What Indicator 7 Is

Indicator 7 collects information for children with IEPs, ages 3–5, who are enrolled in a preschool program. The indictor looks at how much progress children make between the time they enter and exit the program. 

Why Indicator 7 Is Important

Indicator 7 measures progress in critical areas such as social/emotional health as well as physical and cognitive development. Measuring the progress in these areas can inform families and educators about a child's strengths and areas of need.

How Indicator 7 Is Measured

Indicator 7 measures the percent of preschool children aged 3 through 5 with IEPs who demonstrate improvement in the following areas:

1. 7A. Positive social-emotional skills (including social relationships)
2. 7B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
3. 7C. Use of appropriate behaviors to meet their needs

For each outcome, the state must report the percent of children who qualify for the following two summary statements:

1. Summary Statement 1: Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
2. Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

Data for Indicator 7A

Positive social-emotional skills (including social relationships)

Data for Indicator 7B

Acquisition and use of knowledge and skills (including early language/ communication and early literacy)

Data for Indicator 7C

Use of appropriate behaviors to meet their needs

More Information

Arizona's Early Childhood Special Education web page

Questions or comments can be emailed to the ESS Operations inbox.

What Indicator 6 Is

Indicator 6 collects information for children with IEPs, ages 3–5, who are enrolled in a preschool program. The indicator looks at how much school time during which students with IEPs are in the same classroom as students without disabilities. It also looks at how many children receive their special education services in the home.

Why Indicator 6 Is Important

Indicator 6 shows us which Public Education Agencies (PEAs) may need help to improve inclusive teaching and learning. The goal of this indicator is to analyze the data so that we can improve student outcomes. A student with an IEP who is in regular classes has more opportunity for the same schoolwork and learning standards that all students have. Inclusive practices are essential in education because every student deserves to experience and learn in an atmosphere of respect, where they can develop and maintain friendships in their schools and communities. 

How Indicator 6 Is Measured

Within Indicator 6, there are three education settings for preschool children ages 3 through 5 with IEPs:

1.  6A. Inside the regular class 80% or more of the day
2.  6B. Inside the regular class less than 40% of the day
3.  6C. In separate schools, residential facilities, or home-bound/hospital placements

How Indicator 6 Is Measured

Within Indicator 6, there are three education settings for students with IEPs, ages 3–5 who are enrolled in a preschool program:

1. 6A. Attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program
2. 6B. Attending a separate special education class, separate school, or residential facility
3. 6C. Receiving special education and related services in the home

Data for Indicator 6

More Information

Arizona's Early Childhood Special Education web page

Questions or comments can be emailed to the ESS Operations Inbox.

What Indicator 5 Is

Indicator 5 collects information for children who are age 5 in kindergarten through age 21. It looks at how much school time during which students with IEPs are in the same classroom as students without disabilities. It also looks at how many students go to their local school or a separate school.

Why Indicator 5 Is Important

Indicator 5 shows us which Public Education Agencies (PEA) may need help to improve inclusive teaching and learning. The goal of this indicator is to analyze data so that we can improve student outcomes. A student with an IEP who is in regular classes has more opportunity for the same schoolwork and learning standards that all students have. Inclusive practices are essential in education because every student deserves to experience and learn in an atmosphere of respect, where they can develop and maintain friendships in their schools and communities. 

How Indicator 5 Is Measured

Within Indicator 5, there are three education settings for students with IEPs, age 5 and enrolled in kindergarten and ages 6–21:

1.  5A. Inside the regular class 80% or more of the day
2.  5B. Inside the regular class less than 40% of the day
3.  5C. In separate schools, residential facilities, or home-bound/hospital placements

Data for Indicator 5

More Information

Questions or comments can be emailed to the ESS Operations inbox.

What Indicator 4 Is

Within Indicator 4, there are two separate measurements:

1. 4A looks at the Public Education Agency’s (PEA) rate of suspensions or expulsions for students with disabilities totaling 10 or more days compared to the State’s rate of suspensions or expulsions for students with disabilities totaling 10 or more days.

2. 4B looks at the same calcualation as 4A, however the calculation looks at the suspensions and expulsions by each racial/ethnic group.

Why Indicator 4 Is Important

Indicator 4 ensures PEAs have appropriate policies, procedures and practices regarding discipline for students with disabilities. 4B specificly looks at ensuring there aren't internal mechanisms in place that could lead to discipline predicated on race/ethnicity.

