How to Read the 2006-2007 School District Special Education Reports
Beaver Falls SD 101
9885 Oak Blvd
Beaver Falls, OR 97000-8888
2006-2007
Special Education Report
April 2008
The Oregon Department of Education is proud to issue the second annual special education report. Reported
indicators and targets correspond to the information in the State Performance Plan (SPP) for Special Education
that is required by the United States Department of Education. As Oregon schools and districts continue to face
many challenges, educators remain committed to providing the highest quality education for Oregon students.
This report is not meant to tell you everything about your district, but it offers a starting point for discussions about
where improvement might be needed and for celebrating successes in education for Oregon’s children.
2006-2007
This table shows the percentage of
students graduating with a regular
diploma during the 2006-2007 school
year. Data are collected from each
school district on the High School
Completers collection.
Susan Castillo, State Superintendent of Public Instruction
DISTRICT INFORMATION
1
Students Graduating 2006-07
Students with IEPs graduating
with regular diploma
This table shows the percentage of
students in grades 9-12 that dropped
out of school during the 2006-2007
school year. Data are collected from
each district on the Early Leavers
collection.
SCHOOL DISTRICT
Dear Parents and Community Members,
1 Students Graduating
2 High School Dropout
2006-2007
BEAVER FALLS
2
High School Dropout 2006-07
Students with IEPs dropping out
District
88.1%
1
District
2.3%
1
State
Target
72.0%
or more
State
Target
5.4%
or less
Least Restrictive Environment
Students removed from regular
class less than 21% of day
Students removed from regular
class greater than 60% of day
District
65.2%
Students served in public or
private separate schools,
residential placements, or
homebound / hospital
8.2%
2.0%
State
Target
1
72.5%
or more
1
10.1%
or less
1
2.3%
or less
3
Special Education
§300.39(a) Special education means specially designed instruction, at no cost to the parents, to meet the unique
needs of a child with a disability.
LRE = Least Restrictive Environment
20 U.S.C. 1412(a)(5) and §300.114(2)(i)&(ii) To the maximum extent appropriate, children with disabilities, including
children in public or private institutions or other care facilities, are educated with children who are nondisabled; and
special classes, separate schooling, or other removal of children with disabilities from the regular educational
environment occurs only if the nature or severity of the disability is such that education in regular classes with the use
of supplementary aids and services cannot be achieved satisfactorily.
IEP = Individualized Education Program
A written statement for a child with a disability that is developed, reviewed, and revised by an IEP Team.
Department of Education Notes
-- No data available.
* Not displayed because at least 6 students are needed to maintain confidentiality.
1
Due to changes in federal requirements, the 2006-2007 district data are not comparable to the 2006-2007 state
targets.
For more information, contact your local school or district.
3 Least Restrictive Environment
This table shows the district percentages for placements in the Least Restrictive Environment (LRE) compared to the state targets for
placement. Students are placed in classes based on decisions by the student’s IEP team. Data are collected from each school district
through the Special Education Child Count (SECC) and the Systems Performance Review & Improvement (SPR&I) process.
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the state targets which were approved by the
Office of Special Education Programs (OSEP) in Washington, D.C.
4 Department of Education Notes
This section is used for definitions and citations that clarify the information displayed on the Special Education Report. Also, this section
is used for footnotes that clarify information displayed on this panel of the report.
4
How to Read the 2006-2007 School District Special Education Reports
5 Students Receiving Special
Academic Achievement: Percentage of
1 Students Meeting Standards
The graphs show the percentage of students with IEPs in the
district at the indicated grades that met or exceeded state grade
level standards and alternate standards on the 2006-2007
Oregon Statewide Assessments in Reading and Math
Knowledge and Skills. Displays are also shown for three other
groups: Oregon students with IEPs meeting or exceeding grade
level standards, district students with IEPs meeting or exceeding
alternate standards, and Oregon students with IEPs meeting or
exceeding alternate standards.
