C State Performance Plan (SPP) Synopsis 2009
Monitoring Priorities and Indicators

Free Appropriate Public Education (FAPE)
In the Least Restrictive Environment (LRE)

Indicator #1   Graduation

• Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular diploma.

Indicator #2  Dropout

• Percent of youth with IEPs dropping out of high school.

Indicator #3  Statewide Assessment

• 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 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.

Indicator #4  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.

Indicator #5  Least Restrictive Environment

• Percent of children with IEPs aged 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.

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:

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.

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 the 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 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.

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 IEP developed and implemented by their third birthdays.

Indicator #13 Secondary Transition Goals and Services

• 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 Post-school Outcomes

• 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, or because the parent (or individual or organization) and the public agency agree to extend the time to engage in mediation or other alternative means of dispute resolution, if available in the State.

Indicator #17 Due Process

• Percent of adjudicated due process hearing requests that were adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party or in the case of an expedited hearing, within the required timelines.

Indicator #18 Hearing Requests

• 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 #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 Report) are timely and accurate.