State Performance Plan Indicator SPPI
Indicator 1: Graduation Rate
The percentage of students with Individualized Education Programs (IEPs) ages 14-21 who exit high school each year with a regular high school diploma.
Indicator 2: Dropout Rate
The percentage of students with disabilities ages 14-21 who exited special education services by dropping out of high school.
Indicator 3: Statewide Assessments
Measures performance of students with disabilities on statewide assessments, including participation rates, performance rates, and gaps in performance compared to their peers. Data is monitored and reported for grades 4, 8, and 11 and is calculated separately for English Language Arts (ELA) and Math.
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Indicator 4: Suspension and Expulsion Rates
Examines the differences in rates of suspension and expulsion that last more than 10 days for students with disabilities compared to those without disabilities. It also examines these rates for students with disabilities from various ethnic and racial backgrounds.
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Indicator 6: Preschool Least Restrictive Environment (LRE)
Measures how often preschool students with disabilities, ages 3-5 (excluding 5-year-olds in kindergarten or transitional kindergarten), are receiving services in regular early childhood programs, separate programs, or in the home.
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Indicator 7: Preschool Outcomes
Monitors how well children with disabilities, aged 3 to 5, are improving in key areas including social skills, early learning, and self-care. It also measures whether early intervention programs are helping prepare them for future success in school.
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Indicator 8: Parent Involvement
This indicator measures the percentage of parents of students receiving special education services who report that the school facilitated their involvement in decisions about their child's services and outcomes. In short, it explores whether parents feel included in their child's educational decisions.
Indicator 9: Disproportionate Representation: Overall
Examines whether students from specific racial or ethnic groups are placed in special education at much higher rates than others due to inappropriate identification.
Indicator 10: Disproportionate Representation by Disability Category
Examines whether students from certain racial or ethnic groups are represented in specific disability categories at much higher rates than others due to inappropriate identification.
Indicator 11: Child Find
Measures whether schools are completing initial evaluations for students with disabilities within the required timeframe (60 days in California) once a parent gives consent.
Indicator 12: Early Childhood Transition
Measures whether children transitioning from early intervention programs (such as Part C services for infants and toddlers) to preschool special education services (Part B) have a timely transition by their third birthday. It ensures that there’s no gap in services when a child moves from one program to the next.
Indicator 13: Secondary Transition
Examines whether students with disabilities aged 16 and older have a well-developed Individualized Education Program (IEP) that includes goals and services to help them transition from high school to adulthood. This includes preparing for higher education, employment, and/or independent living.
Indicator 14: Post-School Outcomes
Monitors outcomes of students with disabilities one year after leaving high school. It examines whether these students are enrolled in higher education, have competitive employment, or are in some other form of education or training.
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