Understanding New Hampshire's Special Education Performance Through IDEA Part B Indicators
The Individuals with Disabilities Education Act (IDEA) Part B is a critical framework that supports the education of children with disabilities across the United States. The State Performance Plan (SPP) and Annual Performance Report (APR) provide essential data that guide improvements in special education services. In this blog, we explore key indicators from New Hampshire's SPP/APR, offering insights into the state's performance and compliance with federal regulations.
Indicator 1: Graduation Rates
Graduation rates for youth with Individualized Education Programs (IEPs) are a pivotal measure of success in special education. This indicator reflects the percentage of students exiting special education due to graduation with a regular high school diploma. The data is meticulously captured in the New Hampshire Special Education Information System (NHSEIS) and reported through the Exiting Report (Table 4).
Indicator 2: Dropout Rates
This indicator measures the percentage of students with IEPs who exit special education due to dropping out. Understanding dropout rates helps identify areas where additional support may be needed to keep students engaged and on track to graduate.
Indicator 3: Assessment Participation and Performance
Assessment participation and performance are evaluated for children with IEPs in grades 4, 8, and 11. This indicator assesses participation rates, proficiency against grade-level standards, and proficiency against alternate standards. It also examines the gap in proficiency rates between students with IEPs and their peers.
Indicator 4: Suspension and Expulsion
Discrepancies in suspension and expulsion rates among students with IEPs are analyzed under this indicator. It highlights significant discrepancies by race/ethnicity and helps identify policies or practices contributing to these discrepancies.
Indicator 5: Education Environments
This indicator focuses on the percentage of children with IEPs served inside the regular classroom for varying amounts of the school day. It also examines placements in separate schools or residential facilities.
Indicator 6: Preschool Environments
Preschool environments are assessed to determine the percentage of young children with IEPs receiving services in regular early childhood programs versus separate settings or at home.
Indicator 7: Preschool Outcomes
This indicator measures improvements in preschool children's social-emotional skills, knowledge acquisition, and appropriate behaviors. It assesses growth from entry into the program to the age of six or program exit.
Indicator 8: Parent Involvement
Parent involvement is crucial for enhancing special education services. This indicator measures the percentage of parents who report that schools facilitate their involvement effectively.
Indicator 9: Disproportionate Representation
This indicator evaluates the disproportionate representation of racial and ethnic groups in special education due to inappropriate identification, ensuring equitable practices across districts.
Indicator 10: Disproportionate Representation in Specific Disability Categories
Similar to Indicator 9, this measure focuses on specific disability categories, identifying any disproportionate representation due to inappropriate identification practices.
Indicator 11: Child Find
Child Find assesses the timeliness of evaluations for children referred for special education services, ensuring evaluations are completed within 60 days of receiving parental consent.
Indicator 12: Early Childhood Transition
This indicator tracks the transition of children from Part C early intervention to Part B services, ensuring IEPs are developed and implemented by their third birthdays.
Indicator 13: Secondary Transition
Secondary transition focuses on youth aged 16 and above, evaluating the presence of measurable postsecondary goals, transition services, and courses of study in their IEPs.
Indicator 14: Post-School Outcomes
This indicator measures the post-school outcomes of youth with IEPs, including enrollment in higher education, employment, and other postsecondary training within one year of leaving high school.
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