Federal Reporting Requirement

State Performance Plan/Annual Performance Report

The Individuals with Disabilities Education Act (IDEA 2004) requires each state to develop a State Performance Plan (SPP) that evaluates the state’s efforts to implement the requirements and purposes of IDEA 2004 and describes how the state will improve such implementation. State Educational Agencies (SEA) must establish measurable targets for the performance of Students with Disabilities (SWD) on 20 performance indicators. IDEA 2004 requires states to report their progress toward achieving the measurable targets set forth in the SPP through an Annual Performance Report (APR).

IDEA 2004 states:
(I) PUBLIC REPORT- the State shall report annually to the public regarding the performance of each Local Educational Agency (LEA) within the State Targets segment of the SPP. The State shall make the SPP available through public means, including posting on the SEA website, distribution to the media, and distribution through public agencies. 616(b)(2)(C)(ii)(I).

Georgia’s Performance Plan and current Annual Performance Report are posted on the Georgia Department of Education (GaDOE) Exceptional Students website at: http://www.gadoe.org/ci_exceptional.aspx

The Divisions for Special Education Services and Supports Annual Reports contain data indicators that measure both the State and individual LEA annual progress compared to the targets established in the SPP. These data are provided as a planning tool to assist stakeholders with program evaluation for the purpose of improving the performance of students.

Students with Disabilities

Categories of Eligibility for Special Education Services include:
autism, deaf/blind, deaf/hard of hearing, emotional and behavioral disorder, intellectual disability, orthopedic impairment, other health impairment, significant developmental delay, specific learning disability, speech-language impairment, traumatic brain injury, and visual impairment.

The official source of student demographic information is the GaDOE’s Student Record. GaDOE disaggregates data on the basis of race/ethnicity as follows:

• American Indian or Alaska Native – a person having origins in any of the original peoples of Central, North, or South America who maintains cultural identification through tribal affiliation or community recognitions.
• Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
• Black or African-American – a person having origins in any of the Black racial groups of Africa.
• Hispanic or Latino – a person of Cuban, Mexican, Puerto Rican, Central or South American, or other Spanish culture or origin, regardless of race.
• Native Hawaiian or Other Pacific Islander – a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
• Two or more races – a person having origins in more than one race/ethnicity subgroup.
• White – a person having origins in any of the original peoples of Europe, Middle East, or North Africa.

The Full-Time Equivalent Student Count (FTE), conducted by the Data Collections Division of the GaDOE, is the method of accounting for all students including SWD. For reasons of confidentiality and statistical reliability, the Division for Special Education Services and Supports Annual Report does not report on student groups with less than 10 students.

Targets

Content of the Divisions for Special Education Services and Supports Annual Report

Demographics

• K-12 Placement (Ages 6 through 21)
• Representation Equitability – Risk of Disproportionality by Disability Type
• Representation Equitability – Risk of Disproportionality by Educational Setting
• Enrollment

Student Indicators

• Dropout Rate (Grades 9 through 12)
• Graduation Rate - Regular Diploma Recipients
• Post-Secondary Outcomes (Grades 9 through 12)

Preschool (Ages 3 through 5)

• Placement
• Age 3 Eligibility – Timelines for Eligibility Timelines
• Outcome 1
• Outcome 2
• Outcome 3

Assessment

• Annual Performance Report (APR) – Mathematics
• Annual Performance Report (APR) – Reading/English Language Arts (RELA)
• Alternate Assessment
• Participation - Mathematics
• Participation – Reading/English Language Arts (RELA)

Administrative Indicators

• K-12 Eligibility – Timelines for Eligibility Timelines
• Dispute Resolution – Disputes by Resolution Category
• Timeliness
• Parent Involvement

Summary Reports

• Demographics
• Student Indicators
• Preschool Outcomes
• Test Results
• Administrative Indicators
• Annual Performance Report Summary

Demographics

K - 12 Placement Defined:

1. General Education Placement Greater Than 80%:

Students who are in a general education classroom for at least 80% of the school day. These are students who receive special education and related services outside the regular classroom for less than 21% of the school day.
2. General Education Placement No More Than 79% but At Least 40%:

Students who are in a general education classroom between 40% and 79% of the school day. These are students who receive special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day.
3. General Education Placement Less Than 40%:

Students who are in a general education classroom for less than 40% of the instructional day. These are students who receive special education and related services outside the regular classroom for more than 60% of the school day.
4. Public/Private Separate Facilities:

Students who receive special education and related services for greater than 50% of the school day in public/private separate day-school facilities or public/private separate residential facilities.
5. Hospital/Homebound:

Students who receive special education and related services at home or in medical facilities.

K–12 Placement Calculation:

1. General Education Placement Greater Than 80%:

Percent = [(Number of students with IEPs included in a general education class for at least 80% of the day) divided by (The Total Number of Students Aged 6 through 21 with IEPs)] Times 100
2. General Education Placement No More Than 79% but At Least 40%:

Percent = [(Number of students with IEPs included in a general education class for at least 40% of time but no more than 79% of the day) divided by (The Total Number of Students Aged 6 through 21 with IEPs)] Times 100
3. General Education Placement Less Than 40%:

Percent = [(Number of students with IEPs included in a general education class for less than 40% of the day) divided by (The Total Number of Students Aged 6 through 21 with IEPs)] Times 100
4. Public/Private Separate Facilities:

Percent = [(Number of students with IEPs served in public or private separate schools or residential placements) divided by (The Total Number of Students Aged 6 through 21 with IEPs)] Times 100
5. Hospital/Homebound:

Percent = [(Number of students with IEPs served in homebound or hospital Placements) divided by (The Total Number of Students Aged 6 through 21 with IEPs)] Times 100

Representation Equitability

Representation by Disability Type

A weighted risk ratio (WRR) of 1.0 reflects a subgroup risk consistent with all other subgroups. As the state examines the data for overrepresentation and underrepresentation, a weighted risk ratio above or below the 1.0 WRR demonstrates some degree of disproportionate representation. The state provides a review of policies, procedures, and practices for all districts determined to have disproportionate representation based upon the numerical criteria. The district must identify a team of professionals (e.g., regular education administrators, special education administrators, professional learning coordinator, curriculum director, parents, school psychologist, student support services coordinator, school improvement specialists, etc.) who can work together to identify noncompliant policies, procedures, and practices, as well as root causes for the disproportionate representation. The state provides the review by administering a Self-Assessment Monitoring Protocol for Disproportionality. Based on the districts’ feedback, the State determines any instances of noncompliance and requires the districts to correct the noncompliance no later than one year from the notification.

The risk ratio helps the state to answer these questions.

“What is the risk for identifying students of a particular racial/ethnic group to receive special education and related services as compared to the risk for all other racial/ethnic groups?”

“What is the risk for a targeted racial/ethnic group to be identified in a specific disability category as compared to other racial/ethnic groups?”

Weighted risk ratios are reported on students ages 6 -21 for all disabilities and six individual disability types. State Board Rule 160-4-7-.05 CATEGORIES OF ELIGIBILITY defines the eligibility criteria for all recognized disability types.

The official source of student demographic information is the GaDOE Student Record.

Representation by Disability Type Calculation:
Weighted risk ratio = [(1 – State Group A composition) times (District Group A Disability Category risk)] divided by [(State Group B composition times District Group B Disability Category risk) plus (State Group C composition times District Group C Disability Category risk) plus (State Group D composition times District Group D Disability Category risk) plus (State Group E composition times District Group E Disability Category risk)].

The equation for composition is:
Composition = [(Number of enrolled students ages 6 -21 from racial/ethnic group by disability type) divided by (All enrolled students ages 6 -21)].

The equation for risk is:
Risk = [(Number of students ages 6 -21 from racial/ethnic group by disability type) divided by (Total Number of Enrolled Students ages 6 -21 from racial/ethnic group)].

