The Part B Strand Report shows how districts performed in comparison to targets for indicators reported in the Annual Performance Report (APR). Understanding the Part B Strand Report explains what data and calculation were used to calculate district performance. For districts that did not receive the Part B Strand Report, more information can be found here:
Overview: Percent of students with an IEP graduating from high school with a regular diploma.
APR Definition: Percent of youth with individualized education programs (IEPs) graduating from high school with a regular diploma. (20 U.S.C. 1416 (a)(3)(A))
Target: >70.78%
Data Source: GAD, MSDS, and SRM
Data Year: School Year 2021–2022. This indicator has a one-year lag. School Year (SY) 2021-2022 refers to the period between July 1, 2021 and June 30, 2022 when data were collected.
See the Graduation and Dropout page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of youths with an IEP (ages 14-21) who exited special education due to graduating with a regular high school diploma divided by (Number of all youth with IEPs who exited special education (ages 14-21)] times 100.
Calculation Notes: States must report using the graduation rate calculation and timeline established by the United States Department of Education (USED) and aligns with the Every Student Succeeds Act (ESSA).
Overview: Percent of students with an IEP dropping out of high school.
APR Definition: Percent of youth with individualized education programs (IEPs) dropping out of high school. (20 U.S.C. 1416 (a)(3)(A))
Target: <22.89%
Data Sources: GAD, MSDS including SRM
Data Year: School Year 2021–2022. This indicator has a one-year lag. School Year (SY) 2020-2021 refers to the period between July 1, 2021 and June 30, 2022 when data were collected.
Calculation: [(# of youth with IEPs (ages 14-21) who exited special education due to dropping out) divided by the (# of all youth with IEPs who exited special education (ages 14-21)] times 100. This includes students ages 14-21 who were in ungraded programs and matched by age to grades 9-12.
Calculation Notes: State and district performance are calculated using the dropout data used in the Every Student Succeeds Act (ESSA) graduation rate calculation, the timeline established by the Department under the ESSA.
Overview: Rate of suspensions and expulsions of students with an IEP.
APR Definition: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs. (20 U.S.C. 1416(a)(3)(A); 1412(a) (22))
Monitoring Threshold: <5.00%
Data Source: MSDS
Data Year: SY 2021–2022. This indicator has a one-year lag. School Year (SY) 2020-2021 refers to the period between July 1, 2021 and June 30, 2022 when data were collected.
See the Discipline Resources page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of ISDs that have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with IEPs) divided by the (# of districts in the State)] times 100
Calculation Notes: An ISD/district was identified as having a significant discrepancy in rates of suspensions and expulsions if five percent or more of its students with IEPs received out-of school suspensions or expulsions for greater than 10 days cumulatively during the school year. Districts with fewer than five students with IEPs suspended or expelled for more than ten days were exempt from significant discrepancy calculations.
Overview: Rate of suspensions and expulsions of students with an IEP by race/ethnicity.
APR Definition: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Target: 0.0%
Data Sources: MSDS and Catamaran monitoring
Data Year: SY 2021–2022. This indicator has a one-year lag. School Year (SY) 2020-2021 refers to the period between July 1, 2021 and June 30, 2022 when data were collected. Findings of noncompliance are based on data from SY 2022-2023 (collected between July 1, 2022 and June 30, 2023) and monitoring results.
Information on how B-4B was used in Determinations can be found on the Determinations resource page of this technical assistance website.
See the Discipline Resources page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of ISDs with significant discrepancy by race/ethnicity, as defined by the State, in the rates of out-of-school suspensions/expulsions for greater than 10 days in a school year of children with IEPs and have policies, procedures, or practices that contributed to the significant discrepancy) divided by the (# of ISDs in the State that meet the State-established n and/or cell size (if applicable))] times 100
Calculation Notes: All discipline data come from the Michigan Student Data System (MSDS). The Office of Special Education (OSE) uses data from the fall, spring, and school year files generated by the Center for Educational Performance and Information (CEPI). The school year file also includes any student record maintenance that was entered during the year.\
Michigan defines significant discrepancy as more than 5% of an ISD/district’s students with an IEP within a racial/ethnic group suspended/expelled greater than 10 days.
Overview: Percent of children with an IEP inside the regular class 80% or more of the day.
APR Definition: Percent of students with an IEP aged 5 in kindergarten and ages 6-21 served inside the regular class 80 percent or more of the day.
Target: >70.00%
Data Source: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Educational Environments page on the Catamaran Technical Assistance Website for more information.