Education Services
DISTRICT INFORMATION
1
Academic Achievement: Participation by
2 Students with IEPs
District students with IEPs meeting or exceeding
grade level standards
Oregon students with IEPs meeting or exceeding
grade level standards
District students with IEPs meeting or exceeding
alternate standards
Oregon students with IEPs meeting or exceeding
alternate standards
83%
53%
80%
81%
72%
41%
53%
*
2006-2007
English Language Arts
2
Percentages for Participation by Students with IEPs include all
students with IEPs in the district who participated in the 20062007 Oregon Statewide Assessments in Reading, Math, and/or
Extended Assessments.
IEP teams consider assessment
options and assign the most appropriate statewide assessment
available for each individual student who is on an IEP.
The Oregon Department of Education (ODE), in collaboration
with Oregon stakeholders, set the state targets which were
approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. The participation rate of 95% was established
for all Oregon students and matches the standard set for
compliance with the No Child Left Behind Act requirements.
Percentage of Students Meeting Standards
The graphs below show the percentage of students in
your district that met or exceeded the state standards on
Oregon Statewide Assessments during the last school
year. In 2006-2007, Math included a knowledge and
skills assessment for each student in grades 3-8 and 10;
ELA included a reading assessment for each student in
grades 3-8 and 10.
The Oregon Department of Education (ODE), in collaboration
with Oregon stakeholders, set the state targets which were
approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. Grade level standards were established for all
Oregon students and match the standards set for compliance
with the No Child Left Behind Act requirements. Alternate
achievement standards were developed for students with the
most significant cognitive disabilities.
Data are collected through the Oregon Statewide Assessment
process, the Special Education Child Count (SECC), and the
Spring Membership collection.
Academic Achievement
3
Participation by Students
with IEPs
2006-2007
Mathematics
State
Target
96.7%
95.0%
Regular statewide assessment
95.2%
Note 2
Regular statewide assessment
with modifications
0.0%
Note 2
Alternate statewide assessment
measured against grade level
standards
0.0%
Note 2
Alternate statewide assessment
measured against alternate
standards
1.5%
Note 2
District AYP for progress /
proficiency of students with IEPs
State
District Target
Met
Note 3
District
State
Target
4
Parents who report schools
5a,5b,5c
facilitated parent involvement as 26.2% 41.0%
means of improving services and
results 4
Students Receiving
Special Education Services
District
State
Target
District identified with
disproportionate representation
of racial and ethnic groups in
special education and related
services that is the result of
inappropriate identification
No
No
District identified with
disproportionate representation
of racial and ethnic groups in
specific disability categories that
is the result of inappropriate
identification
No
No
District
State
Target
Timeline for Eligibility
District
Statewide assessment
Adequate Yearly Progress
(AYP)
Parent Survey Results
5
IEP Goals and
Transition Services
Youth aged 16 and above with
IEP goals and transition
services that will reasonably
enable student to meet postsecondary goals
Suspension / Expulsion
District identified with significant
discrepancy in rate of
suspension / expulsion for more
than 10 days
6
6 Timeline for Eligibility
7
This table shows the percentage of students with parental
consent to evaluate who were evaluated and eligibility
determined within 60 school days. Data are collected from
each school district through the Child Find Indicator 11
collection.
100.0% 100.0%
District
No
State
Target
9
LOCAL INFORMATION PROVIDED BY YOUR DISTRICT
For this indicator, the Oregon Department of Education
(ODE), in collaboration with Oregon stakeholders, set
criteria which were approved by the Office of Special
Education Programs (OSEP) in Washington, D.C.
Students with parental consent to
evaluate who were evaluated
100.0% 100.0%
and eligibility determined within
60 school days
State
District Target
This table shows whether the district was identified with
disproportionate representation of racial and ethnic
groups in special education and in specific disability
categories. Students with IEPs in racial/ethnic categories are compared to students without IEPs in
racial/ethnic categories.
