California’s Report Card Indicator for Federal Fiscal Year 2014
This document contains Annual Performance Report data in an easier to read format
CALIFORNIA DEPARTMENT OF EDUCATION
Special Education Division
Individuals with Disabilities Education Act of 2004
State of California Annual Performance Report
Federal Fiscal Year 2014
(Program Year 2014–15)
EXECUTIVE SUMMARY
December 2016
Page 1 of 31
California’s Report Card Indicator for Federal Fiscal Year 2014
This document contains Annual Performance Report data in an easier to read format
California’s Report Card Indicator for Federal Fiscal Year 2014
This document contains the Annual Performance Report data in an easier to read format.
Special Education in California
The California Department of Education (CDE) provides state leadership and policy direction for school district special education programs and services for students with disabilities, 0 to 22 years of age. Special Education is defined as specially designed instruction and services, at no cost to parents, to meet the unique needs of children with disabilities. Special education services are available in a variety of settings, including day-care, preschool, regular classrooms, classrooms that emphasize specially designed instruction, the community, and the work environment.
Special education leadership provided by the CDE includes providing families with information on the education of children with disabilities. The CDE works cooperatively with other state agencies to provide a range of services from family-centered services for infants and preschool children with disabilities to planned steps for transitions from high school to employment and quality adult life. The CDE responds to consumer complaints and administers the federal Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind (NCLB) Act for students with disabilities in California.
Accountability and Data Collection
In accordance with the IDEA of 2004, California is required to report annually to the U.S. Department of Education (ED) on the performance and progress under the State Performance Plan (SPP). This report is the State Annual Performance Report (APR). The APR requires the CDE to report on 17 indicators (Table 1) that examine a comprehensive array of compliance and performance requirements relating to the provision of special education and related services. The California Special Education Management Information System (CASEMIS) is the data reporting and retrieval system used by the CDE. CASEMIS provides the local educational agencies (LEAs) a statewide standard for maintaining a core of special education data at the local level that is used for accountability reporting and to meet statutory and programmatic needs in special education.
The CDE is required to publish the APR for public review. The current APR reflects data collected during Federal Fiscal Year (FFY) 2014, which is equivalent to California’s school year 2014–2015. Please note that there are three indicators that are reported in lag years using data from school year 2013–2014. The 17 federal indicators include eleven performance indicators, five compliance indicators, and one indicator (Indicator 4) with both performance and compliance components. All compliance indicator targets are set by the ED at either 0 or 100 percent. Performance indicator targets were established based on recommendations of the Improving Special Education Services (ISES) stakeholder group, and approved by the State Board of Education (Table 5).
Overview of Population and Services
During Fiscal Year (FY) 2014–2015, a total of 717,961 students from ages 0 to 22 years of age, were enrolled in special education. Compared to the total student enrollment in California of 6,235,520, special education students comprise about 11.51 percent of total students. The average age of a special education student in California is 11 years of age. The median grade level is ninth grade. As shown in Figure 1, the majority of students with disabilities in California (48 percent) are between six and twelve years of age. The majority of special education students (68 percent) are male, and 30.3 percent are English-language learners. All tables and figures are based on students 0 to 22 years of age.
California students diagnosed with at least one disability are eligible for services to meet their needs. There are 13 disability categories as identified in Table 2. The majority (39.97 percent) of students are identified as having a “Specific Learning Disability” as their primary disability category. The second most common primary disability designation for students (22.78 percent) is a “Speech/Language Impairment.”
CASEMIS Dec.2014
Table 2: Enrollment of Special Education Students by Disability Type
Intellectual Disability / 43,750 / 6.09% / Orthopedic Impairment / 12,293 / 1.71%Hard of Hearing / 10,325 / 1.44% / Other Health Impairment / 76,122 / 10.6%
Deaf / 3,531 / 0.49% / Specific Learning Disability / 284,196 / 39.58%
Speech and Language / 160,071 / 22.3% / Deaf Blindness / 116 / 0.02%
Visual Impairment / 3,864 / 0.54% / Multiple Disability / 6,435 / 0.9%
Emotional Disturbance / 24,214 / 3.37% / Autism / 90,794 / 12.65%
Traumatic Brain Injury / 1,744 / 0.24%
CASEMIS Dec.2014
Of all special education students in California, Hispanic/Latino youth represent the greatest numbers of students in need of services. Figure 2 shows the total number of special education students by race/ethnicity.
The CDE also tracks the type of school or program in which special education students receive the majority of their instructional services. These include public schools, private schools, independent study, charter schools, community schools, correctional programs, higher education, and transition programs. Table 3 shows that the majority (86.12 percent) of special education students are enrolled in a public day school.
