Education Monitoring Metrics
Updated July 2018
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 Indicators (SPPI) 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 are:
Indicator 1: Graduation Rate. The percent of all exiting students within a four-year cohort in grade twelve and exiting ungraded students eighteen and over, who graduate from high school with a regular diploma.
Indicator 2: Dropout Rate. The percent of all students in grades 9 and higher, and ungraded students thirteen and over, who exit special education by dropping out of school.
Indicator 3: Assessment. Achievement testing to meet the requirements of California Assessment of Student Performance and Progress (CAASPP) as well as the participation rate of students with IEP's.
Indicator 4: Suspension/Expulsion. The overall percent of all students with disabilities in the local education agency (LEA) that was suspended or expelled for greater than ten days in a school year; as well as the percent of all students with disabilities, by race or ethnicity, in the LEA that were suspended or expelled for greater than ten days in a school year.
Indicator 5: Least Restrictive Environment (LRE). The average amount of time student's ages six through twenty-two receive their special education or services in settings apart from their non-disabled peers.
Indicator 6: Preschool Environment. The percent of children aged 3 through 5 with IEP's receiving a majority of special education and related services in a typical early childhood setting as well as the percentage receiving their special education and relates services in a special education setting.
Indicator 7: Preschool Assessment. The percent of preschool students, ages 3 to 5, with IEP's who demonstrate improvement in three areas:
In each area, growth is measured in levels of achievement, rather than in percentages or standard scores.
Indicator 8: Parent Involvement. The percent of parents of children receiving special services reporting that schools facilitated their involvement as a means of improving services and results for children with disabilities.
Indicator 9: Disproportional by Race or Ethnicity. Indicates whether or not there is racial or ethnic disproportionality among students ages six through 22 which may be due to policies, procedures or practices.
Indicator 10: Disproportional Representation by Disability. Indicates whether or not there is racial or ethnic disproportionality by disability among students ages six through 22 that may be due to policies, procedures, or practices.
Indicator 11: Eligibility Evaluation. The percent of children ages birth to 22 whose eligibility for special education was determined within 60 days of receipt of parental consent for evaluation. This value should be 100%.
Indicator 12: Transition from Part C to Part B. The percent of students aged birth through 2 who received special education under Part C, were referred for assessment for special education and found eligible under Part B, and had an IEP developed before their third birthday. This value should be 100%.
Indicator 13: Secondary Transition. The percent of youth ages sixteen and above whose IEPs includes all eight coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. This value should be 100%.
Indicator 14: Post-school Outcomes. The percent of youth who had an IEP and are no longer in secondary school and who have been enrolled in higher education, are competitively employed, or are in some other post-secondary education or training program.
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). For the indicators
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.