GUAM
For Each Educational Environment, What Is the Disability Distribution of
Students (Ages 6-21) in that Environment? How Does the Distribution Compare Across
Environment Categories? How does the Distribution Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	25.4	78.9	61.3	.	56.8
Speech/Language Impairments	52.9	3.3	0.0	.	22.1
Mental Retardation	1.5	5.9	6.7	.	4.3
Emotional Disturbance	0.9	0.4	0.0	.	0.6
Multiple Disabilities	2.1	2.6	6.7	.	2.8
Hearing Impairments	1.2	0.2	18.7	.	2.2
Orthopedic Impairments	3.9	0.0	0.0	.	1.5
Other Health Impairments	4.8	4.4	2.7	.	4.4
Visual Impairments	2.1	0.2	0.0	.	0.9
Autism	0.9	2.9	2.7	.	2.1
Deaf-Blindness	0.0	0.2	1.3	.	0.2
Traumatic Brain Injury	0.0	0.0	0.0	.	0.0
Developmental Delay	4.2	0.9	0.0	.	2.1
All Disabilities	100.0	100.0	100.0	.	100.0
Total N (in 2002)	331	455	75	0	861

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	86.1	90.1	81.6	.	85.7
Speech/Language Impairments	5.6	0.8	0.7	.	2.3
Mental Retardation	0.3	3.3	7.1	.	3.8
Emotional Disturbance	1.7	0.3	1.2	.	1.0
Multiple Disabilities	0.0	1.9	5.2	.	2.5
Hearing Impairments	1.1	0.0	1.9	.	1.0
Orthopedic Impairments	0.8	0.3	0.0	.	0.3
Other Health Impairments	2.8	1.7	1.9	.	2.1
Visual Impairments	0.3	0.0	0.0	.	<0.1
Autism	0.8	1.4	0.2	.	0.8
Deaf-Blindness	0.0	0.3	0.0	.	<0.1
Traumatic Brain Injury	0.6	0.0	0.2	.	0.3
All Disabilities	100.0	100.0	100.0	.	100.0
Total N (in 2002)	359	363	424	0	1,146

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	89.3	83.3	74.3	100.0	81.7
Speech/Language Impairments	0.0	0.0	0.0	0.0	0.0
Mental Retardation	0.0	9.5	8.6	0.0	5.9
Emotional Disturbance	3.6	2.4	4.3	0.0	3.6
Multiple Disabilities	0.0	4.8	7.1	0.0	4.1
Hearing Impairments	0.0	0.0	0.0	0.0	0.0
Orthopedic Impairments	1.8	0.0	0.0	0.0	0.6
Other Health Impairments	1.8	0.0	2.9	0.0	1.8
Visual Impairments	1.8	0.0	1.4	0.0	1.2
Autism	0.0	0.0	1.4	0.0	0.6
Deaf-Blindness	0.0	0.0	0.0	0.0	0.0
Traumatic Brain Injury	1.8	0.0	0.0	0.0	0.6
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	56	42	70	1	169
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

GUAM (continued)
For Each Disability, What Percent of Students (Age 6-21) are Served in Each
Educational Environment? How Does this Percentage Compare Across
Disability Categories? How does this Percentage Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	17.2	73.4	9.4	0.0	100.0	489
Speech/Language Impairments	92.1	7.9	0.0	0.0	100.0	190
Mental Retardation	13.5	73.0	13.5	0.0	100.0	37
Emotional Disturbance	60.0	40.0	0.0	0.0	100.0	5
Multiple Disabilities	29.2	50.0	20.8	0.0	100.0	24
Hearing Impairments	21.1	5.3	73.7	0.0	100.0	19
Orthopedic Impairments	100.0	0.0	0.0	0.0	100.0	13
Other Health Impairments	42.1	52.6	5.3	0.0	100.0	38
Visual Impairments	87.5	12.5	0.0	0.0	100.0	8
Autism	16.7	72.2	11.1	0.0	100.0	18
Deaf-Blindness	0.0	50.0	50.0	0.0	100.0	2
Traumatic Brain Injury	.	.	.	.	.	0
Developmental Delay	77.8	22.2	0.0	0.0	100.0	18
All Disabilities	38.4	52.8	8.7	0.0	100.0	861

