SPP/APR Overview and Feedback
State Performance Plan: Overview
The Individuals with Disabilities Education Act (IDEA) requires that the U.S. Department of Education, Office of Special Education Programs (OSEP) monitor states’ implementation of IDEA. Each state is required to develop and submit a State Performance Plan (SPP). The State Performance Plan is a six-year plan that includes measures referred to as indicators. The indicators are determined by OSEP and are related to either IDEA compliance or student performance. Within the SPP, the state must set rigorous and measurable annual targets for each of the indicators. States must report their progress in relation to these targets in an annual update referred to as the Annual Performance Report (APR). The SPP is the overall six-year plan. The APR provides annual progress data aligned with the SPP.
The State Performance Plan includes state-level indicators drawn from components of IDEA. Indicators are divided into two types: compliance indicators and performance indicators. Compliance indicators focus on whether a specific requirement of IDEA was met. Therefore, targets for compliance indicators are set at either 0 or 100 percent. Performance indicators focus on student and family outcomes. Targets for performance indicators vary and are determined by each state.
Educational Partners/Parent/Community Feedback
The California Department of Education (CDE) would like to receive feedback and input on the targets and improvement strategies to improve educational and functional outcomes for students with disabilities.
In partnership with System Improvement Leads and the Seeds of Partnership, SPP Indicator summary handouts have been developed to broaden knowledge and awareness of the indicators and offer educational partners, parents, and community members opportunity for engagement on the State Performance Plan/Annual Performance Report (SPP/APR) indicators.
Your input and feedback are valuable, and we look forward to hearing from you!
SPP/APR Indicator Information & Feedback Opportunity
Please take a moment to review each SPP Indicator, SPP Indicator Summary handout and related materials. Provide your feedback via the Indicator Feedback Form links for each indicator included in the table below.
August through May: Open – SPPI Summary Series Handouts and Feedback Forms are available and open for input
June through July: Closed – SPPI Summary Series Handouts and Feedback Forms will undergo updates to reflect current available data and will not be available for input at this time
| Indicator General Information | SPPI Summary Series Handouts and Additional Materials | Provide Your Feedback |
|---|---|---|
| General Info | Introduction to the SPP video | |
| Indicator 1: Graduation Rate The percentage of students with Individualized Education Programs (IEPs) ages 14-21 who exit high school each year with a regular high school diploma. |
SPP Indicator 1 Summary Handout
Indicator 1 video |
Indicator 1 Feedback Form |
| Indicator 2: Dropout Rate The percentage of students with disabilities ages 14-21 who exited special education services by dropping out of high school. |
SPP Indicator 2 Summary Handout
Indicator 2 video |
Indicator 2 Feedback Form |
| Indicator 3: Statewide Assessments Measures performance of students with disabilities on statewide assessments, including participation rates, performance rates, and gaps in performance compared to their peers. Data is monitored and reported for grades 4, 8, and 11 and is calculated separately for English Language Arts (ELA) and Math. |
SPP Indicator 3 Summary Handout
Indicator 3 videos: |
Indicator 3 Feedback Form |
| Indicator 4: Suspension/Expulsion Rates Examines the differences in rates of suspension and expulsion that last more than 10 days for students with disabilities compared to those without disabilities. It also examines these rates for students with disabilities from various ethnic and racial backgrounds. |
SPP Indicator 4 Summary Handout
Indicator 4 videos: |
Indicator 4 Feedback Form |
| Indicator 5: Least Restrictive Environment (LRE) Measures how often students with disabilities, ages 6-22 and 5-year-old kindergarten/transitional kindergarten (TK), are included in the general education setting with their peers. |
SPP Indicator 5 Summary Handout
Indicator 5 videos: |
Indicator 5 Feedback Form |
| Indicator 6: Preschool Least Restrictive Environment (LRE) Measures how often preschool students with disabilities, ages 3-5 (excluding 5-year-olds in kindergarten or transitional kindergarten), are receiving services in regular early childhood programs, separate programs, or in the home. |
SPP Indicator 6 Summary Handout
Indicator 6 videos: |
Indicator 6 Feedback Form |
| Indicator 7: Preschool Outcomes Monitors how well children with disabilities, aged 3 to 5, are improving in key areas including social skills, early learning, and self-care. It also measures whether early intervention programs are helping prepare them for future success in school. |
SPP Indicator 7 Summary Handout
Indicator 7 videos: |
Indicator 7 Feedback Form |
| Indicator 8: Parent Involvement This indicator measures the percentage of parents of students in special education who report that the school facilitated their involvement in decisions about their child's services and outcomes. In short, it explores whether parents feel included in their child's educational decisions. |
SPP Indicator 8 Summary Handout
Indicator 8 video |
Indicator 8 Feedback Form |
| Indicator 9: Disproportionate Representation: Overall Examines whether students from specific racial or ethnic groups are placed in special education at much higher rates than others due to inappropriate identification. |
SPP Indicator 9 Summary Handout
Indicator 9 video |
Indicator 9 Feedback Form |
| Indicator 10: Disproportionate Representation by Disability Category Examines whether students from certain racial or ethnic groups are represented in specific disability categories at much higher rates than others due to inappropriate identification. |
SPP Indicator 10 Summary Handout
Indicator 10 video |
Indicator 10 Feedback Form |
| Indicator 11: Child Find Measures whether schools are completing initial evaluations for students with disabilities within the required timeframe (60 days in California) once a parent gives consent. |
SPP Indicator 11 Summary Handout
Indicator 11 video |
Indicator 11 Feedback Form |
| Indicator 12: Early Childhood Transition Measures whether children transitioning from early intervention programs (such as Part C services for infants and toddlers) to preschool special education services (Part B) have a timely transition by their third birthday. It ensures that there’s no gap in services when a child moves from one program to the next. |
SPP Indicator 12 Summary Handout
Indicator 12 video |
Indicator 12 Feedback Form |
| Indicator 13: Secondary Transition Examines whether students with disabilities aged 16 and older have a well-developed Individualized Education Program (IEP) that includes goals and services to help them transition from high school to adulthood. This includes preparing for higher education, employment, and/or independent living. |
SPP Indicator 13 Summary Handout
Indicator 13 video |
Indicator 13 Feedback Form |
| Indicator 14: Post-School Outcomes Monitors outcomes of students with disabilities one year after leaving high school. It examines whether these students are enrolled in higher education, have competitive employment, or are in some other form of education or training. |
SPP Indicator 14 Summary Handout
Indicator 14 videos: |
Indicator 14 Feedback Form |