Enrollment

The official source of enrollment information for students with disabilities is the GaDOE Full Time Equivalent Count 2 conducted annually on the first of December. Student counts with less than 10 students are suppressed; therefore, actual totals may exceed presented values.

Student Indicators

Dropout Defined:
Students are reported as dropouts if they leave school for one of the following reasons: Marriage, Expelled, Financial Hardship/Job, Incarcerated/Under Jurisdiction of Juvenile or Criminal Justice Authority, Low Grades/School Failure, Military, Adult Education/Postsecondary, Pregnant/Parent, Removed for Lack of Attendance, Serious Illness/Accident, and Unknown.

Dropout Calculation:
The dropout rate calculation is the [(Number of students with disabilities in grades 9 – 12 with a withdrawal code corresponding to a dropout) divided by (The Number of Students with disabilities that attended the district in grades 9 -12). The Number of Students that attended the school is based on any student with disabilities reported in the Student Record and excludes no-shows.

Graduation Rate

Indicator
Increase the percentage of students with disabilities who graduate with a regular high school diploma. (SPP Indicator 1)

Graduate with a Regular Diploma Defined:
To comply with the No Child Left Behind Act (NCLB), Georgia has defined a graduate as a student who leaves high school with a Regular Diploma (this does not include Certificates of Attendance or Special Education Diplomas). Graduates are students who have met course and assessment criteria. Graduates have completed a high school program of study of a minimum of 22 Carnegie units and have passed the four subject areas (English, Mathematics, Science, and Social Studies) of the Georgia High School Graduation Test and the Georgia High School Writing Test.

Graduate with a Regular Diploma Calculation:
The actual graduation rate calculation is a proxy calculation; in other words, the lack of unique statewide student identifiers does not allow for tracking of individual students across the four high school years. The graduation rate reflects the percentage of students with disabilities who entered 9th grade in a given year and were in the graduating class four years later. The graduation rate is calculated by using information in the relevant Student Records. The graduation class size is the number of dropouts in 9th, 10th, 11th, and 12th from appropriate years plus graduates plus other completers.

A brief description of how the graduation rate for 2009 is calculated follows:

1. Sum the 9th grade dropouts in 2006-2007, the 10th grade dropouts in 2007-2008, the 11th grade dropouts in 2008-2009, and the 12th grade dropouts in 2009-2010 for a four-year total of dropouts.
2. Divide the number of students receiving regular diplomas by the four-year total of dropouts plus the sum of students receiving Special Education Diplomas plus the number of students receiving Certificates of Attendance plus the number of students receiving regular diplomas. The number of students displayed on the graphs represents an approximation to the students in the 9th grade in 2006-2007 that should have graduated in 2010 and is the denominator in this step.
3. Change the result in step 2 from a decimal to a percentage (example: 0.83 equals 83%).

Graduation Rate Formula:

Numerator: # of students with disabilities who graduate with regular diplomas

Denominator: # of dropouts in 9th, 10th, 11th, and 12th from appropriate years + graduates + other completers

Suspension Risk

Suspension Risk Defined
Suspension risk includes any instances in which a student with disabilities is removed from his/her education placement for receiving Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) greater than 10 days in a school year (out-of-school suspensions). The ten days may reflect a single suspension or a cumulative total of multiple suspensions.

GaDOE evaluated the suspension/expulsion risk for SWD in each school district by comparing the rate of suspension and expulsion among other districts in the state.

“How significantly discrepant is the district’s suspension and expulsion practices for all children with Individualized Education Programs (IEPs) greater than 10 days as compared to other districts in the state?”

“How significantly discrepant is the district’s suspension and expulsion practices for a targeted racial/ethnic group greater than 10 days as compared to other districts in the state.

Significant Discrepancy Defined:
The rate of suspensions and expulsions for students with disabilities (SWD) for greater than 10 days in a school year is defined as: (1) a suspension N size ≥ 5 and (2) a relative suspension risk ≥ 3.0 when compared to all other districts in the state.

State Suspension Risk Calculation:
Risk = (Number of students with disabilities suspended for greater than 10 days / Total number of students with disabilities).

