The SPP/APR measures state and local progress on 18 specific compliance and performance indicators. The SPP/APR serves as the primary accountability mechanism for the state of Nevada and its LEAs in the implementation of their general supervision system

• State Performance Plan (SPP) Letters and Annual Performance Report (APR) Letters

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 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 the school year 2018-19 performance).

1. Graduation: Percent of youth with IEPs exiting special education due to graduating with a regular diploma.
2. Drop Out: Percent of youth with IEPs who exited special education due to dropping out.
3. Assessment: (A) Participation rate for children with IEPs, (B) Proficiency rate for children with IEPs against grade-level academic achievement standards, (C) Proficiency rate for children with IEPs against alternate academic achievement standards, (D) Gap in proficiency rates for children with IEPs and for all students against grade-level academic achievement standards.
4. Suspension/Expulsion: (A) Percent of LEAs with a significant discrepancy in the rate of suspensions and expulsions of greater than 10 school days in a school year for children with IEPs; (B) Percent of LEAs with a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 school days in a school year for children with IEPs, and that have policies, procedures or practices that contribute to the significant discrepancy and do not comply with IDEA requirements.
5. Education Environments (Children 6-21): Percent of children age 5 enrolled in kindergarten and aged 6-21 with IEPs served (A) Inside regular class 80% or more of the day, (B) Inside regular class less than 40% of the day, (C) In separate schools, residential facilities, or homebound/hospital placements.
6. Preschool Environments: Percent of children with IEPs ages 3,4, and 5 who are enrolled in a preschool program attending (A) Regular early childhood program and receiving the majority of special education and related services in a regular early childhood program, (B) Separate special education class, separate school, or residential facility, (C) Receiving special education and related services in the home.
7. Preschool Outcomes: Percent of preschool children ages 3 through 5 with IEPs who demonstrate improved(A) Positive social-emotional skills (including social relationships), (B) Acquisition and use of knowledge and skills, (C) Use of appropriate behaviors to meet their needs.
8. Parent Involvement: Percent of parents with a child receiving special education who report that the schools facilitated parent involvement as a means of improving services and results for children with disabilities.
9. Disproportionate Representation: Percent of LEAs with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.
10. Disproportionate Representation in Specific Disability Categories: Percent of LEAs with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
11. Child Find: Percent of children who were evaluated and eligibility determined within 45 school days of receiving parental consent for initial evaluation.
12. Early Childhood Transition: 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.
13. Secondary Transition: 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 service 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 that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.
14. Post-School Outcomes: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were (A) Enrolled in higher education within one year of leaving high school, (B) Enrolled in higher education or competitively employed within one year of leaving high school, (C) Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment, within one year of leaving high school.
15. Resolution Sessions: Percent of hearing requests resolved through resolution session settlement agreements.
16. Mediation: Percent of mediations held resulting in mediation agreements.
17. State Systemic Improvement Plan (SSIP): SPP/APR includes comprehensive, ambitious, achievable, multi-year plan for improving results for children with disabilities.
18. General Supervision: This SPP/APR indicator focuses on the State’s exercise of its general supervision responsibility to monitor its local educational agencies (LEAs) for requirements under Part B of the Individuals with Disabilities Education Act (IDEA) through the State’s reporting on timely correction of noncompliance (20 U.S.C. 1412(a)(11) and 1416(a); and 34 C.F.R. §§ 300.149, 300.600). In reporting on findings under this indicator, the State must include findings from data collected through all components of the State’s general supervision system that are used to identify noncompliance. This includes, but is not limited to, information collected through State monitoring, State database/data system, dispute resolution, and fiscal management systems as well as other mechanisms through which noncompliance is identified by the State.