Hawaiʻi State Department of Education

Ka ʻOihana Hoʻonaʻauao o ke Aupuni Hawaiʻi

State Performance Plan/Annual Performance Report

The State Performance Plan/Annual Performance Report (SPP/APR) is a key accountability and improvement tool under the Individuals with Disabilities Education Act (IDEA). It evaluates how effectively each state implements IDEA requirements and works to improve educational outcomes for students with disabilities. The SPP/APR guides efforts to strengthen special education services and supports. By focusing on areas such as graduation rates, academic achievement, and access to inclusive classrooms, the SPP/APR helps ensure that students with disabilities have the opportunities and resources they need to succeed and thrive.

If you have questions, please contact the Monitoring & Compliance Branch at (808) 307-3600.

Individuals with Disabilities Education Act (IDEA)

The IDEA requires each state to develop an 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/APR includes 18 compliance and results indicators that measure student and family outcomes and other indicators that measure compliance with the requirements of the IDEA. For more information, please refer to the SPP/APR Indicator Cards (PDF) and Federal Fiscal Year (FFY) FFY 2020-2025 Measurement Table (PDF). Each year, the SPP/APR is submitted on Feb. 1, and states must report against the targets in their SPP/APR.

The Department works with Hawaiʻi’s state advisory panel, the Special Education Advisory Council (SEAC), and other educational and community partners to establish measurable and rigorous annual performance targets and receive input on strategies for improvement. 

FFY 2025 SPP/APR ENGAGEMENT MEETING

Please join the Hawaiʻi State Department of Education and the Special Education Advisory Council (SEAC) for our annual State Performance Plan/Annual Performance Report (SPP/APR) Engagement Meeting on December 4th from 8:30 a.m. to 3:30 p.m. in person at Windward Community College, 45-720 Kea’ahala Rd, Hale ‘Ākoakoa Atrium Room 101-105, Kāneʻohe, HI 96744 and virtually via Zoom. This event offers a vital space for us to collaborate, review Hawaiʻi’s progress, and discuss outcomes for students with disabilities across our islands. 

We are excited to welcome national expert Jennifer Wolfsheimer as our keynote speaker. With over two decades of experience in disability rights, special education policy, data, dispute resolution and supervision, Jennifer will share valuable insights on fostering meaningful collaboration between parents, schools, and community partners. 

Register Here for the SPP/APR Engagement Meeting

Should you have any questions, please contact the Monitoring and Compliance Branch at (808) 307-3600. 

SPP/APR Reports

Prior Reports

State Systemic Improvement Plan (SSIP)

  • A multi-year, achievable plan that is part of the SPP/APR, Indicator 17, and a requirement for all states and territories receiving federal funds for IDEA programs. It is intended to help states strengthen their infrastructure to support local practice and to use data to make decisions to achieve better results for students with disabilities.
  • HIDOE’s Key Measures (Proficiency and Growth) for the SSIP are:
    • The percentage of third and fourth grade students, combined with eligibility categories of OHD, SLD, and SoL, who are proficient on the Smarter Balanced Assessment (SBA) for English language arts (ELA)/literacy; and the median growth percentile (MGP) of fourth grade students with eligibility categories of OHD, SLD, and SoL on the SBA for ELA/literacy.
    • For FFY 2023 SSIP, please refer to FFY 2023 SPP/APR Report since the Office of Special Education Programs combined the SSIP within the SPP/APR Report.

Prior Reports

State Determination

Section 616(d) of the IDEA requires the US Department of Education, Office of Special Education Programs, to review each state’s SPP/APR annually. Based on the information provided in the SPP/APR, information obtained through monitoring visits, and any other public information, in June 2026, the USDOE/OSEP issued State Determinations for FFY 2024 SPP/APR.

Prior Determinations

SPP/APR Information and Feedback 

Grounded in the Nā Hopena Aʻo (HA) framework, the Hawaiʻi State Department of Education (Department) embraces a collective responsibility—neʻepapa—to nurture students through Hawaiʻi’s unique cultural values. By fostering Belonging, Responsibility, Excellence, Aloha, Total Well-being, and Hawaiʻi (BREATH), we strengthen the connections between students, families, educators, and communities. In doing so, we uphold the rights of all learners, ensuring students, especially those with disabilities, receive a Free Appropriate Public Education (FAPE). This shared commitment honors Hawaiʻi’s heritage while preparing students to thrive both locally and globally.

