SST3 SPP/APR Supports
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to develop an Annual Performance Report (APR). This report evaluates the state's efforts to implement the requirements of IDEA.
The Annual Performance Report includes annual targets and data for 17 indicators of special education program performance.
The Office for Special Education Programs (OSEP) activities are authorized through the Individuals with Disabilities Education Act (IDEA). OSEP provides leadership and support to assist states and local districts to provide a free and appropriate public education (FAPE) in the Least Restrictive Environment (LRE) to children with disabilities.
Each year OSEP reviews data and releases the STATE PERFORMANCE PLAN / ANNUAL PERFORMANCE REPORT: PART B for STATE FORMULA GRANT PROGRAMS under the Individuals with Disabilities Education Act. This informs states of their status as it relates to the indicators of special education program performance set by IDEA. Each state receives a rating on its implementation of the Individuals with Disabilities Education Act (IDEA), known as its determination. The U.S. Department of Education uses both procedural compliance and student results data, giving each equal weight, to evaluate each state’s performance. These data result in one of four determinations — Meets Requirements, Needs Assistance, Needs Intervention, or Needs Substantial Intervention. States are informed annually via letter as to their status
Each year the Office for Exceptional Children (OEC) and the Ohio Department of Education (ODE) release Special Education Profile data and Special Education Ratings for each Ohio public school district. The ODE annually:
Develops a Special Education Profile for each district, displaying the district's performance on the indicators included in Ohio’s Annual Performance Report.
Reports to the public on the performance of each district's special education program. This annual report includes the state’s targets for each indicator and each district’s performance compared to those targets.
As IDEA requires states to set targets across indicators through the 2025-2026 school year, ODE recently set targets for the indicators through the indicated years.
Target setting https://education.ohio.gov/Topics/Special-Education/Special-Education-Indicator-Target-Setting
As an SST, it is part of our role to support our districts with any required actions as a result of not meeting the set targets for the special education indicators and to support any districts who receive a determination of Needs Assistance, Needs Intervention, or Needs Substantial Intervention for several consecutive years.
The 17 Indicators that are monitored in accordance with Ohio’s System of General Supervision Complying with State and Federal Requirements are:
Indicator 1 Graduation
Indicator 2 Dropout
Indicator 3 Assessment Participation & Performance; Math and reading assessment participation and proficiency rates
Indicator 4 Suspension/Expulsion
Indicator 5 Least restrictive environment for school-age students
Indicator 6 Preschool Educational Environments
Indicator 7 Preschool Outcomes
Indicator 8 Facilitated Parent Involvement
Indicator 9 Disproportionality: Identification for Special Education
Indicator 10 Disproportionality: Placement of Students with Disabilities; Discipline of Students with Disabilities
Indicator 11 Initial Evaluation Timelines
Indicator 12 Early Childhood Transition from Part C to Part B
Indicator 13 Secondary Transition Planning
Indicator 14 Postsecondary Outcomes
Indicator 15 Timely Correction of Noncompliance Findings
Indicator 16 Resolution Sessions
Indicator 17 State Systemic Improvement Plan
SPP/APR Indicators
Some indicators have subcategories. These are indicators 3, 4, 5, 6, 7, 9, and 10.
Some indicators may have required actions. This means that districts must review certain data, analyze the data and determine a root cause for the issue and then create and implement an improvement plan to correct the issue(s). These include 3, 4, 8, 9, 10, 11, 12, 13, 14. This does not mean that the other indicators are not important and do not need to be monitored. ALL indicators need to be monitored and issues need to be addressed.
Also, it is in a district's best interest to review and analyze ALL indicator data annually and to be proactive and create systems to address potential issues in the future. Districts should not wait until an action is required to address issues. SST consultants can support districts with this through their district-wide school improvement efforts and structures
Special Ed Profile and Ratings data for each Ohio Public district can be found in your OH|ID portal by clicking on the Special Education Profiles & Ratings tile
Once in the database, you can choose your district to view their data. The most recently published data will always be on the right. Notice the publication dates for the Profile (green) and the Ratings (purple). Click the link provided to access the data.
2019 Special Education Ratings Required Action Flowchart.pdf