1. An Introduction to the State Performance Plan/Annual Performance Report

2. What is the State Performance Plan (SPP)? 34 CFR § 300.601(a) of IDEA 2004 states that “each State shall have in place a performance plan that evaluates that State’s efforts to implement the requirements and purposes of Part B of the Act and describes how the State will improve such implementation.”

3. What is the State Performance Plan (SPP)? §300.601 of the Federal Regulations for the implementation of IDEA 2004 specifies that each state must: Submit a State Performance Plan (SPP) Review the SPP at least once every six years Submit any amendments to the SPP

4. Components of General Supervision 07.158.93 Monitoring SPP & State Goals with Measurable Targets Effective Policies and Procedures Data on Processes and Results Effective Dispute Resolution Integrated On-Site and Off-Site Monitoring Activities Improvement, Correction, Incentives and Sanctions Fiscal Management Targeted Technical Assistance and Professional Development

5. What is the Annual Performance Report (APR)? 34 CFR § 300.600(a) of the Federal Regulations for the Implementation of IDEA 2004 requires each state to issue an Annual Performance Report (APR) on 20 specific indicators.

6. State Performance Plan 20 Data are timely, valid, and reliable 15 Correction of noncompliance 14 Post School Outcomes 1 Graduation rate 11 Child Find timelines 3 Participation and Performance on Statewide & district Assessment 12 Part C to Part B transition 19 Mediation outcomes 9 Disproportionate representation 13 Secondary Transition 5 LRE Placement 18 Due Process complaint resolved 7 Preschool Skills 2 Drop out rate 17 Due Process Hearing Timelines 6 Preschool Settings 8 Parent Involvement 4 Suspension & Expulsion Rates 10 Disproportionate Representation in SpEd disability categories 16 State level complaint timelines

7. High Stakes The stakes for states are very high. OSEP Determinations OSEP Verification AU Determinations Unit Work State Performance Plan

8. Compliance or Performance? 20 Indicators of two types are required in the SPP ~ Compliance and Performance Nine Compliance Indicators ~ Indicators 9, 10, 11, 12, 13, 15, 16, 17 and 20 Eleven Performance Indicators ~ Indicators 1, 2, 3, 4, 5, 6, 7, 8, 14, 18, and 19

9. Compliance or Performance? Compliance Indicators are: 9 & 10 ~ Disproportionate representation 11 ~ Child find timeline 12 ~ Transition from Part C to Part B 13 ~ Secondary transition with measurable IEP goals 15 ~ Correction of Noncompliance 16 ~ State level complaint timelines 17 ~ Due Process hearing timelines 20 ~ Data are valid, reliable, and timely

10. Compliance or Performance Performance Indicators are : 1 & 2 ~ Graduation and Dropout Rates 3 ~ Performance/Participation on state & district assessments 4 ~ Suspension and Expulsion Rates 5 ~ LRE Placement 6 ~ Preschool Settings 7 ~ Preschool Skills 8 ~ Parent Involvement 14 ~ Post-school Outcomes 18 ~ Due Process Complaints Resolved 19 ~ Mediation Outcomes

11. Compliance Indicators

12. Indicator 15: Correction of noncompliance General supervision system identifies and corrects noncompliance within specified timeline, but no later than one year from identification Strategies to verify correction will align with strategies used to identify noncompliance 15 Correction of noncompliance

13. Indicator 20: Data Data is submitted in a timely manner and is both valid and reliable Includes December 1, End of Year, and other data sources and data requests 20 Data are valid, reliable, and timely

14. Indicator 9: Disproportionate Representation Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. 9 Disproportionate representation in Special Ed

15. Indicator 9 Data Source AU submits December 1 count 20 Data are valid, reliable, and timely 9 Disproportionate representation in Special Ed

16. Indicator 10: Disproportionality Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. Disproportionate representation in SpEd disability categories 10

17. Indicator 10 Data Source AU submits December 1 count 20 Data are valid, reliable, and timely Disproportionate representation in SpEd disability categories 10

18. Indicator 11: Initial Evaluation Timeline Percent of children who were evaluated within 60 days of receiving written parental consent for initial evaluation. Timeline starts when AU receives consent Timeline ends when AU completes evaluation report(s) 11 Child Find timeline

19. Indicator 11 Data Source AU submits End of Year Report 11 Child Find timeline 20 Data are valid, reliable, and timely

20. Indicator 12: Part C to Part B Transition Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthday. 12 Part C to Part B Transition

21. Indicator 12 Data Source AU submits End of Year Report 2 Drop out rate 12 Part C to Part B Transition 20 Data are valid, reliable, and timely

22. Indicator 13: Transition Requirements Percent of youth with IEPs aged 16 & above with an IEP that includes: Appropriate measurable postsecondary goals that are annually updated and based upon a transition assessment; Transition services, including courses of study that will reasonably enable the student to meet those postsecondary goals to 13 Secondary Transition

23. Indicator 13: Transition Requirements Percent of youth with IEPs aged 16 and above with an IEP that includes:  Annual IEP goals related to the student’s transition services needs;  Evidence that the student was invited to the IEP Team meeting where transition services are to be discussed 13 Secondary Transition