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	31.5	33.3	35.2	0.0	100.0	982
Speech/Language Impairments	76.9	11.5	11.5	0.0	100.0	26
Mental Retardation	2.3	27.9	69.8	0.0	100.0	43
Emotional Disturbance	50.0	8.3	41.7	0.0	100.0	12
Multiple Disabilities	0.0	24.1	75.9	0.0	100.0	29
Hearing Impairments	33.3	0.0	66.7	0.0	100.0	12
Orthopedic Impairments	75.0	25.0	0.0	0.0	100.0	4
Other Health Impairments	41.7	25.0	33.3	0.0	100.0	24
Visual Impairments	100.0	0.0	0.0	0.0	100.0	1
Autism	33.3	55.6	11.1	0.0	100.0	9
Deaf-Blindness	0.0	100.0	0.0	0.0	100.0	1
Traumatic Brain Injury	66.7	0.0	33.3	0.0	100.0	3
All Disabilities	31.3	31.7	37.0	0.0	100.0	1,146

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	36.2	25.4	37.7	0.7	100.0	138
Speech/Language Impairments	.	.	.	.	.	0
Mental Retardation	0.0	40.0	60.0	0.0	100.0	10
Emotional Disturbance	33.3	16.7	50.0	0.0	100.0	6
Multiple Disabilities	0.0	28.6	71.4	0.0	100.0	7
Hearing Impairments	.	.	.	.	.	0
Orthopedic Impairments	100.0	0.0	0.0	0.0	100.0	1
Other Health Impairments	33.3	0.0	66.7	0.0	100.0	3
Visual Impairments	50.0	0.0	50.0	0.0	100.0	2
Autism	0.0	0.0	100.0	0.0	100.0	1
Deaf-Blindness	.	.	.	.	.	0
Traumatic Brain Injury	100.0	0.0	0.0	0.0	100.0	1
All Disabilities	33.1	24.9	41.4	0.6	100.0	169
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

GUAM (continued)
For Each Preschool Environment, What Is the Disability Distribution of Children (Ages 3-5) in that Environment?
How Does the Distribution Compare Across Environment Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments
Specific Learning Disabilities	0.0	5.6	0.0	0.0	.	0.0	.	1.7
Speech/Language Impairments	11.1	12.5	0.0	62.4	.	0.0	.	30.0
Mental Retardation	0.0	2.8	0.0	2.2	.	0.0	.	1.7
Emotional Disturbance	0.0	0.0	0.0	1.1	.	0.0	.	0.4
Multiple Disabilities	0.0	4.2	0.0	4.3	.	12.5	.	3.5
Hearing Impairments	0.0	9.7	5.1	1.1	.	0.0	.	4.3
Orthopedic Impairments	0.0	2.8	0.0	1.1	.	0.0	.	1.3
Other Health Impairments	0.0	2.8	2.6	0.0	.	0.0	.	1.3
Visual Impairments	0.0	2.8	0.0	1.1	.	0.0	.	1.3
Autism	0.0	15.3	0.0	2.2	.	0.0	.	5.7
Deaf-Blindness	0.0	0.0	0.0	0.0	.	0.0	.	0.0
Traumatic Brain Injury	0.0	0.0	0.0	0.0	.	0.0	.	0.0
Developmental Delay	88.9	41.7	92.3	24.7	.	87.5	.	48.7
All Disabilities	100.0	100.0	100.0	100.0	.	100.0	.	100.0
Total N (in 2002)	18	72	39	93	0	8	0	230
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

