SPP/APR Indicator Resources

Technical assistance with SPP/APR Indicators may be requested by contacting the lead consultant for each indicator or by requesting assistance on TASN. 

Indicator 1: Graduation 
Percent of students with an individualized education program (IEP) graduating from high school with a regular diploma. 

Indicator 1 Fact Sheet (PDF) 
This document provides information relating to Indicator 1, including what Indicator 1 measures, past and current targets, and how to access Indicator 1 data.

Indicator 2: Dropout 
Percent of students with an IEP dropping out of high school. 

Indicator 2 Fact Sheet (PDF) 
This document provides information relating to Indicator 2, including what Indicator 2 measures, past and current targets, and how to access Indicator 2 data. 

Indicator 3: Participation and Proficiency on Statewide Assessments for Students with IEPs 
Calculated separately for reading and math and separately for grades 4, 8, and HS. 
     3A – Assessment Participation for students with IEPs 
     3B – Proficiency rate for students with IEPs against grade level academic achievement standards 
     3C – Proficiency rate for students with IEPs against alternate academic achievement standards 
     3D – Gap in proficiency rates for children with IEPs and all students against grade level academic achievement standards 

Indicator 3 Fact Sheet (PDF) 
This document provides information relating to Indicator 3, including what Indicator 3 measures and current targets. 

Indicator 4A and 4B: Rates of Suspension and Expulsion for Students with Disabilities 

Indicator 4A: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs. 

Indicator 4B: Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. 

Indicator 4 Fact Sheet: Suspension and Expulsion (PDF) 
Provides information relating to Indicator 4, including what Indicator 4 measures, past and current targets, and how to access Indicator 4 data. 

Indicator 5: Education Environments for 5-Year-Old Kindergarteners through Age 21 (Least Restrictive Environment) 
Percent of children with IEPs from 5-Year-Old Kindergarteners through Age 21 served inside the regular class 80% or more of the day; inside the regular class less than 40% of the day; and in separate schools, residential facilities, or homebound/hospital placements. 

Frequently Asked Questions (PDF) 
Provides information relating to Indicator 5, including what Indicator 5 measures. 

Resources To Improve LRE: Kansas Inclusive Learning and Teaching (KILT) (TASN link)

Indicator 6: Preschool Environments 
Percent of preschool children with IEPs attending a regular early childhood program and receiving most special education and related services in the regular early childhood program; and separate special education class, separate school or residential facility.  

Indicator 6: Preschool Environments Fact Sheet  (PDF) 
Outlines the components of Indicator 6: Indicator 6 indicates the percent of preschool children with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and separate special education class, separate school or residential facility.

Inclusion of Children with Disabilities in KS Vertical PDF (8 ½ x 11) / Horizontal PDF (11 x 17) 
The five principles based on the federal joint policy statement from the U.S. Department of Health and Human Services/ U.S. Department of Education.

Federal Policy Statement On Inclusion Of Children With Disabilities In Early Childhood Programs – Executive Summary (external PDF)
The U.S. Department of Health and Human Services and U.S. Department of Education’s joint statement that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.

Office of Special Education Programs (OSEP) Dear Colleague Letter: Preschool Least Restrictive Environments (LRE) (external PDF)
The U.S. Department of Education statement that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.

KSDE/TASN Summer Leadership Conference Presentations

2025 Indicator 6-Preschool Environments (PDF)
Six Actionable Steps to Improve Preschool Environments

Indicator 7: Preschool Outcomes 
Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved positive social-emotional skills (including social relationships); acquisition and use of knowledge and skills (including early language/ communication and early literacy); and use of appropriate behaviors to meet their needs. 


Indicator 7: Preschool Outcomes Fact Sheet (PDF)  
Outlines the components of Indicator 7: The percentage of preschool children aged 3 through 5 with IEPs who demonstrate improved positive social-emotional skills (including social relationships); acquisition and use of knowledge and skills (including early language/ communication and early literacy); and use of appropriate behaviors to meet their needs.

Indicator 7: KITS-Introduction to Early Childhood Outcomes in Kansas (external link)
The KU Kansas Inservice Training System website is a site dedicated to supporting the Part C and Part B providers with early child outcomes (ECO). This site offers training material links, and documents to help with the completion of the child outcome summary (COS).

