Resources

Part B Indicators

Indicator 1

Percent of youth with IEPs graduating from high school with a regular diploma

(20 U.S.C. 1416 (a)(3)(A))

Indicator 2

Percent of youth with IEPs dropping out of high school

(20 U.S.C. 1416 (a)(3)(A))

Indicator 3

Participation and performance of children with IEPs on statewide assessments:

  1. Percent of the districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s AYP/AMO targets for the disability subgroup;
  2. Participation rate for children with IEPs;
  3. Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards

(20 U.S.C. 1416 (a)(3)(A))

Indicator 4

Rates of suspension and expulsion:

  1. Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and
  2. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards

(20 U.S.C. 1416(a)(3)(A); 1412(a)(22))

Indicator 5

Percent of children with IEPs ages 6 through 21 served:

  1. Inside the regular class 80% or more of the day;
  2. Inside the regular class less than 40% of the day; and
  3. In separate schools, residential facilities, or homebound/hospital placements

(20 U.S.C. 1416(a)(3)(A))

Indicator 6

Percent of children aged 3 through 5 with IEPs attending a:

  1. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
  2. Separate special education class, separate school, or residential facility

(20 U.S.C. 1416(a)(3)(A))

Indicator 7

Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
  3. Use of appropriate behaviors to meet their needs

(20 U.S.C. 1416 (a)(3)(A))

Indicator 8

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

(20 U.S.C. 1416(a)(3)(A))

Indicator 9

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification

(20 U.S.C. 1416(a)(3)(C))

Indicator 10

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification

(20 U.S.C. 1416(a)(3)(C))

Indicator 11

Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the state establishes a timeframe within which the evaluation must be conducted, within that timeframe

(20 U.S.C. 1416(a)(3)(B))

Indicator 12

Percent of children referred by Part C prior to age 3 who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays

(20 U.S.C. 1416(a)(3)(B))

Indicator 13

Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals

  1. Annually updated;
  2. Based on an age-appropriate transition assessment; transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; and
  3. Annual IEP goals related to the student’s transition services needs; and
  4. There also must be evidence that the student was invited to the IEP Team meeting where transition services were to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority

Indicator 14

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

  1. Enrolled in higher education within one year of leaving high school;
  2. Enrolled in higher education or competitively employed within one year of leaving high school; or
  3. Enrolled in higher education or in some other postsecondary education or training program or competitively employed or in some other employment within one year of leaving high school

(20 U.S.C. 1416(a)(3)(B))

Indicator 15 

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements

(20 U.S.C. 1416(a)(3(B))

Indicator 16

Percent of mediations held that resulted in mediation agreements

(20 U.S.C. 1416(a)(3(B))

Indicator 17: State Systemic Improvement Plan (SSIP)

Year 1: FFY 2013
Delivered by April 2015
Year 2: FFY 2014
Delivered by April 2016
Year 3-6: FFY 2015-18
Feb 2017-Feb 2020
Phase I
Analysis
Phase II
Plan
Phase III
Evaluation
  • Data Analysis;
  • Infrastructure Analysis
  • State-identified Measurable Result
  • Coherent Improvement Strategies
  • Theory of Action

Multi-year plan addressing:

  • Infrastructure Development
  • Support EIS Program/LEA in Implementing Evidence-Based Practices
  • Evaluation Plan

Reporting on Progress including:

  • Results of Ongoing Evaluation
  • Extent of Progress
    Revisions to the SPP

File Specifications

616 Data: Section 616 of IDEA that specifies the data that supports the SPP/APR.

618 Data: Section 618 of IDEA that describes specific data around special education that must be submitted annually by states to the US ED.