In partnership with families, educators, and community organizations, the Department collaborates to establish high expectations and continually improve educational outcomes for students with disabilities. In addition to meeting monthly with the Special Education Advisory Council (SEAC) members, the Department hosts an annual engagement meeting where SEAC members, Department staff, and other educational partners come together to review the SPP/APR indicators, examine the targets and baselines, assess progress over time, determine whether any changes are needed, and provide input on improvement strategies.

SPP/APR Partner Engagement Meeting

In collaboration with SEAC, the Department is hosting an SPP/APR Partner Engagement Meeting on Friday, December 4, 2026. Join us to review Hawaiʻi’s Federal Fiscal Year (FFY) 2025 data and discuss performance targets and improvement activities under the IDEA. 

FFY 2025 SPP/APR Information and Feedback

Coming soon

Previous Years’ Information and Feedback

FFY 2024 Engagement Partner Meeting

The Department hosted an SPP/APR Partner Engagement Meeting on Friday, December 5, 2025 in collaboration with SEAC to review Hawaiʻi’s SPP/APR Federal Fiscal Year (FFY) 2024 data and discuss performance targets and improvement activities related to the implementation and purposes of the Individuals with Disabilities Education Act (IDEA). This video is a recap of the event.

2024 SPP/APR Indicator Information & Feedback

Your feedback plays a vital role in this process as we strive to create the best possible learning environments for all students. We value your input. Please review the materials below and share any feedback on activities that are aimed at improving outcomes for students with disabilities. 

Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high school diploma.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of youth with IEPs who exited special education due to dropping out.

Presentation, Fact Sheet, Infographic & Your Feedback

Participation and performance of children with IEPs on statewide assessments:

  1. Participation rate for children with IEPs. 
  2. Proficiency rate for children with IEPs against grade level academic achievement standards. 
  3. Proficiency rate for children with IEPs against alternate academic achievement standards. 
  4. Gap in proficiency rates for children with IEPs and for all students against grade level academic achievement standards.

Presentation, Fact Sheet, Infographic & Your Feedback

Rates of suspension and expulsion: 

  1. Percent of local educational agencies (LEA) that have a significant discrepancy, as defined by the State, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs and
  2. Percent of LEAs that have: (a) a significant discrepancy, as defined by the State, 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) policies, procedures or practices that contribute to the significant discrepancy, as defined by the State, and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound/hospital placements. 

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of children with IEPs aged 3, 4 and aged 5 who are enrolled in a preschool program attending a:

  1. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.
  2. Separate special education class, separate school, or residential facility.
  3. Receiving special education and related services in the home.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: 

  1. Positive social-emotional skills (including social relationships); 
  2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and 
  3. Use of appropriate behaviors to meet their needs

Presentation & Your Feedback

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.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

Presentation, Fact Sheet & Your Feedback

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

Presentation, Fact Sheet & Your Feedback

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.

Presentation, Fact Sheet & Your Feedback

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.

Presentation, Fact Sheet & Your Feedback

Indicator 13 measures the percent of youth with IEPs aged 16 and above with an IEP that includes the following:

  1. Appropriate measurable postsecondary goals;
  2. Annually updated;
  3. Age-appropriate transition assessments;
  4. Transition services;
  5. Courses of study;
  6. Annual IEP goals related to the student’s transition services needs;
  7. Student was invited to the IEP Team meeting; and
  8. A representative of any participating agency that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 

  1. Enrolled in higher education within one year of leaving high school. 
  2. Enrolled in higher education or competitively employed within one year of leaving high school. 
  3. 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.

Presentation, Fact Sheet, Infographic & Your Feedback

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Presentation, Fact Sheet & Your Feedback

Percent of mediations held that resulted in mediation agreements.

Presentation, Fact Sheet & Your Feedback

SPP/APR includes a comprehensive, ambitious, yet achievable multi-year SSIP with stakeholder engagement in all phases to improve results for children with disabilities.

