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The U.S. Department of Education Office of Special Education (OSEP) developed 17 indicators to help each state measure and report on their efforts to educate students with disabilities. Each state reports on their performance on each indicator and their plan to make progress in the State Performance Plan (SPP) and Annual Performance Report (APR).
Each indicator is either a results indicator or a compliance indicator. Results indicators have targets set by each state with input from their stakeholders. Compliance indicators have targets of 0 percent or 100 percent set by the OSEP.
Indicator 1: Graduation
Percent of students with an individualized education program (IEP) graduating from high school with a regular diploma.
Indicator 2: Dropout
Percent of students with an IEP dropping out of high school.
Indicator 3: Statewide Assessment
Participation and performance of students with an IEP on statewide assessments.
Indicator 4a: Suspension and Expulsion
Percent of local educational agencies that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for students with an IEP.
Indicator 4b: Suspension and Expulsion by Race/Ethnicity
Percent of local educational agencies 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 students with an IEP; and policies, procedures or practices that contribute to the significant discrepancy.
Indicator 5: Educational Environments (ages 6 through 21)
Percent of 6-21 year old students with an IEP served inside the general education class and in public/private separate schools, residential, homebound/hospital placements.
Indicator 6: Preschool Educational Environments (ages 3 through 5)
Percent of students with an IEP ages 3 through 5 attending a regular early childhood program and in a separate special education class, separate school, or residential facility.
Indicator 7: Preschool Outcomes
Percent of preschool students with an IEP ages 3 through 5 who demonstrate improved positive social-emotional skills, acquisition, and use of knowledge and skills, and use of appropriate behaviors.
Indicator 8: Facilitated Parent Involvement
Percent of parents with a child receiving special education services who report schools facilitated parent involvement.
Indicator 9: Disproportionate Representation in Special Education
Percent of local educational agencies with disproportionate representation of racial and ethnic groups that is a result of inappropriate identification.
Indicator 10: Disproportionate Representation (Eligibility Categories)
Percent of local educational agencies with disproportionate representation of racial and ethnic groups in specific disability categories that is a result of inappropriate identification.
Indicator 11: Child Find
Percent of students with parental consent to evaluate and were evaluated within 30 school days.
Indicator 12: Early Childhood Transition
Percent of children referred by Part C prior to age 3, who are found eligible for Part B and had an IEP developed and implemented by their third birthday.
Indicator 13: Secondary Transition
Percent of students ages 16 and older with an IEP that includes appropriate measurable postsecondary goals that are based upon an age appropriate transition assessment and transition services.
Indicator 14: Postsecondary Outcomes
Percent of youth who had an IEP and, within one year of leaving high school, have been employed or enrolled in higher education or some other postsecondary education/training program.
Indicator 15: Resolution Session Agreements
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
Indicator 16: Mediation Agreements
Percent of mediations held that resulted in mediation agreements.
Indicator 17: State Systemic Improvement Plan (SSIP)
A comprehensive, ambitious, yet achievable multi-year plan for improving results for students with disabilities.