Calculation:[(# of children with IEPs served inside the regular class 80 percent or more of the day) divided by the (total # of students with an IEP aged 5 in kindergarten and ages 6-21)] times 100
Overview: Percent of children with an IEP inside the regular class less than 40% of the day.
APR Definition: Percent of students with an IEP aged 5 in kindergarten and ages 6-21 served inside the regular class less than 40 percent of the day.
Target: <9.75%
Data Source: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Educational Environments page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of children with IEPs served inside the regular class less than 40 percent of the day) divided by the (total # of students with an IEP aged 5 in kindergarten and ages 6-21)] times 100
Overview: Percent of children with an IEP served in separate facilities.
APR Definition: Percent of students with an IEP aged 5 in kindergarten and ages 6-21 served in separate schools, residential facilities, or homebound/hospital placements. (20 U.S.C. 1416(a)(3)(A))
Target: <4.98%
Data Source: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Educational Environments page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students with an IEP aged 5 in kindergarten and ages 6-21)] times 100
Overview: Percent of preschool children with IEPs attending a regular early childhood program the majority of the day.
APR Definition: Percent of children aged 3 through 5 who are not yet in kindergarten with an IEP attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.
Target: >19.50%
Data Source: MSDS
Data Date: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Environments page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of children aged 3 through 5 who are not yet in kindergarten with an IEP attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program) divided by the (total # of children aged 3 through 5 who are not yet in kindergarten with an IEP)] times 100
Overview: Percent of preschool children with IEPs attending separate special education class or school.
APR Definition: Percent of children aged 3 through 5 who are not yet in kindergarten with an IEP attending a separate special education class, separate school or residential facility. (20 U.S.C. 1416(a)(3)(A)))
Target: <46.00%
Data Source: MSDS
Data Date: SY 2022– 2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Environments page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of children aged 3 through 5 who are not yet in kindergarten with an IEP attending a separate special education class, separate school or residential facility) divided by the (total # of children aged 3 through 5 who are not yet in kindergarten with an IEP)] times 100
Overview: Percent of children aged 3 through 5 who are not yet in kindergarten with an IEP receiving special education and related service in the home.
Target: <2.82%
Data Source: MSDS
Data Date: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
Calculation: [(# of children aged 3 through 5 not yet in kindergarten with an IEP receiving services in the home) divided by the (total # of children aged 3 through 5 not yet in kindergarten with an IEP)] times 100
See the Preschool Environments page on the Catamaran Technical Assistance Website for more information.
Overview: Percent of preschool children entering program below age expectations who substantially increased rate of growth by age 6 or exit.
APR Definition: Of those preschool children who entered the preschool program below age expectations in positive social-emotional skills (including social relationships), the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Target: >88.00%
Data Sources: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (c) plus # of preschool children reported in category (d)] divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100
Calculation Notes
a. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by (# of preschool children with IEPs assessed)] times 100.
b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.
c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of preschool children with IEPs assessed)] times 100.
d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.
e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by (# of preschool children with IEPs assessed)] times 100.
Overview: Percent of preschool children functioning within age expectations by age 6 or exit.
APR Definition: The percent of preschool children who were functioning within age expectations in positive social-emotional skills (including social relationships) by the time they turned 6 years of age or exited the program.
Target: >58.00%
Data Source: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e)] divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100
Calculation Notes: See notes in B-7A-1.
Overview: Percent of preschool children entering program below age expectations who substantially increased rate of growth by age 6 or exit.
APR Definition: Of those preschool children who entered the preschool program below age expectations in acquisition and use of knowledge and skills (including early language/communication and early literacy), the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Target: >87.00%
Data Sources: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (c) plus # of preschool children reported in category (d)] divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100
Calculation Notes: See notes in B-7A-1.
Overview: Percent of preschool children functioning within age expectations by age 6 or exit.
APR Definition: The percent of preschool children who were functioning within age expectations in acquisition and use of knowledge and skills (including early language/communication and early literacy) by the time they turned 6 years of age or exited the program.
Target: >50.00%
Data Sources: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e)] divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100
Calculation Notes: See notes in B-7A-1.
Overview: Percent of preschool children entering program below age expectations who substantially increased rate of growth by age 6 or exit.
APR Definition: Of those preschool children who entered the preschool program below age expectations in use of appropriate behaviors to meet their needs, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Target: >87.00%
Data Sources: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (c) plus # of preschool children reported in category (d)] divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100
Calculation Notes: See notes in B-7A-1.
Overview: Percent of preschool children functioning within age expectations by age 6 or exit.
APR Definition: The percent of preschool children who were functioning within age expectations in use of appropriate behaviors to meet their needs by the time they turned 6 years of age or exited the program.
