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State Performance Plan Resources by Indicator

The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation.

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 Office of Special Education Programs (OSEP) uses information from the SPP/APR, information obtained through monitoring visits, and any other public information to annually determine if the state:

  • Meets requirements and purposes of the IDEA
  • Needs assistance in implementing the requirements of Part B or Part C of the IDEA
  • Needs intervention in implementing the requirements of Part B or Part C of the IDEA
  • Needs substantial intervention in implementing the requirements of Part B or Part C of the IDEA

Special Education SPP/APR Resource Library

The Special Education IDEA State Performance Plan Resource Library is intended to provide guidance and professional development resources on behalf of students with disabilities by indicator.
 

Indicator Number: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17
 

Indicator 1 – Graduation: Percent of youth with IEPs graduating with regular diplomas

Indicator 2 – Dropout: Percent of youth with IEPs dropping out

Indicator 3 - Assessment: A - Percent of districts meeting AYP targets; B - Participation rate; C - Proficiency rate

  • Vermont Alternate Assessment Selection Process and the Learner Characteristic Inventory: This training is designed as a high-level introduction on accessing the Learner Characteristic Inventory (LCI) and the test selection process. The LCI is the registration tool, and first step educators must take, in order to assign the VTAA to their student. This brief training is not intended to replace the comprehensive Alternate Test Administrator (ATA) certification course found on the Vermont Common Assessment Portal. All educators will need to complete the TA Certification Course to access the LCI and the ATA Certification Course to launch the VTAA. 11/2020

  • Vermont’s Alternate Assessment Student Eligibility Criteria: Vermont’s Alternate Assessment Criteria Checklist, Definition, Non-allowable/acceptable considerations for determining participation in an alt. Participation criterion description 4 participation criterion steps in determining if alternate assessment is for a particular student. VT AOE.  5/28/2019
  • VTAA Training Video Part 1 - Video Part 2: These are recordings of an in person VTAA training. They provide information on how to administer the VTAA, as well as information about systems that are accessed during the test window and questions from the field. Video is about 54 minutes. VT AOE training. 5/22/2019
  • ​Mathematics Blueprint (Spreadsheet): The Vermont Alternate Assessment test blueprints give a description of assessments and explain how the content will be assessed for grades 3-9 AOE. 5/9/2019
  • NGSS Science Blueprint (Spreadsheet): The Vermont Alternate Assessment test blueprints give a description of assessments and explain how the content will be assessed for grades 5, 8, and 11. AOE. 5/9/2019
  • ​ELA Blueprint (Spreadsheet): The Vermont Alternate Assessment test blueprints give a description of assessments and explain how the content will be assessed for grades 3-9. AOE. 5/9/2019 
  • Performance Assessment Tools and Resources: Arts, ELA, Financial Literacy, Mathematics, Science, Social Studies. VT AOE. 3/21/2019
  • ​Academic Screening Tools Chart: Universal screening can be used to identify which children will need the most intensive intervention. In some cases, children with the weakest initial skills may bypass Tier 2 intervention and move directly into intensive intervention. The tools on the academic screening tools chart can be used to identify students at risk for poor academic outcomes, including students who require intensive intervention. National Center on Intensive Intervention at the American Institutes for Research. 7/2019
  • WIDA Alternate ACCESS for ELL’s: (Alternate ACCESS) is a large-print, paper-based test individually administered to students in Grades 1-12 who are identified as English language learners (ELLs) with significant cognitive disabilities who participate, or who would be likely to participate, in their state's alternate content assessment(s). WIDA.
  • ​Instructional and Testing Supports for Students with Disabilities: This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students. 2 hours. IRIS Center.
  • ​Accessing the General Education Curriculum: This module highlights classroom consideration that promote access to the general education curriculum for students with disabilities. 1.5 hours. IRIS Center.
  • ​Selecting Appropriate testing Accommodations for Students with Disabilities: Discusses the importance of understanding the relationship between accommodations and educational assessment practices for students with disabilities 4:33 minutes. IRIS Center. 3/16/2012
  • ​Inclusive Practice Tool: Accessibility Review: Language, cultural, skill, test fatigue.

Indicator 4 – Suspension/Expulsion: Percent of districts with discrepancies

Indicator 5 - Least Restrictive Environment (LRE) Placement: Percent of students in varying amounts of general education settings

Indicator 6 - Early Childhood Settings: Percent of children 3-5 in various placements  

Indicator 7 - Preschool Skills: Percent of children ages 3-5 with improved skills  

Indicator 8 - Parent Involvement: Percent of parents reporting school facilitated parent involvement  

Indicator 9 - Disproportionate Representation Special Education

Indicator 10 - Disproportionate Representation in racial/ethnic groups in specific disability categories

Indicator 11 - Child Find: Percent of children evaluated within 60 days  

Indicator 12 - Part C to Part B Transition: Percent of eligible children with IEP before 3rd birthday  

Indicator 13 - Secondary Transition: Percent of students 16+ years old with measurable annual goals 

IEP Transition Plans  

  • Writing Quality Secondary Transition IEPs that Include the Required Elements of Indicator 13: This document is designed to support educators who write and review Individualized Education Program (IEP) for students ages 16 through 21 in Vermont. It contains rule definitions for each element as well as guidance, tips, and compliant and non-compliant examples. 
  • Vermont Indicator 13 Checklist – Self Assessment for Special Educators: This document was updated in 2023. This self-assessment is a one-page tool for high school special educators that is designed to be a quick reference guide to the 8 elements of Indicator 13 as well as an easy way to self-assess for I-13 compliance. 
  • Individualized Education Program Post-Secondary Transition Plan Template (Fillable Form): This is Vermont’s postsecondary transition plan template of the IEP. This template has embedded technical assistance to improve Indicator 13 documentation.  
  • Transition Assessment Planning Form: This tool, created by the Transition Coalition, helps IEP teams determine what assessments will be done and when prior to developing the IEP transition plan. 
  • Vermont Graduation Readiness Tool: This tool is designed to address a long-standing challenge for IEP teams in VT, which is, how to determine the graduation date for students with disabilities particularly students with developmental disabilities. 
  • Secondary Transition Best Practices Self-Assessment Tool: This is a tool for LEAs to assess themselves in terms of their own ability to execute on delivering high quality transition services for students who are eligible for special education. The following document is designed to be a self-assessment on systemic best practices for Secondary Transition (Indicator 13). While it is not designed to be a step by step guide to completing the Secondary Transition process, it can help assess whether or not a Local Education Agency (LEA) has the systemic supports in place to effectively engage in transition planning and service delivery. 

Recorded Trainings to Support Secondary Transition 

Summary of Performance

Indicator 14 - Secondary Transition: Percent of youth engaged in post-secondary studies or meaningful work  

Indicator 15 - Hearing Requests Resolved  

Indicator 16 - Mediation: Percent of mediations resulting in agreement  

Indicator 17 - State Systemic Improvement Plan  

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