Indicator 7: Early Childhood Outcomes Frequently Asked Questions (PDF)
Support for those filling out child outcome summary forms through the Outcomes Part B system (OWS) for Indicator 7.

Indicator 7: Early Childhood Outcomes Center (external link)
The Early Childhood Technical Assistance Center (ECTA) page for outcomes is dedicated to the data collection of child outcome summary (COS).

Outcomes Web System (OWS)
User Guide for Outcomes Web System (PDF) 

Registration Information Sheet for the Outcomes Part B Application (PDF) 

Video Instruction Playlist (YouTube)
This playlist contains 7 short videos that demonstrate how to use different aspects of the Outcome Web System (OWS)

KSDE/TASN Summer Leadership Conference Presentations

2025 Indicator 7: Preschool Outcomes (PDF) 
Answering 7 Frequently Asked Questions about Early Childhood Outcomes

Indicator 8: Parent Involvement 
Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. 

Indicator 8-Parent Involvement  Infographic (PDF)
Provides information relating to Indicator 8, including what Indicator 8 measures, the data source, and how to access Indicator 8 data. 

Parent Letter-English-Spanish  (Word) 

Indicator 9 & 10: Disproportionate Representation
Percent of LEAs with disproportionate representation of racial and ethnic groups in special education and related services and of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. 

Indicator 9 and 10 Fact Sheet: Disproportionate Representation (PDF) 
Provides information relating to Indicator 9 and 10, including what both measure and how to access Indicator data. 

Indicator 11: Child Find
Percent of children with parental consent to evaluate or, who were evaluated within 60 days (or State established timeline). 

For information about the Indicator 11 general supervision module go to the KIAS: Authenticated Application page.

Indicator 12: Early Childhood Transition 
Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. 

Indicator 12: Early Childhood Transition Fact Sheet (PDF)
Outlines the components of Indicator 12: The percentage of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.

For information about the Indicator 12 general supervision module go to the KIAS: Authenticated Application page.

Indicator 13: Secondary Transition
Percent of IEPs that contain an appropriate measurable postsecondary goal. 

Explains what Indicator 13 measures and how KSDE collects Indicator 13 data.  

For information about the Indicator 13 general supervision module go to the KIAS: Authenticated Application page.

Indicator 14: Post-School Outcomes 
Indicator 14 requires states to report the “percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 

A. Enrolled in higher education within one year of leaving high school. 
B. Enrolled in higher education or competitively employed within one year of leaving high school. 
C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school”. (20 U.S.C. 1416(a)(3)(B)). 

Indicator 14: Post-School Outcomes (PDF)
Defines Indicator 14 and describes how Indicator 14 data is collected.  

Indicator 14: Exit Survey and Post School Survey User Manual (PDF)
Explains how to register and access the Outcomes Post School Web Application.  

Indicator 14: Post-School-Senior Survey Access Template (PDF)
Allows LEAs to track senior survey access.

Indicator 15: Resolution Sessions
Percent of due process hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Indicator 15 Frequently Asked Questions (PDF)
This document provides information relating to Indicator 15, including what Indicator 15 measures and how to access Indicator 15 data.

Indicator 16: Mediation
Percent of mediations held that resulted in mediation agreements. 

Indicator 16 Frequently Asked Questions (PDF)
Provides information relating to Indicator 16, including what Indicator 16 measures and how to access Indicator 16 data.

Indicator 17: State Systemic Improvement Plan (SSIP)
The SPP/APR includes comprehensive, ambitious, achievable, multiyear SSIP, with Phase I analysis, Phase II plan, Phase III implementation and evaluation, with stakeholder engagement in all phases, for improving results for children with disabilities. The SSIP progress reports are located within the full SPP APR report on the SPP Annual Reports page.

Provides information relating to Indicator 17, including what Indicator 17 measures, current and past targets, and how to access Indicator 17 data.

Indicator 18: General Supervision
The State must include findings from data collected through all components of the State's general supervision system that are used to identify noncompliance. 

For more information, please contact:

Brian Dempsey
Assistant Director
(785) 296-5522