Skip to main content

Manchester

IDEA Report

The State Performance Plan (SPP) is a six year plan to improve outcomes for children and youth with disabilities. The Annual Performance Report (APR) is the annual report of progress on the indicators of the SPP. IDEA requires that states report annually to the public on the performance of each local education agency (LEA) or district on 14 of the 17 indicators. The District Data Profiles Reference Sheet provides an indicator-by-indicator explanation of the profiles. The New Hampshire (SPP) and (APR) are available online here.

The following are specific definitions associated with the information provided for indicators that do not have specific data reported.

Indicator 1: Graduation Rate

Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma.

% who have graduated with a regular diploma within 4 years

  • District

    HS

  • State

    71.26%

  • State Target

    95.00%

Indicator 2: Dropout Rate

Percent of youth with IEPs dropping out of high school.

% dropping out of high school

  • District

    HS

  • State

    1.05%

  • State Target

    .76%

Indicator 3: Assessment Participation and Performance

Participation and performance of children with IEPs on statewide assessments

Indicator 3B: Participation for Students with IEPs


Participation rate for children with IEPs

% participating in reading assessment

  • District

    79%

  • State

    93%

  • State Target

    91.10%

% participating in math assessment

  • District

    81%

  • State

    93%

  • State Target

    91.14%

Indicator 3C: Proficiency for Students with IEPs


Proficiency rate for children with IEPs against grade level and alternative academic achievement standards

% of reading proficiency

  • District

    7%

  • State

    18.81%

  • State Target

    19.31%

% of math proficiency

  • District

    4%

  • State

    14.52%

  • State Target

    13.29%

Indicator 4: Rates of Suspension/Expulsion

Indicator 4A: Suspension/Expulsion


Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greather than 10 days in a school year for children with IEPs

Did this district have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days for children with IEPs?

  • NO

Percent of districts in the State that had significant discrepancies in the rates of suspensions and expulsions of children with disabilities

  • State

    0%

  • State Target

    0%

Indicator 4B: Suspension/Expulsion


Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards

Did this district have a significant discrepancy by race of ethnicity, in the rate of suspensions and expulsions greater than 10 days in a school year for children with IEPs AND policies, procedures or practice that contribute to the significant discrepancy and do not comply with requirements?

  • NO

Percent of districts in the State that had significant discrepancies in (a) by race or ethnicity in the rate of suspensions and expulsions for greater than 10 days for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use or positive behavioral interventions and supports and procedural safeguards

  • State

    0.00%

  • State Target

    0%

Indicator 5: School-age Placement (6-21 year olds)

Educational environments

5A


% attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program

  • District

    68.53%

  • State

    70.81%

  • State Target

    72.85%

5B


Inside the regular class less than 40% of the day

  • District

    14.96%

  • State

    9.05%

  • State Target

    7.97%

5C


% In separate schools, residential facilities or homebound/hospital placements

  • District

    3.51%

  • State

    2.84%

  • State Target

    2.61%

Indicator 6: Programs for 3-5 Year Olds

Types of preschool environments

6A


% attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program

  • District

    54.17%

  • State

    58.43%

  • State Target

    56.00%

6B


% attending a separate special education class, separate school or residential facility

  • District

    24.17%

  • State

    12.86%

  • State Target

    14.50%

Indicator 7: Preschoolers Demonstrating Improved Positive Social-Emotional Skills

Types of preschool outcomes

Outcome A: Percent of preschool children with IEPs who demonstrate improved positive social-emotional skills (including social relationships).


Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they exited the program.

  • District

    85%

  • State

    79.92%

  • State Target

    80.00%

% of children who were functioning within age expectations in Outcome A by the time they exited the program.

  • District

    65%

  • State

    61.68%

  • State Target

    62.00%

Outcome B: Percent of preschool children with IEPs who demonstrate improved acquisition and use of knowledge and skills (including early language/ communication) and early literacy.


% of those children who entered or exited the program below age expectations in Outcome B,the percent who substantially increased their rate of growth by the time they exited the program.

  • District

    76%

  • State

    79.82%

  • State Target

    80.00%

% of children who were functioning within age expectations in Outcome B by the time they exited the program.

  • District

    56%

  • State

    61.59%

  • State Target

    61.50%

Outcome C: Percent of preschool children with IEPs who demonstrate improved use of appropriate behaviors to meet their needs.


% of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they exited the program.

  • District

    97%

  • State

    90.45%

  • State Target

    77.50%

% of children who were functioning within age expectations in Outcome C by the time they exited the program.

  • District

    93%

  • State

    61.59%

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

  • District

    36.00%

  • State

    41.55%

  • State Target

    37.00%

Indicator 9: Disproportionate Representation Due to Inappropriate Identification

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

Did this district have disproportionate representation due to inappropriate identification?

  • NO

Indicator 10: Disproportionate Representation Due to Inappropriate Identification: Specific Disability Categories

Did this district have disproportionate representation due to inappropriate identification in the disability categories of autism, emotional disturbance, mental retardation, other health impairments, specific learning disabilities or speech/language impairments?

  • NO

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

  • State

    0%

  • State Target

    0%

Indicator 11: Evaluation Timeliness

Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, the evaluation occurs more than 60 days after receipt of parental consent for initial evaluation with a valid exception

  • District

    85%

  • State

    97%

  • State Target

    100%

Indicator 12: Early Intervention to Preschool Special Education Transition container heading

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.

  • District

    100%

  • State

    97.88%

  • State Target

    100%

Indicator 13: Secondary Planning

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.

  • District

    NM

  • State

    71.88%

  • State Target

    100.00%

Indicator 14: Post School Outcomes

14A


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

  • District

    16.7%

  • State

    36.36%

  • State Target

    39.56%

14B


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 or competitively employed within one year of leaving high school.

  • District

    66.7%

  • State

    66.67%

  • State Target

    63.11%

14C


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 or some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

  • District

    88.3%

  • State

    81.48%

  • State Target

    77.78%