Students with IEPs in
racial/ethnic and specific disability categories are
compared to students without IEPs in racial/ethnic
categories. Data are collected from each school district
through the Fall Membership, Special Education Child
Count (SECC), and the Systems Performance Review &
Improvement (SPR&I) process.
8
Note 6
For more information, contact the Oregon Department of Education, Office of Student Learning & Partnerships at 503-947-5600
Data are collected through the Oregon Statewide Assessment
process, the Special Education Child Count (SECC), and the
Spring Membership collection.
7 IEP Goals and Transition Services
This table shows the percentage of youth aged 16 and
above with IEP goals and transition services that will
reasonably enable the student to meet post- secondary
goals. Data are collected from each school district
through the Systems Performance Review & Improvement
(SPR&I) process.
Department of Education Notes
10
-- No data available.
* Not displayed because at least 6 students are needed to maintain confidentiality.
NA Too few test scores or students to determine a rating.
2
All assessments are included in the 95% target above.
3
The state target is based on an annual percentage increase in the number of districts that met the criteria.
4
All parents are not surveyed. A sampling of parents complete the Oregon Parent Survey.
5a
Data displayed are Parent Survey data collected in 2005-2006 from a sampling of parents in your district.
5b
Data displayed are Parent Survey data collected in 2006-2007 from a sampling of parents in your district.
5c
No parents in your district were surveyed.
6
The state target is based on an annual percentage reduction in the number of districts identified with a significant
discrepancy. A “No” for the district is preferred.
IEP = Individualized Education Program
A written statement for a child with a disability that is developed, reviewed, and revised by an IEP Team.
For more information, please view documents at www.ode.state.or.us
Beaver Falls SD 101 (3333)
3 Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act requires the annual determination of whether schools, districts, and the state have made adequate yearly
progress (AYP) toward the goal of having all students meet rigorous state academic standards by the 2013-2014 school year. Each year, the
performance of all students in the school and district, as well as subgroups of students, is measured against annual performance targets.
8 Suspension / Expulsion
If all groups meet the targets in English / Language Arts and Mathematics, and the school and/or district meets the target for attendance or graduation,
the school and/or district is designated as Meeting AYP. If any target is not met, then the school and/or district is designated as Did Not Meet AYP.
This table shows whether the district was identified with a significant discrepancy in the rate of suspension/expulsion for more than ten days
by students with IEPs compared to students without IEPs. Data are collected from each school district on the Suspensions, Expulsions, and
Truancy collection, the Special Education Child Count (SECC), and through the Systems Performance Review & Improvement (SPR&I)
Process.
For the Special Education Report, the focus is on the progress / proficiency of the group students with IEPs. A rating of Met or Not Met indicates
whether the district as a whole, for the group students with IEPs, met AYP.
For this indicator, the Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set criteria which were approved
by the Office of Special Education Programs (OSEP) in Washington, D.C.
The state target is the percentage of Oregon school districts that met AYP requirements for the group students with IEPs. For 2006-2007, the state
target is 10%.
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the state target which was approved by the Office of
Special Education Programs (OSEP) in Washington, D.C.
4 Parent Survey Results
This table shows the percentage of parents who report schools facilitated parent involvement as a means of improving services and results. Between
years 2006-2010, each district will have been selected once to collect parent survey results through a random sampling of parents of students with
IEPs. Parents are requested to complete a paper survey that is sent through the US mail and returned for tabulation. The results of the survey are
displayed for the district from that year forward through school year 2010-2011.
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the state targets which were approved by the Office of
Special Education Programs (OSEP) in Washington, D.C. The 2010 target is displayed.
9 Local Information Provided By Your District
The information in this panel was provided by the local school district for the patrons of the district. This information has not been reviewed or
approved by the Oregon Department of Education and is not shown in the special education reports posted on the Oregon Department of
Education website.
10 Department of Education Notes
This section is used for definitions and citations that clarify the information displayed on the Special Education Report. Also, this section is used
for footnotes that clarify information displayed on the inside pages of the report.