District Suspension Risk Calculation:

District Level Relative Discipline Risk for SWD = [((Focus District # of SWD with greater than 10 days OSS) divided by (Focus District Total SWD Age 3/21)) divided by ((State # of SWD with greater than 10 days OSS minus Focus District # of SWD with greater than 10 days OSS) divided by (State SWD Age 3/21 minus Focus District SWD Age 3/21))].

Post-Secondary Transitions

Post-secondary Transitions Calculation

• Number of students with disabilities 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 postsecondary goals.
• The number of students with an IEP age 16 and above

Percent = A divided by B times 100.

Identification of noncompliance for coordinated transition plans is determined by a district level records review process. The records review process involves the onsite review of student records in approximately 20% of the school districts each year. The review team makes the determination as to whether the IEP contains coordinated measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals.

Post-Secondary Outcomes

Post-Secondary Outcomes Defined:
The postsecondary transition survey is conducted annually between June1 and July 31. It is an unduplicated report of the postsecondary activities of individuals with disabilities who exited high school during the prior (2009-2010) school year. An exiter is defined as any individual who received a High School Diploma, Special Education Diploma, High School Certificate of Performance, or who Dropped Out or Aged Out. Postsecondary is reported as the percent of students who had IEPs, are no longer in secondary school, and are:

Enrolled in higher education on a full- or part-time basis in a community college (two year program) or college/university (four or more year program) for at least one complete term, at any time in the year since leaving high school, or

Competitive employed and have worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment, or

Enrolled in other postsecondary education or training on a full- or part-time basis for at least 1 complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program, vocational technical school that is less than a two year program), or

Employed and have worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).

Postsecondary Outcomes Calculation:

• Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
• Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
• Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Outcome Categories:

College/University – Full Time:

• Individuals pursuing a college degree or certification by attending higher education institution with an enrollment for a minimum of 12 semester hours per semester for at least 1 complete term, at any time in the year since leaving high school. This includes public and private institutions, less-than-4-year institutions, community colleges, technical colleges, and four-year colleges and universities that meet the definition of Institution of Higher Education in the Higher Education Act (HEA).

College/University – Part Time:

• Individuals pursuing a college degree or certification by attending higher education institution with an enrollment for less than 12 semester hours per semester for at least 1 complete term, at any time in the year since leaving high school. This includes public and private institutions, less-than-4-year institutions, community colleges, technical colleges, and four-year colleges and universities that meet the definition of Institution of Higher Education in the Higher Education Act (HEA).

Vocational Training – Full Time:

• Individuals attending a vocational training program that requires at least one year for completion and are enrolled for a minimum of 12 semester hours per semester for at least one complete semester, are not employed, and are preparing for gainful employment in a recognized occupation. This includes programs such as job corps, adult education, and workforce development.

Vocational Training – Part Time:

• Individuals attending a vocational training program that requires at least one year for completion and are enrolled for less than 12 semester hours per semester for at least one complete semester, are not employed, and are preparing for gainful employment in a recognized occupation. This includes programs such as job corps, adult education, and workforce development.

Post-secondary and Employed:

• Individuals who attend a university, college, technical college or vocational training program and are also employed full or part-time (See definition for competitive employment).

Competitive Employment (Full –Time):

• Individuals who are competitively employed and working for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 cumulative days at any time in the year since leaving high school AND ARE NOT reported College/University – Full Time/Part Time or Vocational Training – Full Time/Part Time. This includes the military. The 90 days are cumulative, need not be consecutive, and may include more than one job. Competitive employment means work- (i) In the competitive labor market that is performed in an integrated setting; and (ii) For which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled. (Rehabilitation Act Authority: Sections 7(11) and 12(c) of the Act; 29 U.S.C. 705(11) and 709(c))

Competitive Employment (Part –Time):

• Individuals who are competitively employed less than 35 hours per week and are NOT attending a post-secondary program. Competitive employment means work- (i) In the competitive labor market that is performed in an integrated setting; and (ii) For which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled. (Rehabilitation Act Authority: Sections 7(11) and 12(c) of the Act; 29 U.S.C. 705(11) and 709(c))

