State Performance Plan (SPP) Synopsis 2006 Monitoring Priorities and Indicators
Free Appropriate Public Education (FAPE) In the Least Restrictive Environment (LRE)
Indicator #1 Graduation
Indicator #2 Dropout
Indicator #3 Statewide Assessment
Indicator # 4 Suspension and Expulsion
Indicator #5 Least Restrictive Environment
Indicator #6 Preschool Least Restrictive Environment
Indicator #7 Preschool Assessment
Indicator #8 Parent Involvement
Disproportionality
Indicator #9 Disproportionality Overall
Indicator #10 Disproportionality Disability
Child Find
Indicator #11 Eligibility Evaluation
Effective Transition
Indicator #12 Part C to Part B
Indicator #13 Transition Secondary Transition Goals and Services
Indicator #14 Post School
Effective General Supervision Part B
Indicator #15 General Supervision
Indicator #16 Complaints
Indicator #17 Due Process
Indicator #18 Hearing Requests
Indicator #19 Mediation
Indicator #20 State-Reported Data
Free Appropriate Public Education (FAPE) In the Least Restrictive Environment (LRE)
Indicator #1 Graduation
Percent
of youth with IEPs graduating from high school with a regular diploma compared
to percent of all youth in the State graduating with a regular diploma.
Indicator
#2 Dropout
Percent of youth with IEPs dropping out of high school compared
to the percent of all youth in the State dropping out of high school.
Indicator
#3 Statewide Assessment
Participation and performance of children with disabilities
on statewide assessments.
- Percent of districts that have a disability subgroup that meets the State’s minimum “n” size meeting the State’s Adequate Yearly Progress (AYP) for progress for disability subgroup.
- Participation rate for children with IEPs in a regular assessment; alternate assessment against grade level standards; alternative assessment against alternate achievement standards.
- Proficiency rates for children with IEPs against grade level standards and alternate achievement standards.
Indicator #4 Suspension and Expulsion
- Percent of districts identified by the state as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.
- Percent of districts identified by the state as having a significant discrepancy in the rates of suspension and expulsion of greater than 10 days in a school year of children with disabilities by race and ethnicity.
Indicator #5 Least Restrictive Environment
Percent
of children with IEPs aged 6-21:
- Removed from regular class less than 21 percent of the day;
- Removed from regular class greater than 60 percent of the day; or A. Served in public or private separate schools, residential placements, or homebound or hospital placements.
Indicator #6 Preschool Least Restrictive Environment
Percent of preschool children with IEPs who received special education
and related services in settings with typically developing peers (e.g.,
early childhood settings, home, and part-time early childhood/part-time
early childhood special education settings).
Indicator #7 Preschool Assessment
Percent of preschool children with IEPs who demonstrate improved:
- Positive social-emotional skills (including social relationships);
- .Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
- Use of appropriate behaviors to meet their needs.
Indicator #8 Parent Involvement
Percent of parents with a child
receiving special education services who report that schools facilitated
parent involvement as a means of improving services and results for children
with disabilities.
Disproportionality Indicator #9
Disproportionality
Overall Percent of districts with disproportionate representation of
racial and ethnic groups in special education and related services that
is a result of inappropriate identification.
Indicator #10
Disproportionality
Disability Percent of districts with disproportionate representation
of racial and ethnic groups in specific disability categories that is
the result of inappropriate identification.
Child Find
Indicator #11
Eligibility Evaluation
Percent of children with parental consent to evaluate,
who were evaluated and eligibility determined within 60 days. Effective
Transition
Indicator #12 Part C to Part B Transition
Percent of children
referred by Part C prior to age 3, who are found eligible for Part B,
and who have an Individualized Education Program (IEP) developed and
implemented by their third birthdays.
Indicator #13 Secondary Transition
Goals and Services
Percent of youth aged 16 and above with an Individualized
Education Program (IEP) that includes coordinated, measurable, annual
IEP goals and transition services that will reasonably enable the student
to meet the postsecondary goals.
Indicator #14 Post-school
Percent of
youth, who had Individualized Education Programs (IEP), are no longer
in secondary school and who have been competitively employed, enrolled
in some type of postsecondary school, or both, within one year of leaving
high school. Effective General Supervision Part B
Indicator #15 General
Supervision
General supervision system (including monitoring, complaints,
hearings, etc.) identifies and corrects noncompliance as soon as possible
but in no case later than one year from identification.
Indicator #16
Complaints
Percent of signed written complaints with reports issued that
were resolved within 60- day timeline or a timeline extended for exceptional
circumstances with respect to a particular complaint.
Indicator #17 Due
Process
Percent of fully adjudicated due process hearing requests that
were fully adjudicated within the 45-day timeline or a timeline that
is properly extended by the hearing officer at the request of either
party.
Indicator #18 Hearing Requests
Percent of hearing request that
went to resolution sessions that were resolved through resolution session
settlement agreements.
Indicator #19 Mediation Percent of mediations held that resulted in mediation agreements.
Indicator #20 State-Reported
Data
State-reported data (618 and State Performance Plan and Annual Performance
Plan Report) are timely and accurate.