IDEA Special Education EDFacts File Specifications:

C002 – Children with Disabilities (IDEA) School Age (Ages 6-21)

C004 – Children with Disabilities (IDEA) Not Participating in Assessments

C005 – Children with Disabilities (IDEA) Removal to Interim Alternative Educational Setting (IAES)

C006 – Children with Disabilities (IDEA) Suspensions/Expulsions

C007 – Children with Disabilities (IDEA) Reasons for Unilateral Removal

C009 – Children with Disabilities (IDEA) Exiting Special Education

C070 – Special Education Teachers (FTE)

C088 – Children with Disabilities (IDEA) Disciplinary Removals

C089 – Children with Disabilities (IDEA) Early Childhood (Ages 3-5)

C099 – Special Education Related Services Personnel

C112 – Special Education Paraprofessionals

C143 – Children with Disabilities (IDEA) Total Disciplinary Removals

C144 – Educational Services During Expulsion

C175 – Academic Achievement in mathematics

C178 – Academic Achievement in Reading (Language Arts)

C185 – Assessment Participation in Mathematics

C188 – Assessment Participation in Reading/Language Arts

Part C Indicators

Indicator 1

Percent of infants and toddlers with Individual Family Service Plans (IFSPs) who receive the early intervention services on their IFSPs in a timely manner.

(20 U.S.C. 1416(a)(3)(A) and 1442)

Indicator 2

Percent of infants and toddlers with IFSPs who primarily receive early intervention services in the home or community-based settings.

(20 U.S.C. 1416(a)(3)(A) and 1442)

Indicator 3

Percent of infants and toddlers with IFSPs who demonstrate improved:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/communication); and
  3. Use of appropriate behaviors to meet their needs.

(20 U.S.C. 1416(a)(3)(A) and 1442)

Indicator 4

Percent of families participating in Part C who report that early intervention services have helped the family:

  1. Know their rights;
  2. Effectively communicate their children's needs; and
  3. Help their children develop and learn.

(20 .S.C. 1416(a)(3)(A) and 1442)

Indicator 5

Percent of infants and toddlers birth to 1 with IFSPs compared to national data.

  1. Inside the regular class 80% or more of the day;
  2. Inside the regular class less than 40% of the day; and
  3. In separate schools, residential facilities, or homebound/hospital placements

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 6

Percent of infants and toddlers birth to 3 with IFSPs compared to national data.

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 7

Percent of eligible infants and toddlers with IFSPs for whom an initial evaluation and initial assessment and an initial IFSP meeting were conducted within Part C’s 45-day timeline.

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 8

The percentage of toddlers with disabilities exiting Part C with timely transition planning for whom the Lead Agency has:

  1. A. Developed an IFSP with transition steps and services at least 90 days, and at the discretion of all parties, not more than nine months, prior to the toddler’s third birthday;
  2. Notified (consistent with any opt-out policy adopted by the State) the State educational agency (SEA) and the local educational agency (LEA) where the toddler resides at least 90 days prior to the toddler’s third birthday for toddlers potentially eligible for Part B preschool services; and
  3. Conducted the transition conference held with the approval of the family at least 90 days, and at the discretion of all parties, not more than nine months, prior to the toddler’s third birthday for toddlers potentially eligible for Part B preschool services.

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 9

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements (applicable if Part B due process procedures are adopted).

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 10

Percent of mediations held that resulted in mediation agreements.

(20 U.S.C. 1416(a)(3)(B) and 1442)

Indicator 11: State Systemic Improvement Plan (SSIP)

Year 1: FFY 2013
Delivered by April 2015
Year 2: FFY 2014
Delivered by April 2016
Year 3-6: FFY 2015-18
Feb 2017-Feb 2020
Phase I
Analysis
Phase II
Plan
Phase III
Evaluation
  • Data Analysis;
  • Infrastructure Analysis
  • State-identified Measurable Result
  • Coherent Improvement Strategies
  • Theory of Action

Multi-year plan addressing:

  • Infrastructure Development
  • Support EIS Program/LEA in Implementing Evidence-Based Practices
  • Evaluation Plan

Reporting on Progress including:

  • Results of Ongoing Evaluation
  • Extent of Progress
    Revisions to the SPP