Table 3: Enrollment of Special Education by Type of School
No School / 4,754 / 0.66% / Adult Education Program / 1,666 / 0.23%Public Day School / 618,273 / 86.12% / Charter School / 26,133 / 3.64%
Public Residential School / 619 / 0.09% / Charter School District / 15,239 / 2.12%
Special Education Center or Facility / 8,935 / 1.24% / Head Start Program / 1,425 / 0.20%
Other Public School or Facility / 4,747 / 0.66% / Child Development or Child Care Facility / 2,545 / 0.35%
Continuation School / 5,615 / 0.78% / State Preschool Program / 1,212 / 0.17%
Alternative Work Education Center/Work Study Program / 629 / 0.09% / Nonpublic Residential School / 777 / 0.11%
Independent Study / 1,368 / 0.19% / Extended Day Care / 325 / 0.05%
Juvenile Court School / 1,655 / 0.23% / Nonpublic Day School / 11,428 / 1.59%
Community School / 2,790 / 0.39% / Private Preschool / 538 / 0.07%
Correctional Institution / 192 / 0.03% / Private Day School / 2,483 / 0.35%
Home Instruction / 2,282 / 0.32% / Private Residential School / 20 / 0.00%
Hospital Facility / 255 / 0.04% / Nonpublic Agency / 176 / 0.02%
Community College / 253 / 0.04% / Parochial School / 1,627 / 0.23%
CASEMIS Dec. 2014
Special education students in California receive a variety of services to address their unique needs. During 2014–2015, there were 1,588,207 services provided to California special education students. Many students receive multiple services. Table 4 describes the type of services provided to students. The most common service provided was Specialized Academic Instruction, followed by Language and Speech Services.
Table 4: Services Provided To Special Education Students
Specialized Services for Ages 0 to 2 / 13,598 / 0.82% / Specialized Services/Low Incidence Disabilities / 6,438 / 0.38%Specialized Academic Instruction / 585,666 / 35.37% / Services for Students who are Deaf / 18,828 / 1.13%
Intensive Individual Services / 12,327 / 0.74% / Services for Visually Impaired / 10,642 / 0.64%
Individual/Small Group Instruction / 7,517 / 0.45% / Specialized Orthopedic Services / 3,907 / 0.23%
Language and Speech / 345,815 / 20.88% / Reader and Note Taking / 188 / 0.01%
Adapted Physical Education / 41,921 / 2.53% / College Preparation / 92,027 / 5.55%
Health and Nursing / 13,996 / 0.84% / Vocational/Career / 133,405 / 8.05%
Assistive Technology Services / 6,959 / 0.42% / Agency Linkages / 8,702 / 0.52%
Occupational Therapy / 67,896 / 4.1% / Travel Training / 7,472 / .45%
Physical Therapy / 9,994 / 0.6% / Other Transition Services / 57,946 / 3.5%
Mental Health Services / 125,722 / 7.59% / Other Special Education/Related Services / 15,075 / .91%
Day Treatment Services / 670 / 0.04% / Interpreter Services / 1,950 / 0.12%
Residential Treatment / 539 / 0.03% / Vocational Assessment, Counseling, Guidance, and Career Assessment / 65,356 / 3.95%
Recreation Services, includes therapeutic recreation (34 CFR 300.24) / 957 / 0.05%
CASEMIS Dec. 2014 Table B
2014−2015 Annual Performance Report Indicators
During FFY 2014, California met 69 percent of the 16 target indicators due by February 2016. Table 5 identifies each indicator, its target, the FFY 2014 state results, and whether or not the target was met. The pages following Table 5 provide an overview of each individual indicator, including a description of the indicator, the target, the data collected, and the results.
Table 5: FFY 2014 Indicators, Targets, and Results
Indicators / Target / Results / Met Target1 Graduation Rate / 90% / 62.2% / No
2 Dropout Rate / ≤14.7% / 17.5% / No
3 Statewide Assessment
3A Adequate Yearly Progress / 3A. 59% / 3A. 78.5% / Yes
3B Participation / 3B. 95% ELA/Math / 3.B 94.2% ELA
93.8% Math / No
3C Elementary, High, and Unified Districts / 3C. 11.9 % ELA,
9.6% Math / 3C 11.9% ELA
9.6% Math / Yes
4 Suspension/Expulsion
4A Suspension and Expulsion Rate Overall /
≤10% / 2.13 / Yes
4B Suspension and Expulsion Rate by Race/Ethnicity / 0% / 2.31 / No
5 Education Environments
5A Regular class 80 percent or more / ≥49.2% / 53.3% / Yes
5B Regular class less than 40 percent / ≤24.6% / 22.0% / Yes
5C Separate schools, residential facilities, or
homebound/hospital placements / ≤4.4% / 3.3% / Yes
6 Preschool Least Restrictive Environment
6A. Regular preschool / >32.9% / 32.9% / Yes
6B. Separate schools or classes /
<34.4% / 34.4% / Yes
7 Preschool Assessment
7A (1 and 2) / 7A. 72.7% / 82.1% / 7A. 59.5% / 60.9% / No
7B (1 and 2) / 7B. 70% / 82.5% / 7B. 60.2% / 59.6% / No
7C (1 and 2) / 7C. 75% / 79% / 7C. 65.8% / 65.8% / No
8 Percent of Parents Reporting the Schools Facilitated Parental Involvement / 90% / 99.2% / Yes
9 Disproportionate Representation / 0% / .09 / No
10 Disproportional Representation by Disability Category / 0% / .87 / No
11 Child Find / 100% / 96.0% / No
12 Early Childhood Transition / 100% / 93.5% / No
13 Secondary Transition / 100% / 99.4% / No
14 Post-School Outcomes
14A Enrolled in higher education / 52.3% / 50.4% / No
14B Enrolled in higher education or competitively
employed within a year / 72.4% / 72.4% / Yes
14C Enrolled in higher education, postsecondary
education or training, or competitively employed / 81% / 82.1% / Yes
15 Resolution Sessions / 56% / 30.2% / No
16 Mediation / 56% / 62.6% / Yes
17 State Systemic Improvement Plan / N/A / Not yet available
Page 1 of 31