Performance Report Measures
The California Department of Education (CDE) collects student data from
school districts and compiles a report each year. IDEA requires that these
district performance reports be public information. The state collects
data from LEAs in 14 areas, and has set target criteria for quality performance
which districts must meet. These areas are collectively known as the State
Performance Plan (formerly termed "Key Performance Indicators")
and scores are calculated for each district and SELPA in the state. The
CDE sets target levels and reports whether or not the district's performance
met these criteria. Each year, the districts are expected to improve their
performance as the targets approach an ideal limit. The Performance Indicators
- Graduation Rate. Calculates the percentage of all exiting students
in grade 12 who graduate from high school with a regular diploma.
- Dropout Rate. Calculates the percentage of all students in grades
7 and higher who exit special education by dropping out of school.
- Assessment. Calculates results of STAR testing scores to meet the
requirements of No Child Left Behind (NCLB) legislation
- The district met all the requirements for Adequate Yearly Progress
- At least 95% of the special education students were tested in
Math and English Language Arts
- The percent of students scoring proficient or advanced on the
assessments met the district target percentage.
- Suspension/Expulsion. Calculates the percentage of special education
who were suspended or expelled for more than 10 days in a school year.
- Race/ethnic disproportion exists among students who were suspended
or expelled for more than 10 days.
- Least Restrictive Environment (LRE). Calculates the amount of time
ages 6 to 22 receive special education services in settings apart from
Preschool LRE. Calculates the percentage of preschool students (ages
3 to 5)
- Out of regular class less than 21% of the time. This percentage
increasing from year to year
- Out of regular class more than 60 % of the time. This percentage
be decreasing year to year
- Separate facility. Students served in a facility that educates
with disabilities. This percentage should decrease from year to year.
who receive their services in various settings:
Preschool Assessment Calculates the progress of preschool students,
ages 3 to 5,
- Attending a regular early childhood program
- Attending a special education program only
- Not attending general education or special education program.
in three areas:
- Positive social-emotional skills
- Acquisition and use of knowledge and skills
- Use of appropriate behaviors to meet their needs
Parent Involvement. Calculates the percent of parents of children
In each area, growth is measured in levels of achievement, rather
percentages or standard scores.
education reporting that schools facilitated their involvement as a
improving services and results.
Disproportional representation overall. Indicates whether there is
racial or ethnic disproportionality among students ages 6-22 which may
be due to policies,
procedures or practices.
Disproportional representation by disability. Indicates whether or
not there is
racial or ethnic disproportionality that is the result of inappropriate
Eligibility evaluation. Calculates the percent of children ages birth
to 22 whose
eligibility for special education was determined within 60 days of receipt
parental consent for evaluation. This value should be 100%.
Transition from Part C to Part B. Calculates the percent of students
aged 3 who
received special education under Part C, were referred for assessment
education and found eligible under Part B, and had an IEP developed
third birthday. This value should be 100%.
Secondary transition. Calculates the percent of children ages sixteen
whose IEPs include coordinated, measurable annual IEP goals and transition
services. This value should be 100%.
Post-school Outcomes. Calculates the percent of high school age children
are competitively employed, enrolled in a post secondary school, or
one year of leaving high school.
In addition, the state collects data from the Office of Administrative
Hearings and the Complaints Management Unit on the handling of disputes
for another six performance indicators (Indicators # 15-20). The CDE does
not collect data in every category every year. In some categories, data
reporting has not yet been required. In the categories in which data is
collected, districts that fail to meet their targets for improvement may
be the subject of required corrective actions and on-site reviews that
can result in sanctions.
Click here to download and print "Procedures Guide-Annual
Performance Report Measures"