabilities for greater than 10

days in a school year divided by the number of districts in the State times 100: 6.23%.

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: 0%

A. Percent = the number of districts identified by the State as having significant discrepancies

FFY 2011

in the rates of suspension and expulsions of children with disabilities for greater than 10

days in a school year divided by the number of districts in the State times 100: 6.23%.

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: 0%

A. Percent = the number of districts identified by the State as having significant discrepancies

FFY 2012

in the rates of suspension and expulsions of children with disabilities for greater than 10

days in a school year divided by the number of districts in the State times 100: 6.23%.

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: 0%

Improvement Activities/Timelines/Resources

In 2005-06, 15 school districts triggered having a significant discrepancy for the suspension/

FFY 2005

expulsion indicator. These districts have been instructed to include suspension/expulsion strategies in their

ACSIP process for addressing excessive restrictive placements. In addition, training by the ADE will target

these districts. A large part of the training effort with school districts is the focus on an understanding of

discipline decisions and other aspects of special education performance.

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State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 70

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