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Delaware State Performance Plan - Provide Feedback
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En español : An kreyòl ayisyen
The survey period is now closed. You may still review the indicator information, but you will not be able to complete a survey.
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The Delaware Department of Education (DDOE) invited the public to provide input and feedback on 17 areas – or indicators – included in Delaware’s State Performance Plan.
What is the State Performance Plan?
- A six-year report required by the federal Office of Special Education Programs (OSEP) that explains how DDOE, districts and charter schools are improving results for students and youth with disabilities throughout the state
- Requires annual progress updates to OSEP each February 1 based on data from the previous school year
- Drives improved results for students with disabilities
- Ensures that DDOE, districts and charter schools are meeting the requirements of the federal Individuals with Disabilities Education Act (IDEA), Part B
- Developed in partnership with multiple Delaware stakeholders, including families, educators, advocates and community organizations – visit the Delaware Annual Performance Report for Students with Disabilities Target Setting Overview for Public Input for more information
What are indicators?
- 17 areas of the State Performance Plan that explain how Delaware is educating students with disabilities and preparing them for life after high school
- Each indicator includes targets for improvement as well as strategies and activities being implemented to meet the targets
- Examples:
- Indicator 1 measures the percentage of students with disabilities that graduate with a high school diploma
- Indicator 3 measures how students with disabilities perform on the state assessment
- Indicator 5 measures the amount of time during school day that students with disabilities are educated with their non-disabled peers
How do I provide feedback?
- The public is invited to provide feedback on how DDOE and stakeholders are setting targets and identifying improvement activities for each of the 17 indicators
- Please review each indicator and complete the associated surveys by Friday, January 28
- A six-year report required by the federal Office of Special Education Programs (OSEP) that explains how DDOE, districts and charter schools are improving results for students and youth with disabilities throughout the state
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Indicators and Surveys
Please be sure to review the Delaware Annual Performance Report for Students with Disabilities Target Setting Overview for Public Input presentation. This presentation may be referenced throughout the indicators and surveys listed below.
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Transition Data
Transition can be thought of as a bridge between school programs and the opportunities of adult life, including higher education or training, employment, independent living and community participation.
Indicator 1 - Graduation Rate
Percent of youth with Individualized Education Programs (IEPs) exiting from high school with a regular high school diploma.
Indicator 2 - Drop-out Rate
Percent of youth with IEPs dropping out of high school
Indicator 13 - Transition in the IEP
Percent of youth with IEPs aged 14 and above, or in the 8th grade, with an IEP that includes appropriate measurable postsecondary goals that:
- Are updated annually and based upon an age-appropriate transition assessment;
- Document measurable transition activities and services (for the current school year), including courses of study, that will reasonably enable the student to meet those post secondary goals;
- Include annual IEP goals related to the student’s transition services needs;
- Provide evidence that the student was invited to the IEP Team meeting where transition services are discussed; and
- Provide evidence that, if appropriate, a representative of any participating agency that is likely to be responsible for providing or paying for transition services was invited to the IEP Team meeting with the prior consent of the parent, or student who has r eached the age of majority.
Indicator 14A - Post-school outcomes (Measure A)
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.
Indicator 14B - Post-school outcomes (Measure B)
Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:
B. Enrolled in higher education or competitively employed within one year of leaving high school.
Indicator 14C - Post-school outcomes (Measure C)
Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:
C. Enrolled in higher education or in some other formal postsecondary education or training program; or competitively employed; or engaged in some other employment within one year of leaving high school.
Equity Data
Equitable education is the pursuit of achievement, fairness, and opportunity in education. Ensuring that students with disabilities are not being suspended at a rate higher than their peers is one way that schools can promote equity within school discipline practices.
Indicator 4A - Suspension/Expulsion w/ Significant Discrepancy
Indicator 4B - Suspension/Expulsion w/ Significant Discrepancy
The percent of districts that have:
- 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
- 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.
Indicator 9 - Disproportionate Representation in Special Education
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.