Other Employment – Part-Time, Self, and Supported Employment:

• Individuals who are competitively employed and working for pay at or above the minimum wage in a setting with others who are nondisabled for a period of LESS THAN 20 hours a week for at least 90 cumulative days at any time in the year since leaving high school AND ARE NOT reported College/University – Full Time/Part Time, Vocational Training – Full Time/Part Time, or Competitively Employment – Full Time. This includes the family business, self-employment, and supported employment earning at or above minimum wage. The 90 days are cumulative, need not be consecutive, and may include more than one job.

Other Employment - Sheltered Work or Day Habilitation:

• Individuals who attend sheltered workshops or day habilitation facilities.

On Waiting List:

• Individuals who are not currently employed and are on a waiting list of a service agency for supported employment, sheltered work, or day habilitation.

Unengaged:

• Individuals who are not enrolled in any type of postsecondary program, are not employed full or part-time, are not attending a sheltered program, or are waiting for services from another agency. Individuals who are incarcerated at the time of the survey should be reported as unengaged.

Returned to High School:

• Valid for individuals with an “Exit Status” of “ Drop Out” during the 2008-2009 school year who returned to school in 2009-2010 and are enrolled in school between April 1 and the close of the 2009-2010 school year.

Unable to Contact

• Individuals who exited school and for whom no post-secondary data is available

Pre-School Placement (Ages 3 through 5)

Preschool Eligibility Defined:
Babies Can’t Wait (BCW) is Georgia's statewide interagency service delivery system for infants and toddlers with developmental delays or disabilities. BCW is established by Part C of the Individuals with Disabilities Education Act (IDEA), which guarantees all eligible children, regardless of their disability, access to services that will enhance their development. Allowable exceptions to eligibility determination by age include those children referred to BCW less than 90 days before their third birthday and those children for whom lack parental consent delayed evaluation or initial services.

Preschool Eligibility Calculation:

1. # of children who have been served in Part C and referred to Part B for Part B eligibility determination.
2. # of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthdays.
3. # of those found eligible who have an IEP developed and implemented by their third birthdays.
4. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR §300.301(d) applied.
5. # of children who were referred to Part C less than 90 days before their third birthdays.

Preschool Outcomes

Preschool Outcomes Calculator

Measurements:
Outcomes:

1. Positive social-emotional skills (including social relationships);
2. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
3. Use of appropriate behaviors to meet their needs.

1. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by (# of preschool children with IEPs assessed)] times 100.
2. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.
3. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of preschool children with IEPs assessed)] times 100.
4. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.
5. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.

Summary Statements for Each of the Three Outcomes:

Summary Statement 1: Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 1: Percent = # of preschool children reported in progress category (c) plus # of preschool children reported in category (d) divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100.

Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 2: Percent = # of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e) divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100.

Assessment

Test Perormance

This section provides student performance results from Georgia tests based on the state’s Curriculum for the Georgia Performance Standards (GPS). The Georgia Criterion-Referenced Competency Tests (CRCT) are state-mandated end-of-year assessments. These tests are designed to measure how well students have mastered the content and skills that are unique to Georgia's Performance Standards (GPS) in the areas of reading, English/language arts, and mathematics in grades 1 through 8 and in science and social studies in grades 3 through 8. The CRCT item format is selected-response. Based on performance, students are classified as:

• Level 1 - scores below 800 - "Does Not Meet Standard;"
• Level 2 - scores from 800 to 849 - "Meets Standard;"
• Level 3 - scores at or above 850 (950 maximum) - "Exceeds Standard."

Currently, the Georgia Department of Education (GaDOE) administers the Georgia High School Graduation Test (GHSGT) to evaluate student performance at the high school level. The tests include GPS assessments in the areas of English/language arts, science, social studies, and mathematics. Current high school diploma requirements mandate that a student must achieve a passing score in each subtest of the GHSGT. A student has multiple opportunities to take each subject’s test. The four core subject tests are scored Fail, Pass, and Pass Plus. The scale scores on the GHSGT range from 400 to 600; the cut-points for the levels of performance vary by subject. The following chart shows the scales and performance levels.