Target: >59.50%
Data Source: MSDS
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Preschool Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: [# of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e)] divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100
Calculation Notes: See notes in B-7A-1.
Overview: Parents of preschool children with IEPs who report that schools facilitated parent involvement.
APR Definition: 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. (20 U.S.C. 1416(a)(3)(A))
Target: >78.44%
Data Source: Survey Conducted by Wayne State University
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Parent Involvement page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total # of respondent parents of children with disabilities)] times 100
Calculation Notes: Michigan uses a percent of maximum approach to generate scores for each survey respondent. Each survey question about schools’ efforts to partner with parents uses an agreement scale with the following assigned percentages: very strongly disagree (0%); strongly disagree (20%); disagree (40%); agree (60%); strongly agree (80%); and very strongly agree (100%).
For each survey respondent, responses across all survey items are averaged into one agreement percentage. Then each respondent’s average agreement is compared to the overall standard of 60% (agree). The percent of respondents with an average agreement of 60% or higher is used to determine the percent of parents who report that schools facilitated parent involvement as a means of improving services and results for students with an IEP.
More information about this is available at the Wayne State University website: https://survey.cus.wayne.edu/ecd/Default.aspx.
Overview: Parents of school-age children with IEPs who report that schools facilitated parent involvement.
APR Definition: 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.
(20 U.S.C.1416(a)(3) (A))
Target: >62.15%
Data Source: Survey Conducted by Wayne State University
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Parent Involvement page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total # of respondent parents of children with disabilities)] times 100
Calculation Notes: Michigan uses a percent of maximum approach to generate scores for each survey respondent. Each survey question about schools’ efforts to partner with parents uses an agreement scale with the following assigned percentages: very strongly disagree (0%); strongly disagree (20%); disagree (40%); agree (60%); strongly agree (80%); and very strongly agree (100%).
For each survey respondent, responses across all survey items are averaged into one agreement percentage. Then each respondent’s average agreement is compared to the overall standard of 60% (agree). The percent of respondents with an average agreement of 60% or higher is used to determine the percent of parents who report that schools facilitated parent involvement as a means of improving services and results for students with an IEP.
More information about this is available at the Wayne State University website: https://survey.cus.wayne.edu/ecd/Default.aspx.
Overview: Disproportionate representation of racial and ethnic groups in special education that is the result of inappropriate identification.
APR Definition: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Target: 0.0%
Data Sources: MSDS, Wayne State University, and monitoring data from Catamaran.
Data Year: SY 2021–2022 and SY 2022–2023 (data collected between July 1, 2021, and June 30, 2023).
See the Disproportionate Representation page on the Catamaran Technical Assistance Website for more information.
Calculation: Percent = [(# of districts, that meet the state-established n and/or cell size (if applicable) for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification) divided by the (# of districts in the State that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups)] times 100
Calculation Notes: A risk ratio greater than 2.5 for two consecutive years for any racial/ethnic group in all or one of six eligibility categories was used to identify ISDs for monitoring activities. Calculations are performed for all ISDs and member districts with 30 or more students with an IEP. In cases where the sum of all other students with an individualized education program (IEP) equals fewer than ten, an alternate risk ratio (ARR) was calculated for the race under consideration, per IDEA Data Center recommendation. The ARR was calculated when the racial/ethnic distribution of the ISD’s student population varied significantly from the state racial distribution which was used to calculate weighted risk ratios/ARR. The risk ratio (RR) compared identification rates by race/ethnicity with the ISD’s student population.
Overview: Disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
APR Definition: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C.1416(a)(3)(C))
Target: 0.0%
Data Sources: MSDS, Wayne State University, and monitoring data from Catamaran.
Data Year: SY 2021–2022 and SY 2022–2023 (data collected between July 1, 2021, and June 30, 2023).
Information on how B-10 was used in Determinations can be found on the Determinations resource page of this technical assistance website.
Calculation: Percent = [(# of districts, that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification) divided by the (# of districts in the State that meet the State-established n and/or cell size (if applicable) for one or more racial/ethnic groups)] times 100
Calculation Notes: A risk ratio (RR) greater than 2.5 for two consecutive years for any racial/ethnic group in all or one of six eligibility categories was used to identify ISDs for monitoring activities. Calculations are performed for all ISDs and member districts with 30 or more students with an IEP. In cases where the sum of all other students with an individualized education program (IEP) equals fewer than ten, an alternate risk ratio (ARR) was calculated for the race under consideration, per IDEA Data Center recommendation. ARR was calculated when the racial/ethnic distribution of the ISD’s student population varied significantly from the state racial distribution which was used to calculate weighted risk ratios/ARR. The RR compared identification rates by race/ethnicity with the ISD’s student population.
