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 Transition
Indicator
#13 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:
A. Removed from regular class less than 21 percent of the day;
B. Removed from regular class greater than 60 percent of the day;
or
- 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:
A. 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.