CFDA Numbers: |
84.173
- Special Education_Preschool Grants
84.181 - Special Education_Grants for Infants and Families with Disabilities |
Goal 8: To assist State and local educational agencies in providing children with disabilities access to high quality education to help them meet challenging standards and prepare them for employment and independent living. |
Objective 8.1 of 4: ALL PRESCHOOL CHILDREN WITH DISABILITIES RECEIVE SERVICES THAT PREPARE THEM TO ENTER SCHOOL READY TO LEARN |
Indicator 8.1.1 of 1: Inclusive settings (preschool): The percentage of preschool children with disabilities who are receiving special education and related services in inclusive settings (e.g., regular kindergarten, public preschool programs, Head Start, or child care facilities). | ||||||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||
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Explanation: Data for actual performance were rounded to the nearest whole number. |
Additional Source Information: Includes children in early childhood settings and home settings from 50 States, DC, Puerto Rico, American Samoa, Guam, Virgin Islands, Northern Marianas, and BIA (57 entities). Frequency: Annually. Collection Period: 2002 - 2003 Data Available: September 2003 Validated By: Federal Statistical Agencies. New State data collections typically take up to five years to achieve reliability. |
Objective 8.2 of 4: ALL CHILDREN WITH DISABILITIES HAVE ACCESS TO THE GENERAL CURRICULUM AND ASSESSMENTS, WITH APPROPRIATE ACCOMMODATIONS, SUPPORTS, AND SERVICES, CONSISTENT WITH HIGH STANDARDS. |
Indicator 8.2.1 of 2: Regular education settings (school age): The percentage of children with disabilities ages 6 to 21 who are reported by states as being served in the regular education classroom at least 80 percent of the day. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: The percentage of children served in regular education classrooms at least 80 percent of the day decreased from 47.3 percent in 2000 to 46.5 percent in 2001. |
Additional Source Information: State-reported data required under IDEA. Numerator: Number served at least 80 percent of day in regular classroom. Denominator: All settings. 50 States, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, Northern Marianas, and BIA (57 entities). Frequency: Annually. Collection Period: 2002 - 2003 Data Available: September 2003 Validated By: Federal Statistical Agencies. |
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Indicator 8.2.2 of 2: The percentage of students with disabilities scoring at or above the basic and proficient levels on the NAEP | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: For Math and Science the percentage excluded from NAEP includes public and private school students. For Reading the percentage includes only public school students. The percentage reported for 8th grade Math who met or exceeded basic levels has been corrected to 26.8 percent based on an error in reporting last year's data. |
Additional Source Information: Analysis of data from National Assessment of Educational Progress (NAEP). Frequency: Other. Collection Period: 2001 Data Available: January 2002 Validated By: No Formal Verification. Analysis of data from National Assessment of Educational Progress (NAEP). Limitations: Data on children with disabilities who meet or exceed basic standards and those who do not meet basic standards are based on very small sample sizes, and, therefore, have a low level of reliability. |
Objective 8.3 of 4: SECONDARY SCHOOL STUDENTS WITH DISABILITIES RECEIVE THE SUPPORT THEY NEED TO COMPLETE HIGH SCHOOL PREPARED FOR POSTSECONDARY EDUCATION OR EMPLOYMENT. |
Indicator 8.3.1 of 1: Graduation: The percentage of children with disabilities exiting school with a regular high school diploma, and the percentage who drop out. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: Targets for 2002-2004 reflect a decrease from prior years due to the increased use of high-stakes testing among states. This factor may produce a drop in desired results at first, before instruction catches up to standards. |
Additional Source Information: State-reported data required under IDEA for 50 States, DC, Puerto Rico, American Samoa, Guam, Virgin Islands, Northern Marianas, BIA (57 entities). Frequency: Other. Collection Period: 2001 - 2002 Data Available: September 2003 Validated By: Federal Statistical Agencies. Limitations: Supplemental descriptive information will be provided by the National Longitudinal Study II. The Department is taking steps to reduce the amount of time for collecting and reporting data. |
Objective 8.4 of 4: STATES ARE ADDRESSING THEIR NEEDS FOR PROFESSIONAL DEVELOPMENT CONSISTENT WITH THEIR COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT (CSPD). |
Indicator 8.4.1 of 1: Qualified personnel: The number of states and outlying areas where a high percentage of special education teachers are fully certified in the area in which they are teaching. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: There is a clustering of states around the 90 percent goal in the indicator, which may result in unpredictable changes from year to year. However, evidence of a positive trend is expected to be evident over a 5- to 7- year period. The Department is examining the possible effects of the fully qualified personnel provisions in the No Child Left Behind Act on targets for this indicator. Once alignment and NCLB and IDEA is determined, this indicator may be revised. Actual data have been revised to eliminate the effect of rounding percentages upward to the nearest whole number. |
Additional Source Information: State reported data required under IDEA. Frequency: Annually. Collection Period: 2001 - 2002 Data Available: September 2002 Validated By: Federal Statistical Agencies. |