Part B

The Office of Special Education and Early Intervention Services (OSE-EIS) has organized the Part B indicators into four clusters, based on the following questions about the state's performance:

1. Are students with disabilities entering school ready to learn at high levels?
   Indicators: #6 Preschool Educational Environments; #7 Preschool Outcomes Measurement; #12 Early Childhood Transition.
2. Are students with disabilities achieving at high levels?
   Indicators: #3 AYP Assessment, Participation, and Achievement; #4 Rates of Suspension and Expulsion; #5 Educational Environments;#8 Parent Involvement; #9 Disproportionate Representation in Special Education and Related Services; #10 Disproportionate Representation in Specific Disability Categories.
3. Are students with disabilities prepared for success beyond high school?
   Indicators: #1 Graduation Rates; #2 Dropout Rates; #13 Secondary Transition Services; #14 Postsecondary Outcomes.
4. Does the infrastructure support the implementation of IDEA?
   Indicators: #11 Part B Child Find; #15 Compliance Findings; #16 Timely Complaint Investigations; #17 Timely Hearing Adjudication; #18Hearings Settled; #19 Mediation Agreements; #20 Reporting of Timely and Accurate Data.

Part C

The Part C indicators are organized into the following clusters by OSEP:

Part C Monitoring Priorities
Early Intervention Services in Natural Environments indicators: #1 Early intervention services on individualized family service plans (IFSPs) provided in a timely manner; #2 Receive early intervention services in the home or programs for typically developing children; #3 Infants and toddlers with IFSPs who demonstrate improved 1) Positive social-emotional skills, 2) Acquisition and use of knowledge and skills, and 3) Use of appropriate behaviors to meet their needs; #4 Family Participation-Families report that early intervention services have helped them 1) Know their rights, 2) Effectively communicate their children's needs, and 3) Help their children develop and learn.

Child Find indicators: #5 Infants and toddlers birth to age one with IFSPs; #6 Infants and toddlers birth to age three with IFSPs; #7 Eligible infants and toddlers with IFSPs for whom an evaluation and assessment and initial IFSP meeting were conducted within an appropriate timeline.

Effective Transitions indicators: #8 Timely transition planning by third birthday including 1) IFSPs with transition steps and services, 2) Notification to local educational agency (LEA) if child is potentially eligible for Part B, and 3) Transition conference if child is potentially eligible for Part B.

General Supervision indicators: #9 Monitoring; #10 Written complaints resolved within 60-day timeline;#11 Due process hearings; #12 Dispute resolution; #13 Mediations; #14 Data reporting.

In addition, with stakeholder input, the state established performance targets for all indicators for six years and described activities and strategies to support achievement of the targets. MDE submitted its SPP reports for both Part B and Part C in December 2005 and submitted SPP updates on April 14, 2008.

IDEA 2004 also requires states to report annually to the U.S. Department of Education on the progress and performance of the state and to each LEA or early intervention program on its achievement of the targets in the state's performance plan. The APR also identifies the strategies to improve implementation of IDEA 2004 on the indicators.

This year, public reporting was required on the Part B Indicators 1-5, and 8-13 based on the 2006-2007data for students through age 21, and Indicators 1, 2, and 4-8 of Part C.