Introduction
The No Child Left Behind Act of 2001 (NCLB) focused attention on improving outcomes for all students. This law holds schools accountable for student progress using indicators of adequate yearly progress (AYP), including measures of academic performance and rates of school completion.
Like NCLB, the Individuals with Disabilities Education Improvement Act (IDEA 2004) places greater emphasis on results for children with disabilities while ensuring continued procedural compliance with state and federal laws and regulations. OSEP has worked to shape its accountability system in a way that drives and supports these goals for students with disabilities, while continuing to protect the individual rights of children with disabilities and their families.
Under requirements of the Individuals with Disabilities Act (IDEA) of 2004, the Wisconsin Department of Public Instruction (WDPI) has developed a State Performance Plan (SPP) that describes how the State will improve outcomes of children with disabilities. Wisconsin’s SPP is a six-year plan comprised of 20 OSEP established indicators which contain measurable and rigorous targets for improvement.
Annual Performance Report
The Wisconsin Department of Public Instruction must report in the Annual Performance Report (APR) on the performance of the State to the Secretary of Education by February 1. Within the APR, WDPI submits the required data along with the improvement activities completed during the previous federal fiscal year.
Public Reporting of Performance
WDPI reports to the public on the State’s progress and slippage in meeting the measurable and rigorous targets found in the SPP by annually posting the APR on the department’s website. The Special Education District Profile includes LEA data, state data, the target for each indicator, sources of data, and links to additional information about each indicator. Presentations are also given by WDPI at various venues around the state including the State Superintendent’s Conference on Special Education and Pupil Services Leadership Issues. In addition, WDPI meets with the Continuous Improvement and Focused Monitoring (CIFMS) stakeholders and the State Superintendent’s Council on Special Education to review the changes to the SPP and the Annual Performance Report.
Indicator 1 measures the percent of youth with IEPs graduating from high school with a regular diploma.
FFY / Measurable & Rigorous Target2006 / 84.08% of students with disabilities will graduate with a regular diploma
2007 / 84.08% of students with disabilities will graduate with a regular diploma
2008 / 80% of students with disabilities will graduate with a regular diploma*
School Year / Regular Diploma / Certificate / HSED / Maximum Age / Cohort Dropouts / Indication 1 / Progress or Slippage
2006-07 / 6,233 / 55 / 124 / 82 / 1,2259 / 80.39% / Slippage
2007-08 / 6,664 / 96 / 124 / 104 / 1,426 / 79.2% / Slippage
2008-09 / Data available January 2010
Indicator 2 measures the percent of youth with IEPs dropping out of high school.
FFY / Measurable & Rigorous Target2006 / No more than 1.672% of students with disabilities will drop out
2007 / No more than 1.672% of students with disabilities will drop out
2008 / No more than 1.254% of students with disabilities will drop out
School Year / Dropouts / Expected to Complete School Term / Indicator 2 / Progress or Slippage
2006-07 / 1,524 / 56,838 / 2.61% / Slippage
2007-08 / 1,488 / 57,558 / 2.59 / Progress
2008-09 / Data available January 2010
Indicator 3 measures the percent of districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s AYP targets in reading and math, the participation rate for students with IEPs, and the proficiency rate for students with IEPs against grade level, modified and alternate academic achievement standards.