Presentation, Fact Sheet, Infographic & Your Feedback

Educational Partners/Parent/Community Feedback 

The next FFY 2023 will be submitted on Feb. 1, 2025. The Department would like to receive feedback and input on the targets and improvement strategies to improve educational and functional outcomes for our students with disabilities. 

In partnership with SEAC and the Special Parent Information Network (SPIN), the Department has developed infographics on various special education topics and programs to support your knowledge and engagement on the SPP/APR indicators.

2023 SPP/APR Indicator Information & Feedback

Please take a moment to review each indicator and provide your feedback via the feedback form links below. If you have any questions, please do not hesitate to reach out to the Monitoring and Compliance Branch (MAC) via phone at (808) 307-3600. Your input and feedback are valuable, and we look forward to hearing from you.

Indicator General Information: Part B FFY 2023 SPP/APR Indicator Measurement Table (PDF)
Factsheet & Infographic: SPIN/MAC SPP/APR Infographics

Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high school diploma.

Factsheet & Infographic
Indicator 1 Fact Sheet (PDF)
Indicator 1 Infographic (PDF)
Indicator 1: Graduation – March 9, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 1 Feedback Form (Google Doc)

Percent of youth with IEPs who exited special education due to dropping out.

Factsheet & Infographic
Indicator 2 Fact Sheet (Google Drive)
Indicator 2 Infographic (Google Drive)
Indicator 2: Dropout – March 9, 2024 Presentation (Google Drive)

Provide Your Feedback
Indicator 2 Feedback Form (Google Doc)

Participation and performance of children with IEPs on statewide assessments:

  1. Participation rate for children with IEPs. 
  2. Proficiency rate for children with IEPs against grade level academic achievement standards. 
  3. Proficiency rate for children with IEPs against alternate academic achievement standards. 
  4. Gap in proficiency rates for children with IEPs and for all students against grade level academic achievement standards.

Factsheet & Infographic
Indicator 3A: Factsheet (Google Doc)
Indicator 3B: Factsheet (Google Doc)
Indicator 3C: Factsheet (Google Doc)
Indicator 3D: Factsheet (Google Doc)
Indicator 3: Infographic (Google Doc)
Indicator 3: Participation and Performance of Children with IEPs on Statewide Assessments – December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 3 Feedback Form (Google Doc)

Rates of suspension and expulsion: 

  1. Percent of local educational agencies (LEA) that have a significant discrepancy, as defined by the State, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs and
  2. Percent of LEAs that have: (a) a significant discrepancy, as defined by the State, 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) policies, procedures or practices that contribute to the significant discrepancy, as defined by the State, and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

Factsheet & Infographic
Indicator 4: Fact Sheet
Indicator 4: Infographic

Provide Your Feedback
Indicator 4: Feedback Form (Google Doc)

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound/hospital placements. 

Factsheet & Infographic
Indicator 5: Fact Sheet (PDF) 
Indicator 5: Infographic (PDF) 
Indicator 5: School-Age Educational Environments December 3, 2024 Presentation (Google Doc)

Provide Your Feedback
Indicator 5 Feedback Form (Google Doc)

Percent of children with IEPs aged 3, 4 and aged 5 who are enrolled in a preschool program attending a:

  1. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
  2. Separate special education class, separate school, or residential facility.
  3. Receiving special education and related services in the home. 

Factsheet & Infographic
Indicator 6: Fact Sheet (Google Doc)
Indicator 6: Infographic (Google Doc)
Indicators 6 & 7: Preschool Environments & Outcomes December 3, 2024 Presentation (Google Doc)

Provide Your Feedback
Indicator 6: Feedback Form (Google Doc)

Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: 

  1. Positive social-emotional skills (including social relationships); 
  2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and 
  3. Use of appropriate behaviors to meet their needs.

Factsheet & Infographic
Indicator 7: Infographic (Google Doc)
Indicator 7A: Fact Sheet (Google Doc)
Indicator 7B: Fact Sheet (Google Doc)
Indicator 7C: Fact Sheet (Google Doc)
Indicators 6 & 7: Preschool Environments & Outcomes December 3, 2024 Presentation (Google Doc)

Provide Your Feedback
Indicator 7: Feedback Form (Google Doc)

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.

