IDEA Part B Indicators

IDEA Part B & C Indicators

Below are the federal Part B & C Indicators for Federal Fiscal Year 2023.

Targets for indicators are set by the state; indicator targets for your state can be found here.

Compliance indicators are those where the target is federally mandated to be set at 100%.

FAPE in the LRE - Table Summary

Disproportionate Representation

Effective General Supervision

PART B DESCRIPTIONS AND INFORMATION
FREE AND APPROPRIATE EDUCATION IN THE LEAST RESTRICTIVE ENVIRONMENT (FAPE)
Graduation Rate (B-1)
Federal Definition of B-1:
Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma. (20 U.S.C. 1416 (a)(3)(A))

Data Source:
Same data as used for reporting to the Department of Education (Department) under Title I of the Elementary and Secondary Education Act (ESEA).

Measurement:
States may report data for children with disabilities using either the four-year adjusted cohort graduation rate required under the ESEA or an extended-year adjusted cohort graduation rate under the ESEA, if the State has established one.

Drop Out (B-2)
Federal Definition of B-2:
Percent of youth with IEPs dropping out of high school. (20 U.S.C. 1416 (a)(3)(A))

Data Source:
OPTION 1: Same data as used for reporting to the Department under section 618 of the Individuals with Disabilities Education Act (IDEA), using the definitions in EDFacts file specification C009.

OPTION 2: Use same data source and measurement that the State used to report in its FFY 2010 SPP/APR that was submitted on February 1, 2012.

Measurement:
States must report a percentage using the number of youth with IEPs (ages 14-21) who exited special education due to dropping out in the numerator and the number of all youth with IEPs who left high school (ages 14-21) in the denominator.

Districts Meeting AYP/AMO for Disability Subgroup (B-3A)
In previous years, Indicator 3A has measured the percent of the districts with a disability subgroup that meet the State’s minimum n size that meet the State’s Adequate Yearly Progress (AYP)/Annual Measurable Objective (AMO) targets for the disability subgroup. This indicator is eliminated, because the ESEA, as amended, no longer requires States to report on AYP or AMOs
 

Participation for Students with IEPs (B-3B)
Federal Definition of B-3B:
Participation and performance of children with IEPs on statewide assessments: Participation rate for children with IEPs. (20 U.S.C. 1416 (a)(3)(A))

Data Source:
Same data as used for reporting to the Department under Title I of the ESEA, using EDFacts file specifications C185 and 188.

Measurement:
Participation rate percent = [(# of children with IEPs participating in an assessment) divided by the (total # of children with IEPs enrolled during the testing window)].  Calculate separately for reading and math.  The participation rate is based on all children with IEPs, including both children with IEPs enrolled for a full academic year and those not enrolled for a full academic year.

Proficiency for Students with IEPs (B-3C)
Federal Definition of B-3C:
Participation and performance of children with IEPs on statewide assessments: Proficiency rate for children with IEPs against grade level and alternate academic achievement standards. (20 U.S.C. 1416 (a)(3)(A))

Data Source:
Same data as used for reporting to the Department under Title I of the ESEA, using EDFacts file specifications C175 and 178.

Measurement:
Proficiency rate percent = [(# of children with IEPs scoring at or above proficient against grade level and alternate academic achievement standards) divided by the (total # of children with IEPs who received a valid score and for whom a proficiency level was assigned)].  Calculate separately for reading and math.  The proficiency rate includes both children with IEPs enrolled for a full academic year and those not enrolled for a full academic year.

Suspension/Expulsion (B-4A)
Federal Definition of B-4A:
Rates of suspension and expulsion: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))

Data Source:
State discipline data, including State’s analysis of State’s Discipline data collected under IDEA Section 618, where applicable. Discrepancy can be computed by either comparing the rates of suspensions and expulsions for children with IEPs to rates for nondisabled children within the LEA or by comparing the rates of suspensions and expulsions for children with IEPs among LEAs within the State.

Measurement:
Percent = [(# of districts that meet the State-established n size (if applicable) that have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with IEPs) divided by the (# of districts in the State that meet the State-established n size (if applicable))] times 100.

Suspension/Expulsion by Race/Ethnicity (B-4B)
Federal Definition of B-4B:
Rates of suspension and 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. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))

Data Source:
State discipline data, including State’s analysis of State’s Discipline data collected under IDEA Section 618, where applicable. Discrepancy can be computed by either comparing the rates of suspensions and expulsions for children with IEPs to rates for nondisabled children within the LEA or by comparing the rates of suspensions and expulsions for children with IEPs among LEAs within the State.

Measurement:
Percent = [(# of districts that meet the State-established n size (if applicable) for one or more racial/ethnic groups that have:  (a) a significant discrepancy, by race or ethnicity, in the rates of suspensions and expulsions of greater than 10 days in a school year of 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) divided by the (# of districts in the State that meet the State-established n size (if applicable) for one or more racial/ethnic groups)] times 100.

