% who have graduated with a regular diploma within 4 years

% dropping out of high school

% participating in reading assessment

% participating in math assessment

% of reading proficiency

% of math proficiency

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

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

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?

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

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

Inside the regular class less than 40% of the day

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

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

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

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.

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

% 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.

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

% 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.

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

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

Did this district have disproportionate representation due to inappropriate identification?

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?

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

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

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.

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.

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

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.

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.