How Indicator 4 Is Measured

For indicator 4A, the PEA’s rate is calculated by dividing by the number of students with an IEP removed for 10 or more days by the total number of students with an IEP in the PEA. The State’s rate is calculated by dividing by the number of students with an IEP removed for 10 or more days in the State by the total number of students with an IEP in the Staet.  The rate ratio used to determine significant discrepancy is the PEAs’s rate divided by the State’s rate. 

Indicator 4B is similar to 4A, however the calculation is completed for members of each racial/ethnic group.

Data for Indicator 4

For indicator 4A, there were no PEAs in SY21-22 that were also identified in SY 20-21 and SY 19-20, therefore the data for indicator 4A is 0%.

For Indicator 4B, there was one PEA that was over the rate ratio of 2.0 for three consecutive years (SY21-22, SY20-21, and SY19-20). In order to be found as having a significant discrepancy in 4B, the PEA must also have 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. The State will be conducting a review with this of this PEA.

More Information

Questions or comments can be emailed to the ESS Operations inbox.

What Indicator 3 Is

Indicator 3 reports the participation and performance of students with IEPs on statewide assessments. Arizona reports specifically on students with IEPs in grades 4, 8, and high school who have an IEP at the time of testing.

Why Indicator 3 Is Important

• All students with and without IEPs are required to participate in a state's accountability system. This indicator sheds light on the on the gaps in proficiency data between students with IEPs and all students. Participation in assessments can lead to informed teaching and improved learning. Test results indicate where students have mastered a subject or where students need more help.

How Indicator 3 Is Measured

Within Indicator 3, there are four separate measurements:

1.  3A measures the participation rate for children with IEPs
2.  3B measures the proficiency rate for children with IEPs against grade-level academic standards
3.  3C measures the proficiency rate for children with IEPs against alternate academic achievement standards
4.  3D measures the gap in proficiency rates for children with IEPs and all students against grade-level academic achievement standards. The gap is found by subtracting the proficiency rate for children with IEPs from the proficiency rate for all children (with and without IEPs).

Data for Indicator 3A

Participation of Students with IEPs on Statewide Reading and Math Assessments

Reading Participation

Math Participation

Data for Indicator 3B

Proficiency on Reading and Math Assessments for Students with IEPs Against Grade-Level Academic Standards

Reading Proficiency (Grade-Level)

Math Proficiency (Grade-Level)

Data for Indicator 3C

Proficiency on Reading and Math Assessments for Students with IEPs Against Alternate Academic Standards

Reading Proficiency (Alternate)

Math Proficiency (Alternate)

Data for Indicator 3D

Gap in Reading and Math Proficiency Rates Comparing Students with IEPs to All Students on Grade-Level Academic Standards

Reading Gap

Math Gap

More Information

Information on Arizona's achievement testing for grade 3 through grade 8

Information on Arizona's achievement testing for high school

Questions or comments can be emailed to the ESS Operations inbox.

What Indicator 2 Is

Indicator 2 measures the percentage of youths with Individualized Education Programs (IEPs) who exited high school due to dropping out.

Why Indicator 2 Is Important

Indicator 2 is one way to assess whether Arizona is meeting its goal to prepare all students for success after high school in further education, in work, and in daily life. 

How Indicator 2 Is Measured

Indicator 2 is measured by taking the number of students aged 14–21 with IEPs who exited by dropping out divided by the number of students aged 14–21 with IEPs who exited high school. "Exited high school" means that a student either:

• reached maximum age
• graduated with a regular high school diploma 
• dropped out

Data for Indicator 2

More Information

Questions or comments can be emailed to the ESS Operations inbox.

What Indicator 1 Is

Indicator 1 measures the percentage of youths with Individualized Education Programs (IEPs) who exited high school due to graduating with a regular high school diploma.

Why Indicator 1 Is Important

Indicator 1 is one way to assess whether Arizona is meeting its goal to prepare all students for success after high school in further education, in work, and in daily life. 

How Indicator 1 Is Measured

Indicator 1 is measured by taking the number of students aged 14–21 with IEPs who graduated with a regular high school diploma divided by the number of students aged 14–21 with IEPs who exited high school. "Exited high school" means that a student either:

• reached maximum age
• graduated with a regular high school diploma 
• dropped out

Data for Indicator 1

More Information

Questions or comments can be emailed to the ESS Operations inbox.