AYP
FFY / Measurable & Rigorous Target2006 / 75% of districts will meet AYP in reading and math
2007 / 80% of districts will meet AYP in reading and math
2008 / 80% of districts with a disability subgroup will meet AYP in reading and math
School Year / Subject / # of Districts Meeting 2007-08 AYP Requirements / # of Districts Meeting Minimum SwD Cell Size / % of Districts Meeting AYP Objectives for Disability Subgroup / Progress or Slippage
2006-07 / Reading / 34 / 36 / 94.44% / Met Target
Math / 35 / 36 / 97.22% / Met Target
2007-08 / Reading / 47 / 50 / 94.00% / Met Target
Math / 47 / 50 / 94.00% / Met Target
2008-09 / Reading / 48 / 52 / 92.00% / Met Target
Math / 50 / 52 / 96.00% / Met Target
Participation
FFY / Measurable & Rigorous Target2006 / 95% participation rate in the areas of reading and math for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards
2007 / 95% participation rate in the areas of reading and math for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards
2008 / 95% participation rate in the areas of reading and math for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards
School Year / Grade/ Subject / # of Children with IEPs / # of Children with IEPs Participating in WSAS / Parent Opt Out / Exempt – Other Reasons / Indicator 3 Participation Rate / Progress or Slippage
2006-07 / 3rd Gr. Reading / 8,088 / 7,954 / 0 / 134 / 98.34% / Met Target
3rd Gr. Math / 8,088 / 8,023 / 0 / 65 / 99.20% / Met Target
4th Gr. Reading / 8,327 / 8,214 / 3 / 110 / 95.64% / Met Target
4th Gr. Math / 8,327 / 8,264 / 3 / 60 / 99.24% / Met Target
5th Gr. Reading / 8,663 / 8,555 / 0 / 108 / 98.75% / Met Target
5th Gr. Math / 8,663 / 8,605 / 0 / 58 / 99.33% / Met Target
6th Gr. Reading / 8,559 / 8,472 / 0 / 87 / 98.98% / Met Target
6th Gr. Math / 8,559 / 8,465 / 0 / 94 / 98.90% / Met Target
7th Gr. Reading / 9,149 / 9,056 / 0 / 93 / 98.98% / Met Target
7th Gr. Math / 9,149 / 9,076 / 0 / 73 / 99.20% / Met Target
8th Gr. Reading / 9,555 / 9,407 / 5 / 143 / 98.45% / Met Target
8th Gr. Math / 9,555 / 9,416 / 5 / 134 / 98.55% / Met Target
10th Gr. Reading / 9,761 / 9,430 / 14 / 317 / 96.61% / Met Target
10th Gr. Math / 9,761 / 9,439 / 14 / 308 / 96.70% / Met Target
2007-08 / 3rd Gr. Reading / 8,416 / 8,273 / 1 / 142 / 98.3% / Met Target
3rd Gr. Math / 8,416 / 8,344 / 1 / 71 / 99.14% / Met Target
4th Gr. Reading / 8,614 / 8,458 / 10 / 146 / 98.19% / Met Target
4th Gr. Math / 8,614 / 8,500 / 10 / 104 / 98.68% / Met Target
5th Gr. Reading / 8,512 / 8,411 / 1 / 100 / 98.81% / Met Target
5th Gr. Math / 8,512 / 8,424 / 1 / 87 / 98.97% / Met Target
6th Gr. Reading / 8,656 / 8,542 / 2 / 112 / 98.68% / Met Target
6th Gr. Math / 8,656 / 8,543 / 2 / 111 / 98.69% / Met Target
7th Gr. Reading / 8,631 / 8,506 / 1 / 124 / 98.55% / Met Target
7th Gr. Math / 8,631 / 8,508 / 1 / 122 / 98.57% / Met Target
8th Gr. Reading / 9,323 / 9,152 / 9 / 162 / 98.17% / Met Target
8th Gr. Math / 9,323 / 9,144 / 9 / 170 / 98.08% / Met Target
10th Gr. Reading / 9,536 / 9,155 / 22 / 359 / 96.00% / Met Target
10th Gr. Math / 9,536 / 9,151 / 22 / 363 / 95.96% / Met Target
2008-09 / 3rd Gr. Reading / 8,286 / 8,200 / 8 / 78 / 98.97% / Met Target
3rd Gr. Math / 8,286 / 8,246 / 8 / 32 / 99.53% / Met Target
4th Gr. Reading / 8,607 / 8,524 / 13 / 70 / 99.06% / Met Target
4th Gr. Math / 8,607 / 8,557 / 13 / 37 / 99.44% / Met Target
5th Gr. Reading / 8,569 / 8,505 / 8 / 56 / 99.25% / Met Target
5th Gr. Math / 8,569 / 8,519 / 8 / 42 / 99.42% / Met Target
6th Gr. Reading / 8,274 / 8,208 / 9 / 57 / 99.20% / Met Target
6th Gr. Math / 8,274 / 8,228 / 9 / 37 / 99.44% / Met Target
7th Gr. Reading / 8,555 / 8,487 / 7 / 61 / 99.21% / Met Target
7th Gr. Math / 8,555 / 8,505 / 7 / 43 / 99.42% / Met Target
8th Gr. Reading / 8,570 / 8,485 / 10 / 75 / 99.01% / Met Target
