Resources: 

• Accessing the Compliance Tracking Tool Module

In accordance with section 618 of IDEA 2004 (34 CFR §300.640), the Idaho Department of Education (Department) is responsible for conducting the annual General Supervision File Review (GSFR). This process occurs annually with a focus on LEAs processes and procedures around identification (eligibility) and service delivery (IEPs).

Contact:
Debi Smith
Coordinator
208-332-6915
dsmith@sde.idaho.gov

Resources:

• 2024 SLD Checklist Review Tool
• 2024 General Checklist Review Tool
• 2024 Preschool Checklist Review Tool
• 2024 Secondary Checklist Review Tool

Federal Regulations (20 U.S.C. § 1416(a)(3)(C), 34 C.F.R. § 300.600 – 604) require that the Idaho State Department of Education (SDE) carry out monitoring of all local educational agencies (LEAs). The SDE reports on Indicator 11 – Child Find (60-Day Timeline). This indicator documents the percentage of students evaluated and eligibility determined within 60 calendar days of receiving parental consent for initial evaluation. The SDE also reports on Indicator 12 – Early Childhood Transition. This indicator documents the percentage of children referred as potentially eligible by Part C, were found eligible for Part B, and had an IEP developed by their third birthday.

Contact:
Debi Smith
Coordinator
208-332-6915
dsmith@sde.idaho.gov

Kate Hill
Data Analysis and Support Coordinator
208-332-6933
khill@sde.idaho.gov

Resources:

• Summer Reporting - Initial Eligibility Determination Form
• Reporting Special Education Data in ISEE
• Indicator 11: Child Find 60-Day Timeline Self-Assessment
• Indicator 12- Early Childhood Self Assessment
• 60-Day Timeline Indicator 11 Special Education Reporting Guide
• 60-Day Timeline Quick Guide
• Early Childhood Webinar Series - Part C Notification and Tracking
• Early Childhood Transition Webinar
• Idaho Special Education Manual

The Idaho State Department of Education (ISDE), Department of Special Education is responsible for the design and implementation of a system of general supervision that monitors the fulfillment of the Individuals with Disabilities Education Act (IDEA) of 2007. The activities under the Idaho Special Education Results Driven Accountability (RDA) Monitoring System will continue to monitor local education agencies (LEAs) for compliance. General supervision will also include monitoring LEAs for results, while providing supports to LEAs to meet the requirements of IDEA.

Having significant disproportionality means that students of a particular race/ethnicity are significantly more likely than their other-race peers to be identified as students with disabilities, identified in a particular disability category, placed in a particular educational setting, or suspended/expelled as a disciplinary measure.

Contact:
Debi Smith
Coordinator
208-332-6915
dsmith@sde.idaho.gov

Resources:
Significant Disproportionality resources are housed on the SDE RDA Monitoring webpage.
Equity in Special Education-Significant Disproportionality
Significant Disproportionality Overview and Information Gathering
Significant Disproportionality Self-Assessments-Identification, Placement, Discipline
CCEIS Plan Narrative

The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation. The SPP/APRs include indicators that measure student and family outcomes and other indicators that measure compliance with the requirements of the IDEA.

For additional information on each indicator visit the Idaho State Department of Education (SDE) Results Driven Accountability (RDA) Monitoring System page. To access the full SPP/APR report or view local education agency performance by indicator, go to the SDE Special Education Public Reporting page.

Contact:
Kate Hill
Data Analysis and Support Coordinator
208-332-6933
khill@sde.idaho.gov

Resources:
Indicator 1: Graduation Self-Assessment Protocol
Indicator 2: Drop Out Self-Assessment Protocol
Indicator 3: Statewide Assessment Participation and Performance Self-Assessment Protocol
Indicator 11: Child Find Self-Assessment Protocol
Indicator 12: Early Childhood Transition Self-Assessment Protocol
Indicator 13: Secondary Transition Self-Assessment Protocol
Correction of Noncompliance 60 Day Timeline and Early Childhood Transition

Under the RDA framework and shift in focus on state accountability, Idaho has developed a multi-year plan to improve educational results for students with disabilities: The State Systemic Improvement Plan (SSIP). Idaho’s SSIP focuses on improving literacy outcomes of students with disabilities, specifically in grades K-4 through participation in a four-year professional development project called Cultivating Leaders to Grow Young Readers. The goal of the project, called the SiMR (State-Identified Measurable Result) is: “Increase the percent of students with disabilities in cohort districts that demonstrate growth in literacy from 3rd to 4th grade on the state summative assessment, currently ISAT by Smarter Balanced.”

Individuals with Disabilities Education Act (IDEA), Section 618 requires that all states report annually on information for students with disabilities receiving special education and related services to the federal level. These data are used as part of monitoring the programs and activities under IDEA. Data reported for all of the categories below is based on data collected from local educational agencies (LEAs) through the Idaho System for Educational Excellence (ISEE). To view publicly reported data related to IDEA Part B please go to the SDE Special Education Public Reporting page.