Inside USBE > Departments and Programs > Special Education Services > Programs > Annual Performance Report (APR) Indicators
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
Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma.
Lavinia Gripentrog
Post-Secondary Transition and Traumatic Brain Injury (TBI)
Phone: (801) 538-7645 | E-mail
Percent of youth with Individualized Education Programs (IEPs) dropping out of high school.
Lavinia Gripentrog
Post-Secondary Transition and Traumatic Brain Injury (TBI)
Phone: (801) 538-7645 | E-mail
Participation and Performance of Children with Individualized Education Programs (IEPs) on Statewide Assessments:
Rates of suspension and expulsion:
Sarah Daniels
Behavior Support
Phone: (801) 538-7964 | E-mail
Percent of children with Individualized Education Programs (IEPs) aged 6 through 21 served:
Lindsey Cunningham
Inclusion Coordinator
Phone: (801) 538-7806 | E-mail
Percent of children with Individualized Education Programs (IEPs) aged 3 through 5 attending a:
For more information go to the Special Education Preschool Indicator 6: Environment.
Chelsea Oaks
Special Education Preschool Specialist
Phone: (801) 538-7765 | E-mail
Percent of preschool children aged 3 through 5 with Individualized Education Programs (IEPs) who demonstrate improved:
For more information go to Special Education Preschool Indicator 7: Outcomes.
Chelsea Oaks
Special Education Preschool Specialist
Phone: (801) 538-7765 | E-mail
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.
Susie Estrada
Family and Community Engagement Specialist
Phone: (801) 538-7733 | E-mail
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.
Natalie Fisher
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7644 | E-mail
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.
Natalie Fisher
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7644 | E-mail
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.
Kelsey Gressmen
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7585 | E-mail
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.
Chelsea Oaks
Special Education Preschool Specialist
Phone: (801) 538-7765 | E-mail
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.
Kelsey Gressmen
Utah Program Improvement Planning System (UPIPS)
Phone: (801) 538-7585 | E-mail
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:
For more information go to Special Education Secondary Transition and Graduation Indicator 14.
Deanna Taylor
Post-Secondary Transition
Phone: (801) 538-7775 | E-mail
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
Jordan DeHaan
Dispute Resolution
Phone: (801) 538-7541 | E-mail
Percent of mediations held that resulted in mediation agreements.
Jordan DeHaan
Dispute Resolution
Phone: (801) 538-7541 | E-mail
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.
Crystal Emery
Statewide Transition Collaborative (STC)/State Systemic Improvement Plan (SSIP)
Phone: (801) 538-7999 | E-mail