Georgia Alternate Assessment Defined

The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. Under the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Act (IDEA), states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States must also ensure that all students are assessed for their progress toward meeting academic standards. Students with significant cognitive disabilities may be assessed via an alternate assessment based on alternate achievement standards, as determined by the students’ IEP team. The US Department of Education (USED) defines an alternate achievement standard as one that “sets an expectation of performance that differs in complexity from a grade-level achievement standard.” Alternate achievement standards must be aligned to state academic content standards, although they may reflect prerequisite or entry-level skills.

A portfolio of student work samples is used to capture student learning and achievement/progress in the four content areas (English Language Arts, Mathematics, Science, and Social Studies). The focus is on academic content and skills.

• Grades K-2 will develop a portfolio in English language arts and mathematics.
• Grades 3-8 and 11 will develop a portfolio in English language arts, mathematics, science, and social studies.

The GAA portfolio entries are scored for four discrete dimensions:

• Fidelity to Standard assesses the degree to which the student’s work addresses the grade-level standard to which it is aligned;
• Context assesses the degree to which the student work exhibits the use of grade-appropriate materials in a purposeful and natural/real-world application;
• Achievement/Progress assesses the increase in the student’s proficiency of skill across the two collection periods; and
• Generalization assesses the student’s opportunity to apply the learned skill in other settings and with various individuals in addition to the teacher or paraprofessional across all content areas assessed.

In addition to rubric scores, student achievement on the GAA will be reported in terms of the following three performance levels:

• Emerging Progress: based on evidence in the portfolio, the student is beginning to demonstrate an understanding of fundamental skills and knowledge aligned to grade-appropriate standards. (Does Not Meet Standards)
• Established Progress: based on evidence in the portfolio, the student demonstrates an understanding of fundamental skills and knowledge aligned to grade-appropriate standards. (Meets Standards)
• Extending Progress: based on evidence in the portfolio, the student demonstrates an increased understanding of fundamental skills and knowledge aligned to grade-appropriate standards. (Exceeds Standards)

Portfolio Collection Periods:

• Achievement/Progress is documented in two collection periods during a school year. The first collection period will provide evidence of a student’s entry-level performance (initial performance of the skill); the second collection period will provide evidence of a student’s achievement/progress to date.
• The collection period window between the first collection period and the second collection period is a minimum of three weeks to a maximum of five months.

Georgia Alternate Assessment Calculation:

Percentage of students who are proficient or above equals:

1. Number of students with disabilities in grades assessed participating in the GAA
2. Number of students with disabilities in grades assessed who are proficient or above as measured by in alternate assessment against alternate achievement standards.


Percent = [B divided by A] Times 100

Annual Performance Report Mathematics and Reading/English Language Arts Defined:

Annual Performance Report Assessment Results are reported consistent with the requirements of the Elementary and Secondary Education Act (ESEA) and include the performance results for students enrolled for a Full Academic Year (FAY). Additional information regarding these requirements is located on the Georgia Department of Education website at www.gadoe.org/ayp2009.aspx.

Annual Performance Report Mathematics and Reading/English Language Arts Calculation:

Information regarding these requirements is located on the Georgia Department of Education website at www.gadoe.org/ayp2009.aspx.

Test Participation

Test Participation Defined:
A student’s Individualized Education Program team determines appropriate participation in assessment and identifies necessary accommodations in accordance with the federal Individuals with Disabilities Education Act.

