Indicator 1
Percent of youth with IEPs graduating from high school with a regular diploma.
Target: 77% or greater | Results
Indicator 2
Percent of youth with IEPs dropping out of high school.
Target: 10% or less | Results
Indicator 3
Participation and performance of children with disabilities on statewide assessments:
- Percent of the districts with a disability subgroup that meets the State's minimum "n" size that meet the State's AMO targets for the disability subgroup.
Target: 20.30% or greater of districts meet AMO targets | N/A
- Participation rate for children with IEPs.
Target: Reading/Language and Mathematics 95% or greater | Results
- Proficiency rate for children with IEPs against grade level, modified and alternate achievement standards.
Target:
Indicator 4
Rates of 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 IEPs for greater than 10 days in a school year
Target: 0% (No Districts) | Results
- Percent of LEAs 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.
Target: 0% (No Districts)
- Asian
- Black
- Hispanic
- Multiple Race
- Native American
- Pacific Islander
- White
Indicator 5
Percent of children with IEPs aged 6 through 21:
- Inside the regular class 80% or more of the day;
Target: 59.97% or greater | Results
- Inside the regular class less than 40% of the day; or
Target: 15.48% or less | Results
- In separate schools, residential facilities, or homebound/hospital placements.
Target: 2.18% or less | Results
Indicator 6
Percent of children aged 3 through 5 with IEPs attending a:
- Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
Target: >=64.85% | Results
- Separate special education class, separate school, or residential facility.
Target: <=14.97% | Results
Indicator 7
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
- Positive social-emotional skills (including social relationships);
Target: A1 58.00% | Results
A2 83.00%
- Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
Target: B1 65.00% | Results
B2 75.00%
- Use of appropriate behaviors to meet their needs.
Target: C1 43.00% | Results
C2 73.00%
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.
Target: 79.46% or greater | Results
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.
Target: 0% (No Districts) | Results
Indicator 10
Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
Target: 0% (No Districts) | Results
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.
Target: 100% | Results
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.
Indicator 13
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are 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:
- Enrolled in higher education within one year of leaving high school.
Target: 34% or greater | Results
- Enrolled in higher education or competitively employed within one year of leaving high school.
Target: 71% or greater | Results
- 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.
Target: 88% or greater | Results
