Also known as Section 616 of IDEA, the SPP/APR is one of the largest and most comprehensive reports that states are required to submit annually to the Office of Special Education Programs (OSEP). This report currently comprises 17 indicators that are used to evaluate state implementation of special education programs. Indicators focus on both compliance and results for students with disabilities.

SERVICES OFFERED

• Completing the entire SPP/APR or designated indicators and components

• Training for state staff, school districts, stakeholders, and other members of the public on the SPP/APR

• Direct one-on-one coaching of state staff around the SPP/APR

• Supporting stakeholder engagement activities

• Developing data displays and informational resources related to the SPP/APR and designated components

• Creating public reports for the SPP/APR that satisfy public reporting requirements

• Assisting with correction of noncompliance components

• Conducting data analysis to inform indicator targets and improvement strategies

• Developing evaluation systems for indicators and the State Systemic Improvement Plan (SSIP)

Section 618 data collections capture a broad array of data for students with disabilities, including the following data submissions

• Assessment (EDFacts files FS175, FS178, FS179, FS185, FS188, and FS189)

• Child Count and Educational Environments (EDFacts files FS002 and FS089)

• Discipline (EDFacts files FS005, FS006, FS007, FS088, FS143, and FS144)

• Dispute Resolution (EMAPS survey)

• Exiting (EDFacts file FS009)

• Maintenance of Effort Reduction and Coordinated Early Intervening Services (EMAPS submission)

• Personnel (EDFacts files FS070, FS099, and FS112)

SERVICES OFFERED

• Verifying EDFacts and EMAPS submissions against system reporting requirements, including business rules outlined in the Business Rules Single Inventory (BRSI)

• Conducting data analysis to prepare data notes for submissions

• Training on file specifications and data collection requirements

Under Section 618(d) of IDEA, states are required to annually collect and examine data to determine whether there is significant disproportionality based on race and ethnicity in 14 categories grouped under three main areas: identification, discipline, and placement. States must apply a state-defined standard methodology to assess all school districts in the state and determine significant disproportionality.

SERVICES OFFERED

• Calculating significant disproportionality, based on state-defined criteria

• Communicating with and soliciting feedback from stakeholders around criteria

• Developing guidance documents, resources, and data displays related to significant disproportionality

• Evaluating trends, patterns, at-risk school districts, and conducting other data analyses

• Assisting with creation of support systems and activities for those school districts identified with significant disproportionality

States are required to complete determinations of school district performance utilizing the same categories issued by OSEP in state determinations (i.e., meets requirements, needs assistance, needs intervention, and needs substantial intervention). These local determinations are informed by data both federally required and determined by individual states. Local determinations are vital to monitor the school district implementation of IDEA to ensure all students with disabilities are receiving a free and appropriate public education.

SERVICES OFFERED

• Developing local determinations criteria that align with federal requirements and state priorities

• Calculating local determinations for each school district

• Conducting analysis of school districts' data related to identified determinations criteria to locate patterns and trends

• Supporting creation of tools, informational resources, data modules, and data displays that can be used to share findings and determinations, both internally and externally

• Communicating information about local determinations to school districts and stakeholders