About IDEA Part B and Part C SPP/APRs
The Monitoring and State Improvement Planning Division (MSIP) within the Office of Special Education Programs (OSEP) is responsible for ensuring States' compliance with the Individuals with Disabilities Education Act (IDEA). The IDEA requires States to submit annual reports, the State Performance Plan/Annual Performance Report (SPP/APR), which MSIP uses to ensure that States and other public agencies continue to implement programs designed to improve results for infants, toddlers, children, and youth with disabilities.
As required by IDEA, each State must have a SPP/APR that evaluates the State's efforts to implement the requirements and purposes of Part B and C of the IDEA, and reports annually to the Secretary on its performance under the Part B and C of the IDEA. Specifically, the State must report, in its SPP/APR, on its progress in meeting the measurable and rigorous targets it established.
The IDEA requires that the Department to review the APR each year. Based on the information provided in the State's SPP/APR, information obtained through monitoring visits, and any other public information, the Department will determine if the State: “Meets Requirements” and purposes of the IDEA or “Needs Assistance,” “Needs Intervention,” or “Needs Substantial Intervention” in implementing the requirements of the IDEA.
The SPP/APR not only functions as a progress report for MSIP at the Department but also as a report for the State’s stakeholders. The SPP/APR is due in February of every year for the previous year's performance (the FFY 2018 APR is due in February 2020 and reports school year 2018-19 performance).
Part B SPP Indicators
- Graduation: % of youth with IEPs graduating with regular diploma.
- Drop Out: % of youth with IEPs dropping out.
- Assessment: (B) Participation for children with IEPs, (C) Proficiency for children with IEPs.
- Suspension/Expulsion: (A) % of districts with significant discrepancy, (B) % of districts with significant discrepancy by race/ethnicity.
- Education Environments (Children 6-21): % of children ages 6-21 with IEPs served (A) Inside regular class 80% or more of day, (B) Inside regular class less than 40% of day, (C) In separate schools, residential facilities, or homebound/hospital placements.
- Preschool Environments: % of children ages 3-5 with IEPs (A) Receiving majority of special education and related services in regular early childhood program, (B) Attending separate special education class, separate school, or residential facility.
- Preschool Outcomes: % of preschool children ages 3-5 with IEPs with improved (A) Positive social-emotional skills, (B) Acquisition and use of knowledge and skills, (C) Use of appropriate behaviors to meet their needs.
- Parent Involvement: % of parents who report that the school facilitated parent involvement.
- Disproportionate Representation: % of districts with disproportionate representation of racial/ethnic groups due to inappropriate identification.
- Disproportionate Representation in Specific Disability Categories: % of districts with disproportionate representation of racial /ethnic groups in specific disability categories due to inappropriate identification.
- Child Find: % of children evaluated within 60 days of parental consent or state timeframe.
- Early Childhood Transition: % of children found Part B eligible with IEP implemented by 3rd birthday.
- Secondary Transition: % of youth ages 16+ with measurable, annually updated IEP goals & appropriate transition assessment, services, and courses.
- Post-School Outcomes: % of youth with IEPs, no longer in school, (A) Enrolled in higher education, (B) Enrolled in higher education or competitively employed, (C) Enrolled in higher education, other postsecondary education, or training program or competitively employed or in some other employment, within one year of leaving high school.
- Resolution Sessions: % of hearing requests resolved through resolution session settlement agreements.
- Mediation: % of mediations held resulting in mediation agreements.
- State Systemic Improvement Plan: SPP/APR includes comprehensive, ambitious, achievable, multi-year SSIP, with Phase I analysis, Phase II plan, Phase III implementation and evaluation, with stakeholder engagement in all phases, for improving results for children with disabilities.