least restrictive environment (lre) indicator target

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Least Restrictive Environment (LRE)

Indicator Target

TOM TORLAKSONState Superintendent of Public Instruction

Indicator 5a, 5b, and 5c

Indicator 5: Percent of children with

IEPs aged 6 through 21 served:•A. Inside the regular class 80% or more of the day;•B. Inside the regular class less than 40% of the day; and•C. In separate schools, residential facilities, or homebound/hospital placements.•(20 U.S.C. 1416(a)(3)(A))


Measurement

• 5a-Percent = [(# of children with IEPs served inside the regular class 80% or more of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

• 5b-Percent = [(# of children with IEPs served inside the regular class less than 40% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.


Measurement

• 5c-Percent = [(# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.


Examining LRE Target

• Reviewed other states’ data on LRE;

• Reviewed target achievements of other SPP indicators;

• Reviewed the reporting requirements on CASEMIS; and

• Reviewed data in categories of high schools, elementary, county offices of education, charter schools and unified school districts.


LRE Data 2006-2011

2006 2007 2008

Target Actual Target Actual Target Actual

5a 53% 49.5% 57% 52.3% 62% 51.6%

5b 23% 25.6% 21% 22.6% 18% 25.5%

5c 4.2% 4.1% 4.1% 4.3% 4% 4.5%


LRE Data 2006-2011 (cont.)

2009 2010 2011Target Actual Target Actual Target Actual

5a 68% 51.4% 76% 52.5% 76% 52.3%

5b 14% 22.7% 9% 22.4% 9% 22.1%

5c 3.9% 4.6% 3.8% 4.0% 3.8% 4.2%


Indicator 5a Target and Actual


Indicator 5b Target and Actual


Indicator 5c Target and Actual


Time in Reg. Ed.

5a80%≥

5b40-79%

5c<40%

SeparateSchools

OHI 8.9% 10.1% 7.4% 5.9%

SLD 42.3% 62.6% 26.6% 11.3%

Deaf-Blind 0.0% 0.0% 0.1% 0.1%

Multi Dis 0.1% 0.2% 2.1% 2.7%

Autism 5.5% 7.5% 17.8% 17.3%

Tr. Brain Inj 0.2% 0.3% 0.4% 0.4%

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Time in Reg. Ed.

5a80%≥

5b40-79%

5c<40%

SeparateSchools

I. D. 0.9% 4.2% 16.9% 15.1%

H of H 1.4% 0.9% 1.9% 0.8%

Deafness 0.2% 0.4% 1.0% 3.6%

Sp/L Impair 37.1% 8.8% 15.4% 3.7%

Visual Impair 0.5% 0.4% 0.8% 1.2%

E.D. 2.0% 3.5% 5.4% 31.5%

Ortho Impair 0.9% 1.1% 4.1% 6.4%

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Special Education Students

ELA Proficiency 2011 (DRAFT)<40% 40-79% 80%+ Separate

SchoolTotal

Far Below Basic

6% 7.62% 10.17% 0.97% 24.76%

Below Basic 5.09% 6.81% 13.42% 0.59% 25.91%

Proficient 2.93% 2.22% 9.19% 0.48% 14.82%

Advanced 3.02% 1.43% 5.76% 0.5% 10.71%

Did not attempt 0.14% 0.13% 0.16% 0.07% 0.5%

Total 20.44% 22.62% 53.8% 3.15% 100%

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CA Statewide AYP2010-11 2011-12

Target CA Actual Target CA Actual

ELA All

Students

67.0% 56.3% 78.0% 58.5%

ELA SWD 34.6% 36.6%

Gap 21.7 21.9

Math All Students

67.3% 58.1% 78.2% 59.5%

Math SWD 35.7% 37.2%

Gap 22.4 22.3


CA LRE Targets

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2010-11 2011-12Total # of LEAs in dataset 1023 895# of LEAs who met all 3 targets 222 86

# of LEAs who did not meet any of the 3 targets

110 158

# of LEAs who met all 3 LRE targets and are at state AYP for achievement (ELA & Math) for SWD

77 28

# of LEAs who did not meet any of the 3 LRE targets and did not meet the achievement targets for SWD

107 120


LRE Data Trends 2011

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CATarget

CAActual

New YorkTarget

New YorkActual

TexasTarget

TexasActual

5a 80% ≥

76% 52.3% 57% 56.9% 68% 51.6%

5b <40% 9% 22.1% 22% 22% 10% 22.5%

5cSeparateSchools

3.8% 4.2% 6% 6.4% 1% 4.5%

FloridaTarget

FloridaActual

OhioTarget

OhioActual

IllinoisTarget

IllinoisActual

5a80%≥

70% 69.3% 76% 52.5% 76% 52.3%

5b<40%

14% 13.9% 9% 22.4% 9% 22.1%

5cSeparateSchools

3% 3.0% 3.8% 4.0% 3.8% 4.2%


Trends from CA’s High Percentage District’s

• Emphasis on inclusion and access to the core curriculum

• Culture and practices that support high standards and student achievement

• Unified practice supported by targeted professional development

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Trends from CA’s High Percentage District’s (cont’d)

• Effective leadership

• Collaboration between special and general education teachers

least restrictive environment (lre) indicator target

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