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IDEA Indicator Accountability

  • 08-09 Coordinated Early Intervening Services (CEIS Under Part B of IDEA) pdf
  • Definitions
  • What are Levels of Determination
  • Indicator 1
    Percent of youth with IEPs graduating from high school with a regular diploma.
  • Indicator 2
    Percent of youth with IEPs dropping out of high school.
  • Indicator 3
    Participation and performance of children with disabilities on statewide assessments:
    • a. Percent of districts that have a disability subgroup that meets the State’s minimum “n” size meeting the State’s AYP objectives for progress for disability subgroup.
    • b. Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards.
    • c. Proficiency rate for children with IEPs against grade level standards and alternate achievement standards.
  • Indicator 4
    Rates of suspension and expulsion:
    • a. Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.
  • Indicator 5
    Percent of children with IEPs ages 6 through 21:
    • a. Removed from regular class less than 21% of the day;
    • b. Removed from regular class greater than 60% of the day; or
    • c. Served in public or private separate schools, residential placements, or homebound or hospital placements.
  • Indicator 6
    Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (i.e., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).
  • Indicator 7
    Percent of preschool children with IEPs who demonstrate improved:
    • a. Positive social-emotional skills (including social relationships);
    • b. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
    • c. Use of appropriate behaviors to meet their needs.
  • Indicator 8
    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.
  • Indicator 9
    Percent of districts that report disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.
  • Indicator 10
    Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
  • Indicator 11
    Percent of children with parental consent to evaluate, who were evaluated within 60 days (or State established timeline).
  • Indicator 12
    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 birthdays.
  • Indicator 13
    Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and 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. (20 U.S.C. 1416(a)(3)(B))
  • Indicator 14
  • Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:
      • Enrolled in higher education within one year of leaving high school
      • Enrolled in higher education or competitively employed within one year of leaving high school.
      • Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))
  • Indicator 15
    General supervision system identifies and corrects noncompliance as soon as possible but in no case later than one year from identification.
 
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North Dakota Department of Public Instruction
Kirsten Baesler, State Superintendent
600 E. Boulevard Avenue, Dept. 201
Bismarck, North Dakota 58505-0440
701/328-2260

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