As a Special Education Director, staying informed about the performance and compliance of local educational agencies (LEAs) is crucial. Kentucky's Annual Determinations on the Special Education Performance of Districts provide valuable insights into how well LEAs are meeting the established targets in the State Performance Plan (SPP). This blog will break down the key indicators and what they mean for our schools and students.
Pursuant to Section 1416 (d)(2)(A) of the Individuals with Disabilities Education Act and 34 C.F.R. Section 300.602 (b)(i)(A), states are required to make determinations annually on the special education performance of LEAs. These determinations are consistent with the levels used by the Office of Special Education Programs (OSEP):
- Meets Requirements
- Needs Assistance
- Needs Intervention
- Needs Substantial Intervention
The Kentucky Department of Education (KDE), Office of Special Education and Early Learning (OSEEL), through the Division of IDEA Monitoring and Results (DIMR), uses several indicators in the SPP to make LEA determinations based on data and performance. Here are the key indicators:
- Indicator 1: Graduation – This measures the percent of youth with Individual Education Programs (IEPs) graduating with a regular diploma.
- Indicator 2: Drop Out – This measures the percent of youth with IEPs dropping out.
- Indicator 4B: Suspension/Expulsion – This measures the percent of LEAs with significant discrepancy by race/ethnicity in suspension/expulsion rates.
- Indicator 9: Disproportionate Representation – This measures the percent of LEAs with disproportionate representation of racial/ethnic groups due to inappropriate identification.
- Indicator 10: Disproportionate Representation in Specific Disability Categories – This measures the percent of LEAs with disproportionate representation of racial/ethnic groups in specific disability categories due to inappropriate identification.
- Indicator 11: Child Find – This measures the percent of children evaluated within 60 days of parental consent.
- Indicator 12: Early Childhood Transition – This measures the percent of children found Part B eligible with an IEP implemented by their third birthday.
- Indicator 13: Secondary Transition – This measures the percent of youth aged 16 or older with measurable, annually updated IEP goals and appropriate transition assessment, services, and courses.
Understanding these indicators helps us ensure that we are meeting the needs of our students and complying with federal and state regulations. It also highlights areas where we may need to focus more resources or adjust our strategies to improve outcomes for students with disabilities.
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