Annual Performance Summary Fulton County Indicator Number Indicator Indicator Description 2010-11 State Target District Data Met  Target 1 Graduation Rate Percent of youth with IEPs graduating from high school with a regular diploma. 85% 54.5% N 2 Dropout Rate Percent of youth with IEPs dropping out of high school. 5.3% 6.1% N 3 AYP Rate A. District meets the State's AYP targets for the disability subgroup meeting the State's minimum "n" size that met the State's AYP targets for the disability subgroup. N  Participation Rate B. Percentage of students with disabilities in grades one through eight and grade eleven who participated in statewide reading assessment 98.75% 99.8% Y B. Percentage of students with disabilities in grades one through eight and grade eleven who participated in statewide math assessment 98.75% -99.5% Y Proficiency Rate C. Percentage of students with disabilities in grades three through eight who demonstrated proficiency in reading 70.0% 79.3% Y C. Percentage of students with disabilities in grade eleven who demonstrated proficiency in reading 63.0% 72.9% Y C. Percentage of students with disabilities in grades three through eight who demonstrated proficiency in math 56.0% 71.8% Y C. Percentage of students with disabilities in grade eleven who demonstrated proficiency in math 45.0% 57.1% Y 4 Suspension and Expulsion A. District demonstrate non-significant discrepancy in the rate of of suspensions and expulsions of greater than 10 days in a school year for children with IEPs Y Suspension and Expulsion by Race and Ethnicity B. District does not demonstrate  (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) and does demonstrate non-compliant policies, procedures or practices Y 5 LRE (>=80% regular class) A. Percent of children with IEPs aged 6 through 21 served: Inside the regular class 80% or more of the day; 65% 43.1% N LRE (<40% regular class) B. Percent of children with IEPs aged 6 through 21 served: Inside the regular class less than 40% of the day; and 15% 21.9% N LRE (Separate Placements) C. Percent of children with IEPs aged 6 through 21 served: In separate schools, residential facilities, or homebound/hospital placements. 0.8% 0.5% Y 7 Preschool Outcomes (Social-Emotional Skills) A. Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: Positive social-emotional skills (including social relationships); Summ State1 72% Summ State1 61% 70.0% 59.3% N N Preschool Outcomes (Acquisition of Skills) B. Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and Summ State1 68% Summ State2 29% 76.6% 29.0% Y Y Preschool Outcomes (Use of Appropriate Behaviors) C. Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: Use of appropriate behaviors to meet their needs. Summ State1 75% Summ State2 70% 78.4% 67.3% Y N 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. 40% 34.0% N 9 Disproportionate Representation  District does not demonstrate disproportionate representation of racial and ethnic groups in special education and related services which is the result of appropriate identification policies, procedures and practices. Y 10 Disproportionate Representation District does not demonstrate disproportionate representation of racial and ethnic groups in specific disability categories which is the result of appropriate identification policies, procedures and practices. Y 11 Child Find Percent of children age 3-21 who were evaluated within 60 days of receiving parental consent for initial evaluation. 100% 92.6% N 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. 100% 90.8% N 13 Secondary Transition Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals. There is also evidence that the student was invited to the IEP Team meeting where transition services were discussed. 100% 14 Post-school Outcomes Percent of youth who are no longer in secondary school, who had IEPs in effect at the time they left school, and were:                 A.  Enrolled in higher education within one year of leaving high school. 28.0% 40.1% Y B.  Enrolled in higher education or competitively employed within one year of leaving high school. 53.0% 70.8% Y 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. 79.0% 87.9% Y 20  Timely and accurate  data State reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate. 100% 100.0% Y