Part B Indicators

Updated, April 2013So you're interested in Part B indicators, are you? Impressive. Most people have never heard of them, let alone why they are important. NICHCY is pleased to serve as a gateway to this essential information.What are the Part B indicators?Where did the indicators come from?General resources on the indicatorsList of indicators, with links to more info on each  _______________________________________________What are the Part B Indicators?Part … [Read more...]

Indicator 1 | Graduation Rates

Updated, April 2013Indicator 1 concerns itself with the numbers of youth with disabilities graduating from high school with a regular diploma.Indicator 1 reads as follows: ____________________________________Percent of youth with IEPs graduating from high school with a regular diploma.  [20 U.S.C. 1416 (a)(3)(A)]____________________________________These, then, are the data that States must compile and report to OSEP in keeping with its monitoring … [Read more...]

Indicator 2 | Dropout Rates

Updated, April 2013 Indicator 2 is intended to monitor and address the high numbers of youth with disabilities who drop out of school. The indicator reads: _________________________________________ Percent of youth with IEPs dropping out of high school. [20 U.S.C. 1416 (a)(3)(A)] _________________________________________ These, then, are the data that States must compile and report to OSEP in keeping with its monitoring and supervision … [Read more...]

Indicator 3 | Participation and Performance on Statewide Assessments

Updated, April 2013IDEA, our nation's special education law, requires that children with disabilities participate in statewide assessment programs, with or without accommodations, unless the IEP team determines that such a large-scale assessment would not be appropriate for the child.If the IEP team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, the … [Read more...]

Indicator 4 | Suspensions and Expulsions

Updated, April 2013Indicator 4 addresses the issue of disproportionality in the number of students with disabilities who are suspended or expelled from school, as compared with the suspension/expulsion rates of students without disabilities. The indicator also addresses concerns that students with disabilities from particular race or ethnic groups may be suspended or expelled disproportionately more (or less) than other students with disabilities … [Read more...]

Indicator 5 | Participation/Time in General Education Settings (LRE)

Updated, April 2013 Indicator 5 is meant to address student placement in the least restrictive environment (LRE) and reads as follows: _____________________________________ Percent of children with IEPs aged 6 through 21 served: 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.  [20 U.S.C. 1416(a)(3)(A)] _____________________________________ Resources … [Read more...]

Indicator 6 | Preschool Children in General Education Settings

Updated, April 2013Indicator 6, sometimes referred to as Preschool LRE, concerns itself with the number of children with disabilities in preschools who received their special education services in general education settings, alongside their peers without disabilities. This is in keeping with the principles and requirements of IDEA with respect to children's placement in the least restrictive environment (LRE).The indicator reads as follows:______________________________Percent … [Read more...]

Indicator 7 | Preschool Children with Improved Outcomes

Updated, April 2013Indicator 7 focuses on improving outcomes for preschoolers with disabilities in three domains: social-emotional skills, knowledge and skills (especially communication and early literacy), and behavior.The indicator reads as follows: _________________________________Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:A. Positive social-emotional skills (including social relationships);B. Acquisition … [Read more...]

Indicator 8 | Parental Involvement

Updated, April 2013 Indicator 8 is focused upon the degree to which schools support the involvement of parents in the educational life of their child with a disability. The indicator reads as follows: _________________________________ 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. [20 … [Read more...]

Indicator 9 | Disproportionate Representation in Special Education as the Result of Inappropriate Identification

Updated, April 2013Indicator 9 is quite the mouthful, isn't it? It focuses on a top priority concern of the Office of Special Education Programs (OSEP)---reducing the disproportionate representation of specific minorities in special education because of inappropriate identification as a "child with a disability."Indicator 9 dovetails neatly with Indicator 10, which is also concerned with disproportionate representation of minorities--this time, however, … [Read more...]

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