Special Education Annual Performance Report (APR) Indicators

Overview

The Office of Special Education Programs (OSEP) is responsible for confirming states' compliance with the Individuals with Disabilities Education Act (IDEA). IDEA guarantees the Free Appropriate Public Education (FAPE) of children with disabilities in the Least Restrictive Environment (LRE). To achieve this task, OSEP developed the Results Driven Accountability (RDA) system. As part of this system, each state is required to submit an Annual Performance Report (APR) to OSEP that contains performance indicators, that are provided by OSEP, the activities that the state has engaged in, and data targets for each indicator.

Special Education Data and Reporting

The Utah State Board of Education must publicly post its APR annually.

RDA and APR Quick Reference Guide

APR Indicators

Indicator 1: Graduation Rate

Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma.

Contact

Lavinia Gripentrog
Post-Secondary Transition and Traumatic Brain Injury (TBI)
Phone: (801) 538-7645 | E-mail

Indicator 2: Dropout Rate

Percent of youth with Individualized Education Programs (IEPs) dropping out of high school.

Contact

Lavinia Gripentrog
Post-Secondary Transition and Traumatic Brain Injury (TBI)
Phone: (801) 538-7645 | E-mail

Indicator 3: Statewide Assessment Results and Participation Rates

Participation and Performance of Children with Individualized Education Programs (IEPs) on Statewide Assessments:

  1. Participation rate for children with IEPs. (regular and alternate assessment)
  2. Proficiency rate for children with IEPs against grade level academic achievement standards. (regular assessment)
  3. Proficiency rate for children with IEPs against alternate academic achievement standards. (alternate assessment)
  4. Gap in proficiency rates for children with IEPs and all students against grade level academic achievement standards. (regular assessment)

Contact

Tracy Gooley
Assessments
Phone: (801) 538-7887 | E-mail

Indicator 4: Rates of Suspension and Expulsion

Rates of suspension and expulsion:

  1. Percent of Local Education Agencies (LEAs) that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with Individualized Education Programs (IEPs); and
  2. Percent of districts that have:
    1. 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
    2. 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. 

Contact

Sydnee Seager
Multi-Tiered System of Support (MTSS) Project Manager
Phone: (801) 538-7609 | E-mail

Indicator 5: Least Restrictive Environment (LRE) for ages 6-21

Percent of children with Individualized Education Programs (IEPs) aged 6 through 21 served:

  1. Inside the regular class 80% or more of the day;
  2. Inside the regular class less than 40% of the day; and
  3. In separate schools, residential facilities, or homebound/hospital placements.

Contact

Lindsey Cunningham
Inclusion Coordinator
Phone: (801) 538-7806 | E-mail

Indicator 6: Least Restrictive Environment (LRE) for ages 3-5

Percent of children with Individualized Education Programs (IEPs) aged 3 through 5 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

For more information go to the Special Education Preschool Indicator 6: Environment.

Contact

Teresa Judd
Preschool Special Education and Sensory Disabilities
Phone: (801) 538-7540 | E-mail

Indicator 7: Preschool Outcomes

Percent of preschool children aged 3 through 5 with Individualized Education Programs (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.

For more information go to Special Education Preschool Indicator 7: Outcomes.

Contact

Teresa Judd
Preschool Special Education and Sensory Disabilities
Phone: (801) 538-7540 | E-mail

Indicator 8: Parent Involvement

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.

Contact

Sheryl Ellsworth
Parent Engagement
Phone: (801) 538-7733 | E-mail

Indicator 9: Disproportionate Representation

Percent of Local Education Agencies (LEAs) with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

Contact

Tami Gear
Student Support Fiscal and Data Coordinator
Phone: (801) 538-7724 | E-mail

Indicator 10: Disproportionate Representation Disability Specific

Percent of Local Education Agencies (LEAs) with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

Contact

Tami Gear
Student Support Fiscal and Data Coordinator
Phone: (801) 538-7724 | E-mail

Indicator 11: Child Find

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.

Contact 

Kelsey Gressmen
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7585 | E-mail 

Indicator 12: Early Childhood Transition

Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an Individualized Education Program (IEP) developed and implemented by their third birthdays.

For more information go to Special Education Preschool Indicator 12: Transition.

Contact

Teresa Judd
Preschool Special Education and Sensory Disabilities
Phone: (801) 538-7540 | E-mail

Indicator 13: Secondary Transition

Percent of youth with Individualized Education Programs (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.

Contact

Kelsey Gressmen
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7585 | E-mail 

Indicator 14: Post-School Outcomes

Percent of youth who are no longer in secondary school, had Individualized Education Programs (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.

For more information go to Special Education Secondary Transition and Graduation Indicator 14.

Contact

Deanna Taylor
Post-Secondary Transition
Phone: (801) 538-7775 | E-mail

Indicator 15: Resolution Sessions

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

Contact

Jordan DeHaan
Dispute Resolution
Phone: (801) 538-7541 | E-mail

Indicator 16: Mediation

Percent of mediations held that resulted in mediation agreements.

Contact

Jordan DeHaan
Dispute Resolution
Phone: (801) 538-7541 | E-mail

Indicator 17: State Systemic Improvement Plan (SSIP)

The State Performance Plan (SPP) evaluates the State's efforts to implement the requirements and purposes of Part B of the Individuals with Disabilities Education Act (IDEA) and how the State will improve the implementation of IDEA Part B. The SPP contains measurable and rigorous targets in 17 indicators that were established by the United States Department of Education.

Contact

Jennie DeFriez
Effective Instruction Coordinator
Phone: (801) 538-7522 | E-mail