The Individuals with Disabilities Education Improvement Act (IDEA) requires each state to have in place a State Performance Plan (SPP). This plan describes and evaluates the state’s efforts to implement the requirements of the IDEA Part B. The SPP includes annual targets for 17 indicators identified by the U.S. Department of Education Office of Special Education Programs (OSEP). The SPP/APRs include indicators that measure child and family outcomes and other indicators that measure compliance with the requirements of the IDEA. A state is required to submit a state performance plan (SPP) at least every six years. Each year, states must report against the targets in its SPP in an annual performance report (APR).
The SPP provides the baseline data, targets and improvement activities, timelines, and resources established by the state for each indicator. States must also report annually on their performance on the targets identified in the SPP through an Annual Performance Report (APR). The APR reflects the state’s progress toward meeting its goals. The APR provides the target data, an explanation of any slippage, and additional information from the state for each indicator. The SPP and APR are due together annually in February as the SPP/APR. The SPP/APR includes data from the previous school year, or Federal Fiscal Year (FFY). The report is available to the public after the OSEP’s review.
In order to provide helpful input into the target setting process, stakeholders must have an understanding of indicators for which targets are to be set. Vermont Agency of Education is publishing presentations specific to the State Performance Plan/Annual Performance Report (SPP/APR) Target Setting process as a mechanism to make information available to the public as part of meeting Office of Special Education Programs (OSEP) stakeholder involvement requirements below:
OSEP Changes to Stakeholder Process
Stakeholder Involvement: The mechanisms for soliciting broad stakeholder input on the state’s targets in the SPP/APR and any subsequent revisions the state has made to those targets, and the development and implementation of Indicator 17, the State’s Systemic Improvement Plan (SSIP). This must include:
- The number of parent members and a description of how the parent members of the State Advisory Panel, parent center staff, parents from local and statewide advocacy and advisory committees, and individual parents were engaged in target setting, analyzing data, developing improvement strategies, and evaluating progress.
- Description of the activities conducted to increase the capacity of diverse groups of parents to support the development of implementation of activities designed to improve outcomes for children with disabilities.
- The mechanisms and timelines for soliciting public input for target setting, analyzing data, developing improvement strategies, and evaluating progress.
- The mechanisms and timelines for making the results of the target setting, data analysis, development of the improvement strategies, and evaluation available to the public.
Indicator Target Stakeholder Input Forms
Public Input for Target Setting Proposals was open from May 15th until November 15th, 2021. The Agency of Education is no longer taking Target Setting Proposals.
- All Indicators
- Indicator 1: Graduation
- Indicator 2: Drop Out
- Indicator 3: Assessment
- Indicator 4: Suspension/Expulsion
- Indicator 5: Educational Environments
- Indicator 6: Preschool Environments
- Indicator 7: Preschool Outcomes
- Indicator 8: Parent Involvement
- Indicator 14: Post-School Outcomes
- Indicator 15: Resolution Sessions
- Indicator 16: Mediation
Previous SPP/APR reports can be found on the Special Education Reports webpage.
SPP resources by Indicator Resources can found on the Special Education webpage