Annual Performance Summary Butts County Indicator Number Indicator Indicator Description 2013-14 State Target District Rate Met  Target 1 Graduation Rate Percent of youth with IEPs graduating from high school with a regular diploma. 47.4% 24.1% N 2 Drop out Rate Percent of youth with IEPs dropping out of high school. 5.9% 5.8% Y 3 AMO-Targets A. District meets the State's AMO targets for reading disability subgroup. N A. District meets the State's AMO targets for Mathematics disability subgroup. N Participation Rate RELA B. Percentage of students with disabilities who participated in statewide RELA Assessment 98.4% 100.0% Y B. Percentage of students with disabilities who participated in statewide Regular Assessment (RELA) 74.9% Regular Assessment (RELA) with accomodations 60.4% Regular Assessment (RELA) without accomodations 14.5% B. Percentage of students with disabilities who participated in statewide Modified Assessment (RELA) 12.8% B. Percentage of students with disabilities who participated in statewide Alternate Assessment (RELA) 12.3% Participation Rate MATH B. Percentage of students with disabilities who participated in statewide MATH Assessment 97.7% 100.0% Y B. Percentage of students with disabilities who participated in statewide Regular Assessment (MATH) 69.7% Regular Assessment (MATH) with accomodations 54.5% Regular Assessment (MATH) without accomodations 15.2% B. Percentage of students with disabilities who participated in statewide Modified Assessment (MATH) 18.4% B. Percentage of students with disabilities who participated in statewide Alternate Assessment (MATH) 11.9% Proficiency Rate by assessment type https://usg.gosa.ga.gov/analytics/saw.dll?Dashboard C. Percentage of students with disabilities in grades three through eight who demonstrated proficiency in reading 81.6% 81.5% N C. Percentage of students with disabilities in high school who demonstrated proficiency in ELA 66.4% 60.0% N C. Percentage of students with disabilities in grades three through eight who demonstrated proficiency in math 72.9% 58.5% N C. Percentage of students with disabilities in grade high school who demonstrated proficiency in math 10.3% 28.2% Y 4 Suspension and Expulsion A. District does not demonstrate non-significant discrepancy in the rate 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% 61.8% 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 14.5% 12.0% Y LRE (Separate Placements) C. Percent of children with IEPs aged 6 through 21 served: In separate schools, residential facilities, or homebound/hospital placements. 2.0% 0.0% Y 6 Preschool LRE(Regular Early Childhood Program)  A. Percentage of young children aged 3through 5 receiving the majority of special education services in a regular early childhood program. 45.6% 77.2% Y Preschool LRE(Separate Placements)  B. Percentage of young children aged 3through 5 receiving the majority of special education services in separate classes, separate schools or residential facilities. 24.4% 19.3% 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 78.4% Summ State2 61.4% 87.5% 79.0% Y Y 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 81% Summ State2 36.7% 94.4% 73.7% 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 77.40% Summ State2 71.50% 83.3% 89.5% Y Y 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. 44% 48.0% NA* 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% 98.0% 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% 100% Y 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% 93.0% N 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. 24.8% 14.3% N B.  Enrolled in higher education or competitively employed within one year of leaving high school. 53.6% 38.1% N 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. 79.9% 66.7% N 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 *These results are from a parent survey prior to the 13-14 school year.