Overview: Percent of children with parental consent to evaluate, who were evaluated, and whose eligibility was determined within 30 school days or an agreed-upon extension.
APR Definition: Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe (in Michigan, 30 school days). (20 U.S.C. 1416(a)(3)(B))
Target: 100.00%
Data Source: MSDS
Data Year: SY 2022–2023 (collected between July 1, 2022 and June 30, 2023).
Information on how B-11 was used in Determinations can be found on the Determinations resource page of this training site technical assistance website.
See the Child Find page on the Catamaran Technical Assistance Website for more information.
Calculation: [(b) divided by (a)] times 100
Calculation Notes:
a. # of children for whom parental consent to evaluate was received
b. # of children whose evaluations were completed within 60 days (or State established timeline – 30 school days)
Account for children included in a but not included in b. Indicate the range of days beyond the timeline when the evaluation was completed and any reasons for the delays.
Overview: Percent of children referred by Part C prior to age 3, found eligible for Part B, having an IEP developed and implemented by their third birthday.
APR Definition: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an individualized education program (IEP) developed and implemented by their third birthdays. (20 U.S.C. 1416(a)(3)(B))
Target: 100.00%
Data Source: MSDS
Data Year: SY 2022–2023 (collected between July 1, 2022 and June 30, 2023).
Information on how B-12 was used in Determinations can be found on the Determinations resource page of this technical assistance website.
See the Early Childhood Transition page on the Catamaran Technical Assistance Website for more information.
Calculation: [(c) divided by (a – b – d – e)] times 100
Calculation Notes:
a. # of children who have been served in Part C and referred to Part B for Part B eligibility determination.
b. # of those referred determined to be NOT eligible and whose eligibility was determined prior to their third birthdays.
c. # of those found eligible who have an IEP developed and implemented by their third birthdays.
d. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services.
e. # of children who were referred to Part C less than 90 days before their third birthdays.
f. # of children whose parents chose to continue Part C services beyond the child’s third birthday based on a State policy or option. (Note: Michigan does not collect measurement f data.)
Account for children included in a but not included in b, c, d, or, e. Indicate the range of days beyond the third birthday when eligibility was determined and the IEP developed and the reasons for the delays.
Overview: Percent of youth aged 16 and above with an IEP with coordinated, measurable, annual goals and transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals.
APR Definition: Percent of youth with individualized education programs (IEPs) aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))
Target: 100.00%
Data Source: Catamaran Secondary Transition Checklist
Data Date: SY 2023–2024 (collected between March 1, 2024 and April 12, 2024)
Information on how B-13 was used in Determinations can be found on the Determinations resource page of this training site technical assistance website.
See the Secondary Transition page on the Catamaran Technical Assistance Website for more information.
Calculation: [(# of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority) divided by the (# of youth with an IEP age 16 and above)] times 100
Overview: Percent of youth with an IEP that were enrolled in higher education within one year of leaving high school.
APR Definition: Percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were enrolled in higher education within one year of leaving high school.
Target: >28.21%
Data Source: Survey Conducted by Wayne State University
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Postsecondary Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100
Overview: Percent of youth with an IEP that were enrolled in higher education or competitively employed within one year of leaving high school.
APR Definition: Percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school.
Target: >42.82%
Data Source: Survey Conducted by Wayne State University
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Postsecondary Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: Percent enrolled in higher education or competitively employed = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100
Overview: Percent of youth with an IEP that were enrolled in higher education/postsecondary training or employed within one year of leaving high school.
APR Definition: Percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were 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. (20 U.S.C. 1416(a)(3)(B))
Target: >75.19%
Data Source: Survey Conducted by Wayne State University
Data Year: SY 2022–2023 (data collected between July 1, 2022 and June 30, 2023).
See the Postsecondary Outcomes page on the Catamaran Technical Assistance Website for more information.
Calculation: Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were 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) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100
Overview: The percentage of IEPs that were completed (and submitted in MSDS) in a timely manner. The number of IEPs not reported as timely is being provided to districts.
APR Definition: Not a State Performance Plan (SPP) indicator, but a monitoring priority. The 34 CFR §300.324 states that the IEP team must review a child’s IEP periodically, but not less than annually.
Target: 100%
Data Source: MSDS
Data Year: SY 2022–2023 (collected between July 1, 2022 and June 30, 2023).
Calculation: Number of IEPs that are more than one year after the last IEP date
Catamaran is an Individuals with Disabilities Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of Special Education.
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