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  • Summarized Descriptions of IDEA Part B Indicators

Summarized Descriptions of IDEA Part B Indicators

Indicator #

and Measure

Description

Indicator #1

Graduation

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

Dropout

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

Assessment

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

Suspension/ Expulsion

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

Education Environments
(Ages 6–21)

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

Preschool Environments
(Ages 3–5)

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

Preschool Outcomes

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

Parent Involvement

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

Disproportionate Representation

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

Disproportionate Representation in Specific Disability Categories

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

Child Find

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

Early Childhood Transition

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

Secondary Transition

Indicator 13 calculates the percent of students with disabilities (ages 16+) 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

Post School Outcomes

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

Resolution Sessions

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

Mediation

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

State Systemic Improvement Plan
(SSIP)

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.

 

Page revised 11/15/22

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From the Exceptional Student Services Blog

DATA MANAGEMENT ALERT: FY24 Statement of Assurances required by all PEAs opens on 4/3/23 Mon, Mar 20 2023 Data Management, Updates

DATA MANAGEMENT ALERT 

FY23 Statement of Assurances required by all PEAs opens on 4/3/23

Under the Individuals with Disabilities Act (IDEA), the representative body for Special Education for Arizona, Exceptional Student Services, is required to obtain assurances from Public Education Agencies (PEAs) to attest that they are meeting the requirements under state and federal statute for special education in the state of Arizona.

It is a requirement for all entities defined as PEAs regardless if they get federal funds or not.

All PEAs must submit the IDEA Statement of Assurances (SOA) through the ESS Portal of ADEConnect.

The application will open on 4/3/23 and close for submissions on 6/15/23.

INTERNAL PD INFO: Multi-Tier Behavior Supports (MTBS) Year 1 Mon, Mar 20 2023 Professional Learning and Sustainability, Updates

Special Education Directors:

Are you concerned about the current rate of suspensions and expulsions at your school or district? Do you feel students are losing valuable class time due to disruptions and other behavior problems? Are teachers struggling to be successful with classroom management? Are administrators spending too much time dealing with discipline issues?  If you answered yes to one or more of these questions, then you might find the solution in Multi-Tier Behavior Supports.

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