Annual Performance Summary Harris County Indicator 2009-10 State-Level Target District Data Met State Target 1 Graduation Rate The percentage of students graduating with a standard diploma will increase to required ESEA Target of 80.0% 44.4% N 2 Dropout Rate The dropout rate for students with disabilities will decrease to 5.5% 5.0% Y 98.75% of students with disabilities in grades one through eight and grade eleven will participate in statewide reading assessment. 99.5% Y 98.75% of students with disabilities in grades one through eight and grade eleven will participate in statewide math assessment. 99.5% Y 3 Participation and performance (APR) of children with disabilities on statewide assessments 69.0% of students with disabilities in grades three through eight will demonstrate proficiency in reading.  70.0% Y 69.0% of students with disabilities in grade eleven will demonstrate proficiency in reading.  50.0% N 57.77% of students with disabilities in grades three through eight will demonstrate proficiency in math. 50.9% N 57.77% of students with disabilities in grade eleven will demonstrate proficiency in math. 25.0% N 4 Rates of suspension and expulsion The percent of districts with a significant discrepancy (a relative risk ratio of 3.0 or higher) will decrease to 3.28% Districts with relative risk ratios of greater than four will continue to maintain or decrease those ratios.  Y Increase the percentage of students with IEPs age 6 to 21 years included in a general education  class placement for at least 80% of the day to 63.0%  58.8% N 5 FAPE in the LRE, children ages 6-21 Decrease the percentage of student with IEPs age 6 to 21 years included in a general education class placement for less than 40% of the day to 16.0%.  10.1% Y Decrease the percentage of students with IEPs age 6 to 21 years served in public or private separate schools, residential placements, or homebound or hospital placements to 0.8%.  1.9% N 8 Parent Involvement 38.0% of responding parents report that schools facilitate parent involvement as a means of improving services and results for children with disabilities.  18.0% N 9 Disproportionality in Special Education In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification.  Y 10 Disproportionality in Specific Disability Categories In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification.  Y 11 Evaluation within 60 Days 100% of students referred, with parental consent, for evaluation, are evaluated within 60 school days of parental consent. 88.7% N 12 Part C children eligible for Part B who have IEPs developed and implemented by their third birthday 100% of children served and referred by Part C (Babies Can’t Wait – BCW) prior to age 3, who are found eligible for Part B, have an IEP developed and implemented by their third birthday.  100.0% Y 13 Transition IEP components 100% of youth with disabilities aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals.  FY10 New Baseline 14 Postschool outcomes 58.0% of youth who had IEPs and are no longer in secondary school are found in employment and/or continuing education within one year of leaving high school.  85.7% FY10 New Baseline 20 Timely and Accurately reported data 100% of state reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate.  100.0% Y