Indicator 1 provides information on how many students with disabilities graduate from high school with a regular diploma.

This is a performance indicator. The State establishes targets.

Indicator 2 provides information on how many students with disabilities dropped out of high school.

This is a performance indicator. The State establishes targets.

Indicator 3 calculates the number of students with disabilities that completed the statewide achievement test and gives information regarding their results.

This is a performance indicator. The State establishes targets.

Indicator 4 looks at incidents of discipline in excess of 10 days among students with disabilities across different races/ethnicities.

This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Indicator 5 identifies the locations where students with disabilities (ages 6–21) are receiving their special education services.

This is a performance indicator. The State establishes targets.

Indicator 6 identifies the location where students with disabilities (ages 3–5) are receiving their special education services.

This is a performance indicator. The State establishes targets.

Indicator 7 measures improvements in preschool students with disabilities. Areas include social/emotional wellbeing, gaining and using new knowledge/skills, and the use of appropriate behaviors.

This is a performance indicator. The State establishes targets.

Indicator 8 surveys the parents of special needs children. The purpose of the survey is to gauge how well the school is involving parents in decisions regarding their child’s special education services.

This is a performance indicator. The State establishes targets.

Indicator 9 compares the races/ethnicities of students with disabilities to the races/ethnicities of students without disabilities in a school district.

This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Indicator 10 looks at different disability categories in a school district. Within each category, Indicator 10 will then compare the races/ethnicities of students.

This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Indicator 11 measures the percent of students who received an initial evaluation for special education within 60 days of a parent giving consent.

This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indicator 12 looks at children (ages 0–2) who may qualify for special education services. If they qualify, Indicator 12 measures the percent of students that have a formal plan ready by their third birthday.

This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indicator 13 calculates the percent of students with disabilities (when the student ends 9th grade or age 16, whichever is first) that have certain components in their educational plan. Their plan must include appropriate goals, transition information, services and courses.

This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indicator 14 provides the status regarding employment or higher education of students with disabilities one year after the student leaves high school.

This is a performance indicator. The State establishes targets.

Indicator 15 measures the percent of problems that are solved through resolution sessions. If a parent has an issue regarding special education services, for example, the parent and school may have a resolution session wherein they meet and try to come to an agreement.

This is a performance indicator. The State establishes targets.

Indicator 16 measures the percent of problems that are solved through mediation. If a parent has an issue regarding special education, for example, the parent and school may have a mediator (an unbiased third party) assist in coming up with an agreement.

This is a performance indicator. The State establishes targets.

Indicator 17 includes a multi-year plan called the SSIP. This plan is designed to improve results for students with disabilities. In Arizona, the goal is to improve literacy proficiency in grade 3.

This is a performance indicator. The State establishes targets.

Indicator 18 provides information on the statewide correction of noncompliance, within one year or less, identified through all general supervision activities within Exceptional Student Services (ESS). 

This is a compliance indicator. Targets are set by the Office of Special Education at 100% (meaning that 100% of noncompliance was corrected within one year).