Summary of Changes to the New FFY 2020-2025 State Performance Plan/Annual Performance Report
In early October 2020, the Office of Special Education Programs (OSEP) released the new State Performance Plan and Annual Performance Report (SPP/APR) for Part B of the Individuals with Disabilities Education Act (IDEA). States across the country have been anticipating the changes and their impact. The good news is that while there are changes, some significant, across multiple indicators beginning with the 2022 submission, overall, the Part B SPP/APR remains quite similar to its previous version. The previous seventeen (17) indicators all return with each addressing the same content as before, and, in fact, some indicators experienced little to no change. It is also important to note the annual submission of the SPP/APR remains due on February 1. However, the annual submission of Indicator 17, the State Systemic Improvement Plan (SSIP), changed from April 1 to being due along with the SPP/APR, beginning with the FFY 2020 submission due February 1, 2022.
So, what are the changes at the individual indicator level and in the overall process of developing, writing, and submitting the SPP/APR? The table below provides a brief overview by indicator of the changes the IDEA Data Center (IDC) has documented.
Overview of the New SPP/APR Changes
Some of the most significant changes are to Indicators 1 (Graduation) and 2 (Drop Out), which will require states to use the IDEA Section 618 Exiting data. These indicators also describe the calculation states must use to determine both graduation and dropout rates. This change in the source data and the required method for calculating rates can affect graduation and dropout rates at both the local and state levels. These changes also will require states to establish new baselines and set new targets. If the state prefers, it may delay the change in the Indicator 2 calculation method one additional year after the new SPP/APR goes into effect.
Indicator 3 (Assessment) adds a new sub-indicator (3D) that measures the gap in performance of students with disabilities compared to all students. Additionally, all elements of Indicator 3 will report specifically on grades 4, 8, and a high school grade rather than reporting on all grades assessed. This change requires new baselines and targets.
Indicator 6 (Preschool Environments) introduces a new sub-indicator (6C) that requires states to establish baselines and set targets for the percent of preschool children with disabilities whose educational environment is the home. Another change in Indicator 6 is that states have the flexibility either to set targets for each discreet age (age 3, age 4, and age 5 enrolled in preschool) or to set a single target for ages 3, 4, and 5 enrolled in preschool program in each sub-indicator.
The new SPP/APR also requires states to review their response rates for Indicators 8 (Parent Involvement) and 14 (Post-School Outcomes) and to meet certain standards in the representativeness of the population surveyed. States must make sure that local districts take steps to ensure the population they survey for these indicators closely resembles the population of the students with disabilities in multiple areas of demographics. After seeking broad input from stakeholders, some states will need to adjust the information they collect to include the additional demographics required by FFY 2021.
The FFY 2020-2025 SPP/APR requires more extensive stakeholder engagement and documentation of the process as well. Through future events and blogs, IDC will help states think through these changes and how they can best meet the requirements.
IDC will continue to support states as they prepare their SPP/APR submissions. This includes the submission due February 1, 2021 that is based on the last version of the SPP/APR and submissions in future years based on the new SPP/APR package. Your IDC State Liaison is always available to provide technical assistance related to the SPP/APR, and we look forward to continuing to serve states in this capacity.
–Chris Thacker and Nancy O'hara