Click here to log in
Canvas
Canvas
RSS Feed
District
Gmail
PowerSchool
Power
School
One Stop
One Stop
Apply Now
Apply
Now
Twitter
Twitter
Facebook
Facebook
close menu


Slider Arrow OrangeInstructional Support
close menu

<
>

Section 2

ak dept education

special ed handbook
SECTION 2
EXPLANATION OF THE TWENTY REQUIRED INDICATORS

Monitoring Priority: FAPE and LRE

Indicator 1:Percent of youth with IEPs graduating from high school with a regular diploma.
 The school districts report to EED data on the number of special education students graduating from high school with a regular diploma.
  
Indicator 2:Percent of youth with IEPs dropping out of high school.
 School districts report to EED data on the number of special education students who have dropped out of school. IDEA mandates that all schools will make efforts to reduce dropout rates.
 
Indicator 3:Participation and performance of children with disabilities on statewide assessments.
 Students in Alaska are required to take annual assessments that measure their academic abilities. Indicator 3 collects data on the percent of districts meeting the State’s AYP objectives for progress for students with disabilities, on the participation rate of special education students taking the assessments and their proficiency levels in Math and Reading.
Indicator 4:This indicator is currently in the process of being removed by the Office of Special Education (OSEP):
Rates of suspension and expulsion.
 This indicator is based on statistical data for suspension and expulsion rates of special education students in comparison to general population students. Schools also report data on the ethnicity of special education students who are expelled or suspended from school.
  
Indicator 5:Percent of children with IEPs aged 6 through 21:
  
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; or
C. Served in separate schools, residential facilities, or homebound/hospital placements.
  
 This indicator measures whether special education students are spending the majority of their day in the regular classroom, with their same age peers, or outside of the regular classroom in an alternative setting. IDEA requires that special education students receive an education in the least restrictive setting.
  
Indicator 6:Percent of children ages 3-5 with IEPS: (A) Attending regular early childhood program; (B) Not attending a regular early childhood program or kindergarten and attending a special education program; (C) Not attending a regular early childhood program or kindergarten and not attending a special education program
 This indicator measures where preschool age children with IEPs are receiving education services and are they in settings with their typically developing peers.
  
Indicator 7:Percent of preschool children with IEPs who demonstrate improved: (A) Positive social-emotional skills; (B) Acquisition and use of knowledge and skills; and (C) Use of appropriate behaviors to meet their needs.
 Preschool age children are assessed based on their developmentally age appropriate behaviors. This indicator collects data on the percentage of students with IEPs who are enrolled in preschool and making improvements in their age appropriate skills and behaviors. 


 
Indicator 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.
 IDEA requires that schools make efforts to involve parents in their children’s education. For example, schools are required to invite parents to IEP meetings, and parents provide information that is used to write their child’s IEP. An annual survey is given to parents asking them about their participation in IEP meetings and communication with school staff members. The results of this survey are used to monitor compliance with indicator 8.

Monitoring Priority: Disproportionality

Indicator 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.
 Data for this indicator is collected from districts to determine whether or not they are appropriately identifying students for special education services. Data is gathered from the school districts on the number of identified students and their ethnic backgrounds. This data is used to determine whether certain ethnic groups are being identified at higher rates then other ethnic groups.
  
Indicator 10:Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
 In Alaska, there are 14 disability categories that students can receive services for: Autism, Deafness, Deaf Blindness, Early Childhood Developmental Delay, Emotional Disturbance, Hearing Impairment, Specific Learning Disability, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment. Data is gathered on the ethnicity of students in specific disability categories to determine if any groups of students are being identified at higher rates then other ethnic groups.

Monitoring Priority: General Supervision Part B / Child Find

Indicator 11:Percent of children who were evaluated within 45 school days (State established timeline) of receiving parental consent for initial evaluation or, if the state establishes a timeframe within which the evaluation must be conducted, within that timeframe.
 A student cannot be evaluated for special education without parental consent being given. When a child is determined eligible for special education services, the IEP must be implemented within 45 school days of receiving parental consent for the initial evaluation. This indicator measures whether school districts are meeting the 45 day time limit.

Monitoring Priority: General Supervision Part B / Effective Transition

Indicator 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.
 Part C refers to children ages birth to 3 years old, and Part B refers to children ages 3-21. Students that are identified by Part C and referred to school districts prior to age three should have an IEP in place by their third birthday, if they are still in need of special education services. Data is gathered on whether these students had an IEP in place to help transition them into pre-school.
  
Indicator 13:Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
 Transition planning is required for youth, with IEPs, ages sixteen and older. Some examples of activities that might be planned for include: a job, college, vocational school, or independent living. The Department gathers data on whether districts are including transition plans in their IEPs.
  
Indicator 14:Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.
 Statistical data is gathered on whether students who leave secondary school are successfully transitioned into competitive employment,some type of postsecondary school, or both, within one year of leaving secondary school.

Monitoring Priority: Effective General Supervision Part B / General Supervision

Indicator 15:General supervision system (including monitoring, complaints, hearings, etc.) identifies and corrects noncompliance as soon as possible but in no case later than one year from identification.
Data is collected on school districts overall compliance with statues and regulations of IDEA. When a school is found to be out of compliance, the Department will require a Plan of Improvement to correct the noncompliance. Data is gathered on whether the school districts are making all corrections to be in compliance with IDEA.
  
Indicator 16:Percent of signed written complaints with reports issued that were resolved within 60-day timeline or a timeline extended for exceptional circumstances with respect to a particular complaint, or because the parent (or individual or organization) and the public agency agree to extend the time to engage in mediation or other alternative means of dispute resolution, if available in the State.
 When any party, parent, or organization has a grievance with a district they can file a complaint. The Department assigns a complaint investigator who has 60 days to investigate the complaint, and data is reported on whether the complaints are investigated within the time limit. For more information on complaint investigations, please see Part VII of the Special Education handbook.
  
Indicator 17:Percent of fully adjudicated due process hearing requests that were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party.
 When a party initiates a due process hearing, a hearing officer is assigned by the Department to facilitate the hearing. The due process hearing officer has 45 days to conduct the hearing, but this time limit can be extended under certain situations. This indicator tracks whether due process hearings are being completed within the specified time limits. For more information on complaint investigations, please see Part VII of the Special Education handbook.
 
Indicator 18:Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
 One of the procedures of a due process hearing is to have a resolution session within 15 days of receiving notice of the due process request. If a resolution is reached the parties can enter into a binding legal agreement. This indicator tracks how many due process hearings were resolved through resolution session settlement agreements. For more information on complaint investigations, please see Part VII of the Special Education handbook.
  
Indicator 19:Percent of mediations held that resulted in mediation agreements.
 If both parties agree, parents and school districts can enter into mediation when they have a disagreement. The Department provides trained mediators to help resolve disagreements. This indicator tracks how many of these mediation sessions resulted in a mediated agreement. For more information on complaint investigations, please see Part VII of the Special Education handbook.
  
Indicator 20:State reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate.
 The Department is required to submit a variety of reports to the U.S. Department of Education. The reports are required to be timely and accurate. This indicator tracks whether reports are submitted on time and with accurate information.

You are currently using:  

We apologize, but your browser is not fully supported by the KPBSD website, therefore some features may not work as intended. Please upgrade to the most recent version of any supported browser below to ensure an optimal browsing experience.