24. Indicator 13: Transition Requirements 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. 13 Secondary Transition

25. Indicator 13 Data Source CDE collects data through targeted student record review 20 Data are valid, reliable, and timely 13 Secondary Transition

26. Indicator 13 Correction CDE verifies correction of noncompliance within specified timeline, but no later than one year from identification 13 Secondary Transition 15 Compliance corrected

27. Performance Indicators

28. Indicator 1: Graduation Percentage of youth with IEPs graduating from high school with a regular high school diploma 1 Graduation rate

29. Indicator 1 Data Source AU submits End of Year Report 1 Graduation rate 20 Data are valid, reliable, and timely

30. Indicator 2: Drop out rate Percent of youth with IEPs who ‘dropped- out,’ and includes those who ‘transferred, not known to be continuing’ 2 Drop out rate

31. Indicator 2 Data Source AU submits End of Year Report 2 Drop out rate 20 Data are valid, reliable, and timely

32. Indicator 3: Assessment Participation and Performance Participation and performance of children with disabilities on statewide assessments Percent of districts meeting AYP for progress for disability subgroup Participation rate for children with IEPs Proficiency rates for children with IEPs 3 Participation and Performance on statewide and district assessment

33. Indicator 3 Data Source CSAP and CSAPA data are used along with AYP calculations 7 Preschool Skills 20 Data are valid, reliable, and timely 3 Participation and Performance on statewide and district assessment

34. Indicator 4: Suspension and Expulsion Rates Percent of districts having significant discrepancy in the rates of expulsions and of suspensions greater than 10 days in a school year for children with IEPs Percent of districts that have a significant discrepancy by race or ethnicity 4 Suspension and expulsion rates

35. Indicator 4 Data Source AU submits Suspension/Expulsion Report 4 Suspension and expulsion rates 20 Data are valid, reliable, and timely

36. Indicator 5: LRE Placement Percent of children age 6 through 21 with IEPs served in the general education classroom greater than 80% of the time; served inside the general education classroom less than 40% of the time; served in public or private separate schools, residential placements, or homebound or hospital placements 5 LRE Placement

37. Indicator 5 Data Source AU submits December 1 count 5 LRE Placement 20 Data are valid, reliable, and timely

38. Indicator 6: Preschool Settings Indicator 6 has not been clearly defined by OSEP. It will not be reported for the 2008 school year. 6 Preschool Settings

39. Indicator 7: Preschool Skills Percent of preschool children with IEPs who demonstrate improved:  Positive social/emotional skills  Acquisition and use of knowledge and skills  Use of appropriate behaviors to meet their needs 7 Preschool Skills

40. Indicator 7 Data Source Results Matter data 20 Data are valid, reliable, and timely 2 Drop out rate 7 Preschool Skills

41. Indicator 8: Parent Involvement 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. 8 Parent Involvement

42. Indicator 8 Data Source Parent Survey conducted by CDE 20 Data are valid, reliable, and timely 7 Preschool Skills 8 Parent Involvement

43. Indicator 14: Post School Outcomes Percent of students who are no longer in secondary school, had IEPs in effect at the time they left school and who have been employed, enrolled in postsecondary education, or both, within one year of leaving high school 14 Post School Outcomes

44. Indicator 14 Data Source AU collects and reports student contact information in the End of Year Report CDE conducts phone interviews with students one year following exit from high school 20 Data are valid, reliable, and timely 14 Post School Outcomes

45. Indicator 16: State Level Complaint Timelines Percent of signed written complaints with reports issued that were resolved within 60 day timeline Indicator 16 is a State-level compliance Indicator. 16 State level complaint timelines

46. Indicator 16 Data Source CDE maintains Dispute Resolution Database 20 Data are valid, reliable, and timely 16 State level complaint timelines

47. Indicator 17: Due Process Hearing Timelines Percent of fully adjudicated due process hearing requests that were fully adjudicated within the 45 day timeline Indicator 17 is a State-level compliance Indicator. 17 Due Process Hearing timelines

48. Indicator 17 Data Source CDE maintains Dispute Resolution Data Base 20 Data are valid, reliable, and timely 17 Due Process Hearing timelines

49. Indicator 18: Due Process Complaints Resolved Percent of hearing requests that went to resolution sessions, which were resolved through resolution session settlement agreements 18 Due Process complaints resolved

50. Indicator 18 Data Source CDE maintains Dispute Resolution Database 20 Data are valid, reliable, and timely 18 Due Process complaints resolved

51. Indicator 19: Mediation Outcomes Percent of mediations held that resulted in mediation agreements 19 Mediation outcomes

52. Indicator 19 Data Source CDE maintains Dispute Resolution Data Base 20 Data are valid, reliable, and timely 19 Mediation outcomes

53. 34 CFR 300.602(b) requires that the State “report annually to the public on the performance of each LEA located in the State on the targets in the State Performance Plan.” Public reports for each AU’s/SOP’s performance on Indicators 1 through 14 can be found at: http://www.cde.state.co.us/cdesped/AUper formanceprofiles.asp

54. Contact Information Sarah Cannon SPP/APR Coordinator 303-866-6749 cannon_s@cde.state.co.us Mary Greenwood Supervisor 303-866-6308 greenwood_m@cde.state.co.us