1. Part B Indicators 1 & 2 Graduation and Dropout Western Regional Resource Center APR Clinic 2010 November 1-3, 2010 San Francisco, California

2. Submission Dates Western Regional Resource Center APR Clinic 2010 FFY APR SubmissionSY DataState Targets 2009February 1, 20112008-09 2010February 20122009-10 2011February 20132010-11 2012February 20142011-12

3. Graduation Indicator (B-1) Percent of Youth with IEPs graduating with a regular diploma  Data source and measurement aligned with ESEA  States must report using the rate calculation and timelines established by USDE under Title I of the ESEA  One year data lag — For the February 2011 APR, use data from SY 2008-09 and compare the results to the target. Provide the actual numbers used in the calculation.  Use data reported in the State CSPR  Sampling is not allowed

4. What is the New ESEA Adjusted Cohort calculation method? The percent of Youth with IEPs graduating with a regular diploma

5. Graduation Indicator (B1) Students who graduated with a regular diploma in four years or less Dropouts Non-completers Transfers Missing Students

6. Extended-Year Rates …to give states, districts and schools credit for students who take longer than four years to graduate with a regular high school diploma Data source and measurement aligned with ESEA  States should have applied to the Secretary of Education to use the extended-year rate in addition to the 4-year graduation rate for AYP determinations  To be arranged between individual states and OESE  The extended-year rate should not be limited to specific groups of students such as students with disabilities and English language learners

7. Targets, Timelines & Reporting  Targets should be the same as the annual graduation rate targets set under Title I of the ESEA  Timelines for Implementation: 2010-2011  Describe the results of data examination of the data for the year before the reporting year. Sampling of data is not allowed  Provide actual numbers used in the calculation  Provide narrative that describes the conditions youth must meet to graduate with a regular diploma. If different for youth with IEPs, explain why.

8. Graduation Q&A New calculation, new baseline, new targets  When does it become baseline?  Can States revise targets?  How should States set new targets? The key is to document and explain what you are doing in your APR!

9. Dropout Indicator (B-2) Percent of Youth with IEPs dropping out  Data source and measurement aligned with ESEA  States must report using the dropout data used in the ESEA graduation rate and follow the timelines established by the department under ESEA  One-year data lag  Use state level data dropout data collected for ESEA reporting in the CSPR (Table N/X032)  Sampling is not allowed

10. Targets, Timelines & Reporting  Targets should be the same as the annual dropout rate targets set under Title I of the SEA  Describe the results of data examination of the data for the year before the reporting year. Sampling is not allowed  Provide actual numbers used in the calculation  Provide a narrative that describes what counts as dropping out for all youth. If different for youth with IEPs, explain why.  Timelines for Implementation: 2010-2011

11. Dropout Q&A  Is there a standard dropout rate calculation for students with disabilities?  What if my state doesn’t have dropout rate targets under ESEA?  How should we set new dropout targets?

12. General Implications  Many states are having to change calculation methods, reset baselines, revise graduation indicator targets in SPP/APR and set dropout targets for ESEA  The new ESEA regulations require states to use longitudinal data by SY 2010–11 to calculate the 4- year adjusted cohort graduation rate. To comply, states must have a longitudinal data system in place with the capacity to yield this information and 5 years of data on students.  Because the regulations do not establish specific long-term goals or annual growth targets, concern exists that states could continue to set low goals and small growth targets.

13. What’s Next  States will need to familiarize themselves and their districts with the new requirements and assess what needs to be done in order to meet reporting timelines.  Many questions left to answer! OSEP is working with NDPC-SD, Center on Data Accountability and other relevant parties to address these questions.

14. Useful Links Guidance on ESEA graduation reporting: A Uniform, Comparable Graduation Rate (October 2008) http://www2.ed.gov/policy/elsec/reg/proposal/uniform-grad- rate.html http://www2.ed.gov/policy/elsec/reg/proposal/uniform-grad- rate.html Information on the CSPR due December 17, 2010CSPR: Part I for Reporting on SY 2009-10CSPR: Part I for Reporting on SY 2009-10 Attachment B-1: Overview of EdFacts Data http://www2.ed.gov/about/inits/ed/edfacts/edfacts-calendar.doc http://www2.ed.gov/about/inits/ed/edfacts/edfacts-calendar.doc OSEP SPP-APR Calendar http://spp-apr-calendar.tadnet.org/http://spp-apr-calendar.tadnet.org/

15. Contact Information Matthew Klare, Ph.D. NDPC-SD – Clemson University 209 Martin Street Clemson, SC 29631 mklare@clemson.edu www.ndpc-sd.org