Under the federal Individuals with Disabilities Education Act (IDEA), all students with disabilities must participate in state and local assessments. Students must participate in either regular assessments (without or with accommodations as needed) or the GAA. Each student’s Individualized Education Program (IEP) team must make decisions regarding the participation of these students. The IEP team should consider the following: (a) the purpose of the assessment, (b) the feasibility of the student’s participation, and (c) the accommodation(s), if any, that the student may need. The decision of the IEP team regarding participation and accommodations must be documented in the IEP. A list of approved assessment accommodations for students with disabilities is located in the Georgia Department of Education Student Assessment Handbook. If a student’s IEP team recommends no participation in state-mandated assessments (e.g., CRCT, GHSGT, etc.), the IEP must document the reasons and require participation in the GAA. The GAA may only be used in cases where a student is unable to participate in the regular assessment, even with maximum accommodations, and should only be recommended for a small number of students (i.e., students with significant cognitive disabilities). This generally includes students who appropriately participate in the curriculum based on alternate achievement standards. The US Department of Education (USDOE) defines an alternate achievement standard as one that “sets an expectation of performance that differs in complexity from a grade-level achievement standard.” Alternate achievement standards must be aligned to state academic content standards, although they may reflect prerequisite or entry-level skills.

Number of Students:

Enrollment During Testing Window:
Enrollment is based on the number of students with disabilities in reported grades enrolled in the district during the established testing window dates.

Participation in Alternative Assessment:
The percentage of students with disabilities participating in the alternate assessment against alternate achievement standards.

Participation in Regular Assessment:
The percentage of students with disabilities participating in regular assessment.

Participation in Regular Assessment:

Without Accommodations:
The percentage of students with disabilities participating in regular assessment with no accommodations.

Test Participation Calculation:

Participation in Alternate Assessment Rate equals:

1. Number of students with disabilities in grades assessed;
2. Number of students with disabilities in alternate assessment against alternate achievement standards


Percent = [B divided by A] Times 100.

Participation in Regular Assessment Rate equals:

1. Number of students with disabilities in grades assessed;
2. Number of students with disabilities in regular assessment with no accommodations and with accommodations


Percent = [C divided by D] Times 100).

Administrative Statistics

K-12 Eligibility

Indicator:
Increase the percentage of students who are evaluated and determined eligible for special education within 60 days. (SPP Indicator 11)

K-12 Eligibility Defined:
The percent of students with parental consent to evaluate, who were evaluated with eligibility determined within 60 days.

K-12 Eligibility Calculation:

1. Number of students for whom parental consent to evaluate was received.
2. Number determined not eligible whose evaluations and eligibility determinations were completed within 60 days
3. Number determined eligible whose evaluations and eligibility determinations were completed within 60 days


Percent = [(B + C) divided by A] Times 100

Dispute Resolution

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.

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.

Indicator 18
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Indicator 19
Percent of mediations held that resulted in mediation agreements. (SPP Indicators 16-19)

Dispute Resolution Defined:
Data report the terminal status of complaints, due process hearings, and mediations that were requested during the year. Status are reported as the number of events received, withdrawn, and when applicable findings and/or resolution results.

Timeliness

Timely and Accurate Defined:
All data are submitted on or before the collection due date. Data provided are from the correct time period and are consistent with reporting requirements. There are no missing sections or placeholder data. Data are submitted from all schools.

Timeliness Calculation:

1. Number of data collections received on time or complete.
2. Number of data collections.


Percent = (A) divided by (B) Times 100

Parent Survey

Parent Survey Defined: The GaDOE utilized the survey developed and validated by the National Center for Special Education Accountability Monitoring (NCSEAM) to determine the percentage 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. In 2005-2006, the state level Stakeholder committee recommended that the baseline data collection process afford every parent in every district the opportunity to complete the survey. The GaDOE implemented in FY06 a stratified, random, cluster sampling method to ensure the sample was representative of Georgia’s special education student population. The sampling occurred at the school level. The goal of the sampling method was to place every school in Georgia in one of five equivalent Yearly Sample Groups (YSG). The number of surveys used annually will allow each district to be reported at least once after the first year, and all districts over 50,000 students will be reported annually.

Parent Survey Calculation:

1. Number of respondent parents who report schools facilitated parent involvement as a means of improving services and results for students with disabilities
2. Total number of respondent parents of children with disabilities


Percent = (A) divided by (B) Times 100