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). 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
Postsecondary Transition
Phone: (801) 538-7645 | Email
Indicator 2: Dropout Rate
Percent of youth with Individualized Education Programs (IEPs) dropping out of high school.
Contact
Lavinia Gripentrog
Postsecondary Transition
Phone: (801) 538-7645 | Email
Indicator 3: Statewide Assessment Results and Participation Rates
Participation and Performance of Children with Individualized Education Programs (IEPs) on Statewide Assessments:
- Participation rate for children with IEPs. (regular and alternate assessment)
- Proficiency rate for children with IEPs against grade level academic achievement standards. (regular assessment)
- Proficiency rate for children with IEPs against alternate academic achievement standards. (alternate assessment)
- Gap in proficiency rates for children with IEPs and all students against grade level academic achievement standards. (regular assessment)
Contacts
Indicator 4: Rates of Suspension and Expulsion
Rates of suspension and expulsion:
- 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
- Percent of districts that have:
- 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
- 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
Casey Dupart
School Psychologist/Behavior Support
Phone: (801) 538-7804 | Email
Indicator 5: Least Restrictive Environment (LRE) for ages 6-21
Percent of children with Individualized Education Programs (IEPs) aged 6 through 21 and 5-year-olds in Kindergarten served:
- Inside the regular class 80% or more of the day;
- Inside the regular class less than 40% of the day; and
- In separate schools, residential facilities, or homebound/hospital placements.
Contact
Teresa Judd
Inclusion Specialist
Phone: (801) 538-7540 | Email
Indicator 6: Least Restrictive Environment (LRE) for ages 3-5
Percent of children with Individualized Education Programs (IEPs) aged 3 through 5 attending preschool in:
- Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
- Separate special education class, separate school or residential facility
- Receiving special education and related services in the home
For more information go to the Special Education Preschool Indicator 6: Environment.
Contact
Chelsea Oaks
Preschool Special Education
Phone: (801) 538-7765 | Email
Indicator 7: Preschool Outcomes
Percent of preschool children aged 3 through 5 with Individualized Education Programs (IEPs) who demonstrate improved:
- Positive social-emotional skills (including social relationships);
- Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
- Use of appropriate behaviors to meet their needs.
For more information go to Special Education Preschool Indicator 7: Outcomes.
Contact
Chelsea Oaks
Preschool Special Education
Phone: (801) 538-7765 | Email
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
Susie Estrada
School Improvement Programs and Special Education Parent Specialist
Phone: (385) 295-7891 | Email
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
Natalie Fisher
Program Support
Phone: (801) 538-7644 | Email
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
Natalie Fisher
Program Support
Phone: (801) 538-7644 | Email
Indicator 11: Child Find
Percent of children who were evaluated within 45 school 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
Janet Hanson
Program Support
Phone: (801) 538-7787 | Email
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
Chelsea Oaks
Preschool Special Education
Phone: (801) 538-7765 | Email
Indicator 13: Secondary Transition
Percent of youth with Individualized Education Programs (IEPs) aged 14 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.
Contacts
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:
- Enrolled in higher education within one year of leaving high school.
- Enrolled in higher education or competitively employed within one year of leaving high school.
- 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.
Contacts
Indicator 15: Resolution Sessions
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
Contact
Jessica Lamb
Dispute Resolution
Phone: (385) 295-7873 | Email
Indicator 16: Mediation
Percent of mediations held that resulted in mediation agreements.
Contact
Jessica Lamb
Dispute Resolution
Phone: (385) 295-7873 | 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
Crystal Emery
State Systemic Improvement Plan (SSIP)
Phone: (801) 538-7999 | Email