Contact your district’s administrative office to alert them of the possibility of information requests from the media or community about the 125% issue.
Contact your district’s communications department regarding possible media requests and determine who will be the spokesperson on the 125% issue.
Ensure that your district spokesperson can answer the following questions.
What is 125%? The Texas Education Agency (TEA) calculates a list of those districts/charters that maintain for two or more successive years a ratio of full-time equivalent (FTE) students placed in self-contained settings to the number of FTE students placed in less restrictive settings (resource room or mainstream settings) that is 25 percent higher than the statewide average.
What does it mean to the district on the 125% list? Districts that exceed the statewide average ratio have a high probability of serving a disproportionate number of students in more self-contained environments. The Individuals with Disabilities Act (IDEA) states that: “Each public agency (district/charter school) shall ensure that to the maximum extent appropriate, students with disabilities…are educated with children who are nondisabled; and, that 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.” (34 CFR §300.550
How does the district use this data, in conjunction with other data sources, to provide a picture of overall program effectiveness? The 125% ratio is one data source that is used as an indicator for a district/charter to complete a program review of the special education program to ensure that policies, procedures, and program implementation are aligned to federal and state law. Additional data sources should also be reviewed to analyze the overall program effectiveness for serving students with disabilities within three critical areas. These areas include instructional arrangements for students with disabilities, instruction and curriculum within the Texas Essential Knowledge and Skills (TEKS), and student progress, as evidenced by state and local assessments.
How long has the district been on the list? Responses will vary for districts/charters new to the list and those continuing to exceed the statewide average ratio.
Is the district’s average ratio increasing or decreasing relative to the statewide average ratio? Responses will vary for each district/charter. This information can be determined by reviewing the 125% SC/LR Ratio Data Table provided by the Education Service Center 125% Contact in your regional service area.
What are the possible influences or factors that cause the district’s average ratio to increase or decrease? Note: Responses will vary for each district/charter, so review the following list and refer to applicable factors for your individual district/charter.
Coding Error
ARD Committee discussions and decisions
Implementation of supplementary aides and services
Instructional arrangement patterns (e.g., specific campus, units, disability categories) Specific content area support
Arrangement of schedules (e.g., block scheduling)
Staffing patterns in regard to supporting special education
Staff development needs provided to adequately support students with disabilities
Other
What is your district doing to remove itself from the 125% list? With the support of the Education Service Center 125% Contact, the district/charter will review data sources, conduct a focused data analysis, review the special education program and make needed changes. The 125% issue will also be addressed in the district and/or campus improvement plans.
125% Data Analysis Tool This document will help districts/charters assess current 125% status.
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