Education Environments (B-5)
Federal Definition of B-5:
Percent of children with IEPs aged 6 through 21 served:

A.            Inside the regular class 80% or more of the day;

B.            Inside the regular class less than 40% of the day; and

C.            In separate schools, residential facilities, or homebound/hospital placements.

(20 U.S.C. 1416(a)(3)(A))

Data Source:
Same data as used for reporting to the Department under section 618 of the IDEA, using the definitions in EDFacts file specification C002.

Measurement:
A.            Percent = [(# of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

B.            Percent = [(# of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

C.            Percent = [(# of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

Preschool Environments (B-6)
Federal Definition of B-6:
Percent of children with IEPs aged 3 through 5 attending a:

A.            Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and

B.            Separate special education class, separate school or residential facility. (20 U.S.C. 1416(a)(3)(A))

Data Source:
Same data as used for reporting to the Department under section 618 of the IDEA, using the definitions in EDFacts file specification C089.

Measurement:
A.            Percent = [(# of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program) divided by the (total # of children aged 3 through 5 with IEPs)] times 100.

B.            Percent = [(# of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility) divided by the (total # of children aged 3 through 5 with IEPs)] times 100.

Preschool Outcomes (B-7)
Federal Definition of B-7:
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:

A.            Positive social-emotional skills (including social relationships);

B.            Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and

C.            Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416 (a)(3)(A))

Data Source:
State selected data source.

Measurement:
Outcomes:

A.            Positive social-emotional skills (including social relationships);

B.            Acquisition and use of knowledge and skills (including early language/communication and early literacy); and

C.            Use of appropriate behaviors to meet their needs.

                Progress categories for A, B and C:

                a.            Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by (# of preschool children with IEPs assessed)] times 100.

                b.            Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.

                c.             Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of preschool children with IEPs assessed)] times 100.

                d.            Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.

                e.            Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.

Summary Statements for Each of the Three Outcomes:

Summary Statement 1:  Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.

                Measurement for Summary Statement 1: Percent = [(# of preschool children reported in progress category (c) plus # of preschool children reported in category (d)) divided by (# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d))] times 100.

Summary Statement 2:  The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

                Measurement for Summary Statement 2:  Percent = [(# of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e)) divided by (the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e))] times 100.

Parent Involvement (B-8)
Federal Definition of B-8:
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. (20 U.S.C. 1416(a)(3)(A))

Data Source:
State selected data source.

Measurement:
Percent = [(# of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total # of respondent parents of children with disabilities)] times 100.

DISPROPORTIONATE REPRESENTATION
Disproportionate Representation (B-9)
Federal Definition of B-9:
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))

Data Source:
State’s analysis, based on State’s Child Count data collected under IDEA section 618, to determine if the disproportionate representation of racial and ethnic groups in special education and related services was the result of inappropriate identification.

Measurement:
Percent = [(# of districts, that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification) divided by the (# of districts in the State that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups)] times 100.

Include State’s definition of “disproportionate representation.”  Please specify in your definition: 1) the calculation method(s) being used (i.e., risk ratio, weighted risk ratio, e-formula, etc.); and 2) the threshold at which disproportionate representation is identified.  Also include, as appropriate, 3) the number of years of data used in the calculation; and 4) any minimum cell and/or n-sizes (i.e., risk numerator and/or risk denominator).

Based on its review of the 618 data for the reporting year, describe how the State made its annual determination as to whether the disproportionate representation it identified of racial and ethnic groups in special education and related services was the result of inappropriate identification as required by 34 CFR §§300.600(d)(3) and 300.602(a), e.g., using monitoring data; reviewing policies, practices and procedures, etc.  In determining disproportionate representation, analyze data, for each district, for all racial and ethnic groups in the district, or all racial and ethnic groups in the district that meet a minimum n and/or cell size set by the State.  Report on the percent of districts in which disproportionate representation of racial and ethnic groups in special education and related services is the result of inappropriate identification, even if the determination of inappropriate identification was made after the end of the FFY 2018 reporting period (i.e., after June 30, 2019).

Disproportionate Representation in Specific Disability Categories (B-10)
Federal Definition of B-10:
Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

(20 U.S.C. 1416(a)(3)(C))

Data Source:
State’s analysis, based on State’s Child Count data collected under IDEA section 618, to determine if the disproportionate representation of racial and ethnic groups in specific disability categories was the result of inappropriate identification.

Measurement:
Percent = [(# of districts, that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification) divided by the (# of districts in the State that meet a State-established n and/or cell size (if applicable) for one or more racial/ethnic groups)] times 100.

Include State’s definition of “disproportionate representation.”  Please specify in your definition: 1) the calculation method(s) being used (i.e., risk ratio, weighted risk ratio, e-formula, etc.); and 2) the threshold at which disproportionate representation is identified.  Also include, as appropriate, 3) the number of years of data used in the calculation; and 4) any minimum cell and/or n-sizes (i.e., risk numerator and/or risk denominator).

