State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 79

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Arkansas Department of Education Special Education Unit
Part B State Performance Plan
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 LRE, the monitoring staff works with the districts to develop their ACSIP plans.
Further, the monitoring profiles include an examination of increased likelihood of racial disparity in LRE
among special education students of a particular race as compared to all other races in special education
using a risk ratio calculation. If a risk ratio is less than 0.50 the value is highlighted in
blue
to indicate a
possible area of concern.
Other LRE settings are examined using risk ratios as part of the coordinated early intervening services
(CEIS) profiles. Information about the use of LRE data for CEIS can be found at
df.
Baseline Data for FFY 2004
A. Percent = number of children with IEPs removed from the regular class less than 21% of the day
divided by the total number of students aged 6 through 21 with IEPs times 100:
(25,055/56,449) x 100 = 44.39%
B. Percent = number of children with IEPs removed from the regular class greater than 60% of the day
divided by the total number of students aged 6 through 21 with IEPs times 100:
(7073/56,449) x 100 = 12.53%
C. Percent = number of children with IEPs served in public or private separate schools, residential
placements, or homebound/hospital placements divided by the total number of students aged 6
through 21 with IEPs times 100:
1,455/56449 = 2.58%
Discussion of Baseline Data
Report
Measurable and Rigorous Target
Year
The percentage of children receiving special education services in the regular class 80% or
FFY 2004
more of the day is 44.39%; which is consistent with previous years. The number of children
spending more than 60% of their day outside the regular class has decreased (7.78%) as more
students are being served in the resource room (21% to 60% of time outside the regular
class): 38.79%. Further, students in other placements are remaining static at 2.58%.
The analysis of 2004-05 baseline data and projections forward to 2011 in general indicate an
ever-decreasing percentage of students educated in more restrictive settings. The measurable
and rigorous target for each federal fiscal year is shown below.
A. Percent = number of children with IEPs removed from the regular class less than 21% of
FFY 2005
the day divided by the total number of students aged 6 through 21 with IEPs times 100:
46.33%.
B. Percent = number of children with IEPs removed from the regular class greater than 60%
of the day divided by the total number of students aged 6 through 21 with IEPs times 100:
12.53%.
Page | 77

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