Special Education Indicators Choose an indicator below to view results.

Indicators: MSD

Special Education:

IndicatorDescriptionNote
1Percent of youth with IEPs graduating from high school with a regular diploma. N/A
2Percent of youth with IEPs dropping out of high school.N/A
3Participation and performance of children with disabilities on statewide assessments.N/A
4Rates of suspensions and expulsions.N/A
5Percent of children with IEPs aged 6 through 21:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound / hospital placements.
N/A
6Percent of children aged 3 through 5 with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
B. Separate special education class, separate school or residential facility.
N/A
7Percent of preschool children aged 3 through 5 who demonstrate improvement.N/A
8Percent 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.N/A
9Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.N/A
10Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.N/A
11Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or; if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe.N/A
12Percent 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.N/A
13Percent 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 service 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. N/A
14Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.N/A