Based on its review of the 618 data for FFY 2018, describe how the State made its annual determination as to whether the disproportionate representation it identified of racial and ethnic groups in specific disability categories was the result of inappropriate identification as required by 34 CFR §§300.600(d)(3) and 300.602(a) (e.g., using monitoring data; reviewing policies, practices and procedures, etc.).  In determining disproportionate representation, analyze data, for each district, for all racial and ethnic groups in the district, or all racial and ethnic groups in the district that meet a minimum n and/or cell size set by the State.  Report on the percent of districts in which disproportionate representation of racial and ethnic groups in specific disability categories is the result of inappropriate identification, even if the determination of inappropriate identification was made after the end of FFY 2018 (i.e., after June 30, 2019).

EFFECTIVE GENERAL SUPERVISION
Child Find (B-11)
Federal Definition of B-11:
Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe. (20 U.S.C. 1416(a)(3)(B))

Data Source:
Data to be taken from State monitoring or State data system and must be based on actual, not an average, number of days.  Indicate if the State has established a timeline and, if so, what is the State’s timeline for initial evaluations.

Measurement:
A.            # of children for whom parental consent to evaluate was received.

B.            # of children whose evaluations were completed within 60 days (or State-established timeline).

Account for children included in (a), but not included in (b).  Indicate the range of days beyond the timeline when the evaluation was completed and any reasons for the delays.

Percent = [(b) divided by (a)] times 100.

Early Childhood Transition (B-12)
Federal Definition of B-12:
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. (20 U.S.C. 1416(a)(3)(B))

Data Source:
Data to be taken from State monitoring or State data system.

Measurement:
A.            # of children who have been served in Part C and referred to Part B for Part B eligibility determination.

B.            # of those referred determined to be NOT eligible and whose eligibility was determined prior to their third birthdays.

C.            # of those found eligible who have an IEP developed and implemented by their third birthdays.

D.            # of children for whom parent refusal to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR §300.301(d) applied.

E.            # of children determined to be eligible for early intervention services under Part C less than 90 days before their third birthdays.

F.             # of children whose parents chose to continue early intervention services beyond the child’s third birthday through a State’s policy under 34 CFR §303.211 or a similar State option.

Account for children included in (a), but not included in b, c, d, e, or f.  Indicate the range of days beyond the third birthday when eligibility was determined and the IEP developed, and the reasons for the delays.

Percent = [(c) divided by (a - b - d - e - f)] times 100.

Secondary Transition (B-13)
Federal Definition of B-13:
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. (20 U.S.C. 1416(a)(3)(B))

Data Source:
Data to be taken from State monitoring or State data system.

Measurement:
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) divided by the (# of youth with an IEP age 16 and above)] times 100.

If a State’s policies and procedures provide that public agencies must meet these requirements at an age younger than 16, the State may, but is not required to, choose to include youth beginning at that younger age in its data for this indicator.  If a State chooses to do this, it must state this clearly in its SPP/APR, and ensure that its baseline data are based on youth beginning at that younger age.

Post-School Outcomes (B-14)
Federal Definition of B-14:
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.

(20 U.S.C. 1416(a)(3)(B))

Data Source:
State selected data source.

Measurement:
A.            Percent enrolled in higher education = [(# 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) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

B.            Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# 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) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

C.            Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# 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 in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Resolution Sessions (B-15)
Federal Definition of B-15:
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements. (20 U.S.C. 1416(a)(3(B))

Data Source:
Data collected under section 618 of the IDEA (IDEA Part B Dispute Resolution Survey in the EDFacts Metadata and Process System (EMAPS)).

Measurement:
Percent = (3.1(a) divided by 3.1) times 100.

Mediation (B-16)
Federal Definition of B-16:
Percent of mediations held that resulted in mediation agreements. (20 U.S.C. 1416(a)(3(B))

Data Source:
Data collected under section 618 of the IDEA (IDEA Part B Dispute Resolution Survey in the EDFacts Metadata and Process System (EMAPS)).

Measurement:
Percent = [(2.1(a)(i) + 2.1(b)(i)) divided by 2.1] times 100.

State Systematic Improvement Plan (B-17)
Monitoring Priority: General Supervision

Indicator:
The State’s SPP/APR includes a State Systemic Improvement Plan (SSIP) that meets

the requirements set forth for this indicator.

Measurement:
The State’s SPP/APR includes an SSIP that is a comprehensive, ambitious, yet

achievable multi-year plan for improving results for children with disabilities. The SSIP includes

the components described below

State Systematic Improvement Plan (B-17)
Monitoring Priority: General Supervision

Indicator:
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.

Measurement:
This SPP/APR indicator requires the reporting on the percent of findings of noncompliance corrected within one year of identification:
A.            # of findings of noncompliance issued the prior Federal fiscal year (FFY) (e.g., for the FFY 2023 submission, use FFY 2022, July 1, 2022 – June 30, 2023).
B.            # of findings of noncompliance the State verified were corrected no later than one year after the State’s written notification of findings of noncompliance Percent = [(b) divided by (a)] times 100.

States are required to complete the General Supervision Data Table within the online reporting tool.