Factsheet & Infographic
Indicator 8: Fact Sheet (Google Doc)
Indicator 8 Infographic (Google Doc)
Indicator 8: Parent Involvement  December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 8: Feedback Form (Google Doc)

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

Factsheet
Indicators 9 & 10 Fact Sheet (Google Doc)
Indicators 9 & 10: Disproportionate Representation & Disproportionate Representation in Specific Disability Categories December 3, 2024 Presentation (PDF)

Provide Your Feedback
Based on longitudinal data, the Department does not have Disproportionate Representation of racial and ethnic groups as a result of inappropriate identification; thus, no feedback is being collected.

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

Factsheet
Indicators 9 & 10 Fact Sheet (Google Doc)
Indicators 9 & 10: Disproportionate Representation & Disproportionate Representation in Specific Disability Categories December 3, 2024 Presentation (PDF)

Provide Your Feedback
Based on longitudinal data, the Department does not have Disproportionate Representation of racial and ethnic groups as a result of inappropriate identification; thus, no feedback is being collected.

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.

Factsheet
Indicator 11 Fact Sheet (Google Doc)
Indicator 11: Child Find December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 11 Feedback Form (Google Doc)

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.

Factsheet
Indicator 12: Fact Sheet (Google Doc)
Indicator 12: Early Childhood Transition December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 12: Feedback Form (Google Doc)

Percent 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 that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Factsheet & Infographic
Indicator 13: Fact Sheet (Google Doc)
Indicator 13: Infographic (Google Doc)
Indicator 13 & 14 Secondary Transition & Post-School Outcomes Survey, December 3, 2023 Presentation (Google Doc)

Provide Your Feedback
Indicator 13 Feedback Form (Google Doc)

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 

  1. Enrolled in higher education within one year of leaving high school. 
  2. Enrolled in higher education or competitively employed within one year of leaving high school. 
  3. 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.

Factsheet & Infographic
Indicator 14: Fact Sheet (Google Doc)
Indicator 14: Infographic (Google Doc)
Indicator 13 & 14: Secondary Transition & Post-School Outcomes Survey, December 3, 2023 Presentation (Google Doc)

Provide Your Feedback
Indicator 14: Feedback Form (Google Doc)

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Factsheet
Indicator 15: Fact Sheet (Google Doc)
Indicator 15: Resolution Sessions December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 15: Feedback Form (Google Doc)

Percent of mediations held that resulted in mediation agreements.

Factsheet
Indicator 16: Fact Sheet (Google Doc)
Indicator 16: Mediation December 3, 2024 Presentation (PDF)
Special Education Mediation Informational Flyer (PDF)

Provide Your Feedback
Indicator 16: Feedback Form (Google Doc)

SPP/APR includes a comprehensive, ambitious, yet achievable multi-year SSIP with stakeholder engagement in all phases to improve results for children with disabilities.

Factsheet
Indicator 17: Fact Sheet (Google Doc)
Indicator 17 Infographic (Google Doc)
Indicator 17: SSIP – December 3, 2024 Presentation (PDF)

Provide Your Feedback
Indicator 17: Feedback Form (Google Doc)

Educational Partners/Parent/Community Feedback 

The next FFY 2022 will be submitted on Feb. 1, 2024. The Department would like to receive feedback and input on the targets and improvement strategies to improve educational and functional outcomes for our students with disabilities. 

In partnership with SEAC and the Special Parent Information Network (SPIN), the Department has developed infographics on various special education topics and programs to support your knowledge and engagement on the SPP/APR indicators.

Educational/Community Partners Engagement Virtual Meeting (PDF)
Friday, December 8, 2023 — 9:00 am–12:00 pm

We welcome you to join us on Friday, December 8, 2023, for our annual State Performance Plan/Annual Performance Report (SPP/APR) Educational/Community Partners Engagement Meeting co-hosted by the Special Education Advisory Council (SEAC) and the Hawai‘i State Department of Education (Department). This meeting represents a major commitment of SEAC, HIDOE, and other special education stakeholders to play an active role in Hawai‘i’s accountability system under the Individuals with Disabilities Education Act (IDEA). The meeting will be held virtually from 9:00 am to 12:00 pm. and will include discussion groups focused on ten of the most impactful indicators that influence success for our special education student population. The groups will review current data, discuss whether the targets set two years ago are appropriate, and provide feedback on improvement activities.