8th Gr. Math / 8,570 / 8,510 / 10 / 50 / 99.30% / Met Target
10th Gr. Reading / 9,124 / 8,887 / 30 / 207 / 97.42% / Met Target
10th Gr. Math / 9,124 / 8,890 / 30 / 204 / 97.46% / Met Target
Performance
FFY / Measurable & Rigorous Target2006 / 67.5% proficiency rate for children with IEPs against grade level standards and alternate achievement standards in the area of reading
47.5% proficiency rate for children with IEPs against grade level standards and alternate achievement standards in the area of math
2007 / 74% proficiency rate for children with IEPs against grade level standards and alternate achievement standards in the area of reading
58% proficiency rate for children with IEPs against grade level standards and alternate achievement standards in the area of math
2008 / 74% proficiency rate for children with IEPs against grade level standards and modified and alternate academic achievement standards in the area of reading
58% proficiency rate for children with IEPs against grade level standards and modified and alternate academic achievement standards in the area of math
School Year / Grade / Subject / # of Children with IEPs / # of Children with IEPs Enrolled for a Full Academic Year / # of Children with IEPs Scoring Proficient or Advanced / Indicator 3 Proficiency Rate / Progress or Slippage
2006-07 / 3rd Gr. Reading / 8,088 / N.A. / 4,096 / 50.64% / Progress
3rd Gr. Math / 8,088 / N.A. / 4,284 / 52.97% / Met Target
4th Gr. Reading / 8,327 / N.A. / 4,359 / 52.35% / Slippage
4th Gr. Math / 8,327 / N.A. / 4,431 / 53.21% / Met Target
5th Gr. Reading / 8,663 / N.A. / 4,569 / 52.74% / Progress
5th Gr. Math / 8,663 / N.A. / 4,032 / 46.54% / Progress
6th Gr. Reading / 8,559 / N.A. / 4,363 / 50.98% / Progress
6th Gr. Math / 8,559 / N.A. / 3,626 / 42.36% / Progress
7th Gr. Reading / 9,149 / N.A. / 4,526 / 49.47% / Progress
7th Gr. Math / 9,149 / N.A. / 3,893 / 42.55% / Progress
8th Gr. Reading / 9,555 / N.A. / 4,572 / 47.85% / Slippage
8th Gr. Math / 9,555 / N.A. / 3,501 / 36.64% / Progress
10th Gr. Reading / 9,761 / N.A. / 3,260 / 33.40% / Progress
10th Gr. Math / 9,761 / N.A. / 2,811 / 28.80% / Progress
2007-08 / 3rd Gr. Reading / 8,416 / N.A. / 4,332 / 51.47% / Progress
3rd Gr. Math / 8,416 / N.A. / 4,536 / 53.90% / Progress
4th Gr. Reading / 8,614 / N.A. / 4,324 / 50.20% / Slippage
4th Gr. Math / 8,614 / N.A. / 4,455 / 51.72% / Slippage
5th Gr. Reading / 8,512 / N.A. / 4,477 / 52.60% / Slippage
5th Gr. Math / 8,512 / N.A. / 3,972 / 46.66% / Progress
6th Gr. Reading / 8,656 / N.A. / 4,410 / 50.95% / Slippage
6th Gr. Math / 8,656 / N.A. / 3,555 / 41.07% / Slippage
7th Gr. Reading / 8,631 / N.A. / 4,275 / 49.53% / Progress
7th Gr. Math / 8,631 / N.A. / 3,506 / 40.62% / Slippage
8th Gr. Reading / 9,323 / N.A. / 4,379 / 46.97% / Slippage
8th Gr. Math / 9,323 / N.A. / 3,424 / 36.73% / Progress
10th Gr. Reading / 9,536 / N.A. / 3,034 / 31.82% / Slippage
10th Gr. Math / 9,536 / N.A. / 2,459 / 25.79% / Slippage
2008-09 / 3rd Gr. Reading / N.A. / 6,836 / 3,476 / 50.85% / Slippage
3rd Gr. Math / N.A. / 6,836 / 3,787 / 55.40% / Progress
4th Gr. Reading / N.A. / 7,062 / 3,632 / 51.43% / Progress
4th Gr. Math / N.A. / 7,062 / 4,158 / 58.88% / Met Target
5th Gr. Reading / N.A. / 7,110 / 3,384 / 47.59% / Slippage
5th Gr. Math / N.A. / 7,110 / 3,633 / 51.10% / Progress
6th Gr. Reading / N.A. / 7,169 / 3,446 / 48.07% / Slippage
6th Gr. Math / N.A. / 7,169 / 3,091 / 43.12% / Progress
7th Gr. Reading / N.A. / 7,230 / 3,736 / 51.67% / Progress
7th Gr. Math / N.A. / 7,230 / 3,095 / 42.81% / Progress
8th Gr. Reading / N.A. / 7,278 / 3,674 / 50.48% / Progress
8th Gr. Math / N.A. / 7,278 / 3,131 / 43.02% / Progress
10th Gr. Reading / N.A. / 7,801 / 2,796 / 35.84% / Progress
10th Gr. Math / N.A. / 7,801 / 2,282 / 29.25% / Progress