alexlogo ses

State Performance Plan/Annual Performance Report

spp logo

In accordance with the Individuals with Disabilities Education Act (IDEA), Alabama has developed a State Performance Plan (SPP) to evaluate the state’s efforts to meet the requirements and purposes of the implementation of IDEA.  The SPP is a six-year plan which describes Alabama’s performance on 20 Indicators.  Measurable and rigorous targets were established by the State for the Performance Indicators.  Targets for the Compliance Indicators were set by the Office of Special Education Programs (OSEP) in the U.S. Department of Education.   Alabama is required to report annually (Annual Performance Report) on the performance of the state under the SPP.  OSEP requires that states report annually to the public on the performance of each local education agency (LEA) on Indicators 1-14.

Click here to access information related to the performance of each LEA.


INDICATOR 1:  GRADUATION RATES
(Performance)

Percent of youth with IEPs graduating from high school with a regular diploma.

 

INDICATOR 2:  DROP-OUT RATES (Performance)

Percent of youth with IEPs dropping out of high school.

 

INDICATOR 3:  ASSESSMENT DATA (Performance)

Participation and performance of children with IEPs on statewide assessments:
A.  Percent of districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s AYP targets for the disability subgroup.
B.  Participation rate for children with IEPs.
C.  Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards.

 

INDICATOR 4:  SUSPENSION/EXPULSION (Compliance)

Rates of 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; (Performance)  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:  SCHOOL AGE LRE (Performance)

Percent of children with IEPs aged 6 through 21:
A.  Inside the regular class 80% or more of the day;
B.  Inside the regular class less than 40% of the day; and
C.  In separate schools, residential facilities, or homebound/hospital placements.

 

INDICATOR 6:  PRESCHOOL LRE (Performance)

Percent of children aged 3 through 5 with IEPs attending a:

  1. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
  2. Separate special education class, separate school or residential facility.

 

INDICATOR 7:  PRESCHOOL OUTCOMES (Performance)

Percent of preschool children aged 3 through 5 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 (Performance)

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.

 

INDICATOR 9:  DISPROPORTIONALITY-CHILD WITH A DISABILITY (Compliance)

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-ELIGIBILITY CATEGORY (Compliance)

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

 

INDICATOR 11:  CHILD FIND (Compliance)

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.

 

INDICATOR 12:  EARLY CHILDHOOD TRANSITION (Compliance)

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 (Compliance)

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 (Performance)

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

  1. Enrolled in higher education within one year of leaving high school.
  2. Enrolled in higher education or competitively employed within one year of leaving high school.
  3. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

 

INDICATOR 15:  IDENTIFICATION AND CORRECTION OF NONCOMPLIANCE (Compliance)

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:  COMPLAINT TIMELINES (Compliance)

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 TIMELINES (Compliance)

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 RESOLVED BY RESOLUTION SESSIONS (Performance)

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

 

INDICATOR 19:  MEDIATION AGREEMENTS (Performance)

Percent of mediations held that resulted in mediation agreements.

 

INDICATOR 20:  STATE REPORTED DATA (Compliance)

State reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate.   


For more information about SES State Performance Plan or Annual Performance Report, contact Deborah Rainwater at drainwater@alsde.edu.

Contact Us | ©2008 Alabama Department of Education, Special Education Services 334.242.8114


print friendly