GUAM (continued)
For Each Disability, What Percent of Children (Ages 3-5) are Served in Each Preschool Environment?
How Does this Percentage Compare Across Disability Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments	Total N (in 2002)
Specific Learning Disabilities	0.0	100.0	0.0	0.0	0.0	0.0	0.0	100.0	4
Speech/Language Impairments	2.9	13.0	0.0	84.1	0.0	0.0	0.0	100.0	69
Mental Retardation	0.0	50.0	0.0	50.0	0.0	0.0	0.0	100.0	4
Emotional Disturbance	0.0	0.0	0.0	100.0	0.0	0.0	0.0	100.0	1
Multiple Disabilities	0.0	37.5	0.0	50.0	0.0	12.5	0.0	100.0	8
Hearing Impairments	0.0	70.0	20.0	10.0	0.0	0.0	0.0	100.0	10
Orthopedic Impairments	0.0	66.7	0.0	33.3	0.0	0.0	0.0	100.0	3
Other Health Impairments	0.0	66.7	33.3	0.0	0.0	0.0	0.0	100.0	3
Visual Impairments	0.0	66.7	0.0	33.3	0.0	0.0	0.0	100.0	3
Autism	0.0	84.6	0.0	15.4	0.0	0.0	0.0	100.0	13
Deaf-Blindness	.	.	.	.	.	.	.	.	0
Traumatic Brain Injury	.	.	.	.	.	.	.	.	0
Developmental Delay	14.3	26.8	32.1	20.5	0.0	6.3	0.0	100.0	112
All Disabilities	7.8	31.3	17.0	40.4	0.0	3.5	0.0	100.0	230
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

GUAM (continued)
How Will the OSEP Graduation Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Diplomas	2001-02 Graduation Rate (current)	2001-02 Graduation Rate (new)	Difference in Graduation Rate
Specific Learning Disabilities	90	42	132	58	64	44	-21
Speech/Language Impairments	0	0	0	0	.	.	.
Mental Retardation	9	1	10	8	89	80	-9
Emotional Disturbance	4	2	6	2	50	33	-17
Multiple Disabilities	2	0	2	2	100	100	0
Hearing Impairments	1	0	1	1	100	100	0
Orthopedic Impairments	0	0	0	0	.	.	.
Other Health Impairments	1	3	4	1	100	25	-75
Visual Impairments	1	0	1	1	100	100	0
Autism	0	0	0	0	.	.	.
Deaf-Blindness	0	0	0	0	.	.	.
Traumatic Brain Injury	0	0	0	0	.	.	.
All Disabilities	108	48	156	73	68	47	-21
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Graduation Rate = [Diploma Recipients ÷ Number Leaving School (current)] * 100.   New Graduation Rate = [Diploma Recipients ÷ Number Leaving School (new)] * 100.   Difference in Graduation Rate = New Graduation Rate - Current Graduation Rate. Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

GUAM (continued)
How Will the OSEP Drop Out Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Dropouts (current)	Number of Dropouts (new)	2001-02 Dropout Rate (current)	2001-02 Dropout Rate (new)	Difference in Dropout Rate
Specific Learning Disabilities	90	42	132	31	73	34	55	21
Speech/Language Impairments	0	0	0	0	0	.	.	.
Mental Retardation	9	1	10	1	2	11	20	9
Emotional Disturbance	4	2	6	2	4	50	67	17
Multiple Disabilities	2	0	2	0	0	0	0	0
Hearing Impairments	1	0	1	0	0	0	0	0
Orthopedic Impairments	0	0	0	0	0	.	.	.
Other Health Impairments	1	3	4	0	3	0	75	75
Visual Impairments	1	0	1	0	0	0	0	0
Autism	0	0	0	0	0	.	.	.
Deaf-Blindness	0	0	0	0	0	.	.	.
Traumatic Brain Injury	0	0	0	0	0	.	.	.
All Disabilities	108	48	156	34	82	31	53	21
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Number of Dropouts includes only the "Dropped Out" exiting category.   New Number of Dropouts includes the "Dropped Out" and "Moved, Not Known to Be Continuing" exiting categories.   Current Dropout Rate = [Number of Dropouts (current) ÷ Number Leaving School (current)] * 100.   New Dropout Rate = [Number of Dropouts (new) ÷ Number Leaving School (new)] * 100.   Difference in Dropout Rate = New Dropout Rate - Current Dropout Rate.  Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).