Indicator 10 - Disproportionate Representation in Specific Disability Categories
Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
Least-restrictive Environment
Least restrictive environment (LRE) isn't a place — it's a principle that guides a child's education program. All children should have the opportunity to be educated, to the greatest extent possible, with their community peers. The application of this principle may look different for each child because kids are unique.
Indicator 5 - Least Restrictive Education Environment
Percent of school aged children with Individualized Education Programs (IEPs) age 5 and enrolled in Kindergarten and ages 6-21 served in the environment listed below.
Child Find
When written parental consent is received for an initial evaluation for special education services, the school is required to complete the evaluation within a timeline.
Indicator 11 - Initial Evaluation
Percent of children who were evaluated for special education services within 45 school days or 90 calendar days, whichever is less, of receiving written parental consent for initial evaluation.
State Assessment
Assessment is an important part of instruction by assisting in the equity and quality of education; it fulfills several purposes for educators, students, parents, and community members. Assessments administered at the state, district/charter, and school levels combine to form a system supporting student growth.
Indicator 3A - Participation
Percent of students with disabilities who participated in the state-wide assessment for Math and Reading in grades: 4, 8, and High School.
Indicator 3B - Performance
The proficiency rates for children with IEPs against grade-level academic achievement standards for Math and Reading in grades 4, 8, (Smarter Balance Assessment) and High School (SAT- grade 11)
Indicator 3C - Alt. Assessment
The proficiency rates for children with IEPs against grade-level alternate academic achievement standards for Math and Reading in grades 4, 8, and High School (Dynamic Learning Map Assessment).
Indicator 3D - Gap In Proficiency
The proficiency rates for students with IEPs taking the regular assessment against all students taking the regular assessment.
Indicator 17 - State Systemic Improvement Plan, Early Literacy
The proficiency rates for children with IEPs against academic achievement standards for Reading in grade 3 (Smarter Balance Assessment or Dynamic Learning Maps Assessment).
Parent Engagement
Parents are an important members of their child's educational team. In Delaware, parents of students with disabilities receive an annual survey to provide feedback on their parental involvement opportunities.
Indicator 8 - Parent Involvement
Percent of parents with a child receiving special education services who report that schools facilitate parent involvement as a means of improving services for children with disabilities.
Preschool Setting
Like their school age peers, preschool children with disabilities also have the right to a free appropriate public education in the least restrictive environment. This includes access to high-quality early childhood programs where they are provided with individualized supports to meet high expectations alongside their peers without disabilities.
Indicator 6 - Least Restrictive Environement, Preschool
Percent of children with IEPs aged 3, 4, and aged 5 who are enrolled in a preschool program attending a:
- Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
- Separate special education class, separate school or residential facility.
- Receiving special education and related services in the home.
Early Childhood Outcomes
The three child outcomes refer to knowledge that children need along with the actions required to function successfully across settings. To be successful, it is important for children to be able to get along with others, follow the rules in a group, continue to learn new things, and take care of their basic needs in an appropriate way. Achieving these outcomes will help children thrive at home, in school, and in many settings throughout their communities.
Indicator 7A1 - Social Emotional Skills
Indicator 7A2
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improvement in the following three Early Childhood Outcomes:
A. Positive social-emotional skills (including social relationships)
Indicator 7B1 - Acquisition and Use of Knowledge
Indicator 7B2
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improvement in the following three Early Childhood Outcomes:
B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
Indicator 7C1 - Appropriate Behavioral Skills
Indicator 7C2
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improvement in the following three Early Childhood Outcomes:
C. Use of appropriate behaviors to meet their needs.
Early Transition
Children and their families should experience a timely and seamless transition from the Early Intervention program under Part C of IDEA to Part B special education and related services . This includes a timely transition conference with the receiving school district, a timely initial evaluation, eligibility determination and initial IEP developed and implemented no later than their third birthday.
Indicator 12 - Early Childhood Transition
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 birthday.
Mediation and Dispute Resolution
Mediation is one avenue people can utilize to problem solve when there is conflict. When a due process complaint is filed, a resolution session is one avenue people can utilize to problem solve.
Indicator 15 - Resolution Sessions
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
Indicator 16 - Mediation
Percent of mediations held that resulted in mediation agreements.
