Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 6 |
Descriptor
Author
| Alison Zagona | 2 |
| Daria Gerasimova | 2 |
| Elissa Lockman Turner | 2 |
| Jennifer A. Kurth | 2 |
| Jesse R. Pace | 2 |
| Kirsten Lansey | 2 |
| Kristin J. Lyon | 2 |
| Lomax, Erin | 2 |
| Mary Curran Mansouri | 2 |
| Matt Jameson | 2 |
| Roxanne Loyless | 2 |
| More ▼ | |
Publication Type
| Reports - Descriptive | 3 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 3 |
| Elementary Secondary Education | 2 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
| California | 1 |
| Missouri | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 2 |
| Elementary and Secondary… | 1 |
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textNagle, Kate; Hayes, Susan – IDEA Data Center, 2022
The purpose of this resource is to unpack Part B State Performance Plan/Annual Performance Report (SPP/APR) Indicator 3D to better understand how to use it to improve outcomes for children with individualized education programs (IEPs). Indicator 3D is a new subcomponent of Indicator 3 in the Office of Special Education Programs' (OSEP) FFY…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities
Peer reviewed
Direct linkJennifer A. Kurth; Elissa Lockman Turner; Daria Gerasimova; Tyler A. Hicks; Alison Zagona; Kirsten Lansey; Mary Curran Mansouri; Kristin J. Lyon; Matt Jameson; Roxanne Loyless; Jesse R. Pace – Grantee Submission, 2022
Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous…
Descriptors: Individualized Education Programs, Student Placement, Special Needs Students, Special Education
Jennifer A. Kurth; Elissa Lockman Turner; Daria Gerasimova; Tyler A. Hicks; Alison Zagona; Kirsten Lansey; Mary Curran Mansouri; Kristin J. Lyon; Matt Jameson; Roxanne Loyless; Jesse R. Pace – Research and Practice for Persons with Severe Disabilities, 2022
Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous…
Descriptors: Individualized Education Programs, Student Placement, Special Needs Students, Special Education
Lomax, Erin – IDEA Data Center, 2021
This resource focuses on recent changes in the data sources and measurements of Part B Indicators 1 and 2. It offers a side-by-side comparison of the State Performance Plan/Annual Performance Report (SPP/APR) Part B Indicator measurement tables for FFY 2019 and FFY 2020-2025 to highlight relevant differences in SPP/APR reporting of graduation rate…
Descriptors: Graduation Rate, Dropout Rate, Educational Indicators, Educational Change
Lomax, Erin – IDEA Data Center, 2021
This resource describes new reporting requirements and measurement changes to Part B State Performance Plan and Annual Performance Report (SPP/APR) Indicator 3. The majority of students with disabilities participate in regular statewide assessments, and a small percentage of students with the most significant disabilities participate in alternate…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Fazlul, Ishtiaque; Koedel, Cory; Parsons, Eric – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Measures of student disadvantage--or risk--are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new…
Descriptors: Academic Achievement, At Risk Students, Prediction, Disadvantaged