Note: Demographic information is collected to show the Office of Special Education Programs (OSEP) broad educational/community partner involvement.

To participate, please complete the SPP/APR Educational/Community Partner Engagement Meeting Form, where you can indicate your preferences for joining a discussion group. A Zoom meeting link will be provided to you once you have pre-registered.

Summary of Breakout Sessions 

To review a summary of notes for each breakout session, please see below. 

2022 SPP/APR Indicator Information & Feedback

Please take a moment to review each indicator and provide your feedback via the Feedback Form links below. If you have any questions, please do not hesitate to reach out to the Monitoring and Compliance Branch via phone at (808) 307-3600. Your input and feedback are valuable, and we look forward to hearing from you.

Indicator General Information: Part B SPP/APR Indicator Measurement Table (PDF)
Factsheet & Infographic: SPIN SPP/APR Newsletter – December 2023 (PDF)

Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high school diploma.

Factsheet & Infographic
Indicator 1 Factsheet (PDF)
Indicator 1 Infographic (PDF)
Indicator 1: Graduation — December 8, 2023 Presentation (PDF)

Provide Your Feedback
Indicator 1 Feedback Form (Google Doc)

Percent of youth with IEPs who exited special education due to dropping out.

Factsheet & Infographic
Indicator 2 Factsheet
Indicator 2 Infographic
Indicator 2: Dropout – December 8, 2023 Presentation

Provide Your Feedback
Indicator 2 Feedback Form (Google Doc)

Participation and performance of children with IEPs on statewide assessments:
A. Participation rate for children with IEPs. 
B. Proficiency rate for children with IEPs against grade level academic achievement standards. 
C. Proficiency rate for children with IEPs against alternate academic achievement standards. 
D. Gap in proficiency rates for children with IEPs and for all students against grade level academic achievement standards.

Factsheet & Infographic
Indicator 3A Factsheet
Indicator 3B Factsheet
Indicator 3C Factsheet
Indicator 3D Factsheet
Indicator 3A-D Infographic
Indicator 3: Participation and Performance of Children with IEPs on Statewide Assessments – December 8, 2023 Presentation

Provide Your Feedback
Indicator 3 Feedback Form (Google Doc)

Rates of suspension and expulsion: 
A. Percent of local educational agencies (LEA) that have a significant discrepancy, as defined by the State, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs and
B. Percent of LEAs that have: (a) a significant discrepancy, as defined by the State, 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) policies, procedures or practices that contribute to the significant discrepancy, as defined by the State, and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. 

Factsheet & Infographic
Indicator 4 Factsheet

Provide Your Feedback
Indicator 4 Feedback Form (Google Doc)

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound/hospital placements.

Factsheet & Infographic
Indicator 5 Factsheet
Indicator 5 Infographic
Indicator 5: School-Age Educational Environments — December 8, 2023 Presentation

Provide Your Feedback
Indicator 5 Feedback Form (Google Doc)

Percent of children with IEPs aged 3, 4, and aged 5 who are enrolled in a preschool program attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and 
B. Separate special education class, separate school or residential facility.
C. Receiving special education and related services in the home.

Factsheet & Infographic
Indicator 6 Factsheet
Indicator 6 Infographic
Indicator 6: Preschool Environments — December 8, 2023 Presentation

Provide Your Feedback
Indicator 6 Feedback Form (Google Doc)

Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: 
A. Positive social-emotional skills (including social relationships); 
B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and 
C. Use of appropriate behaviors to meet their needs.

Factsheet & Infographic
Indicator 7A Factsheet
Indicator 7B Factsheet
Indicator 7C Factsheet
Indicator 7 Infographic
Indicator 7: Preschool Outcomes — December 8, 2023 Presentation

Provide Your Feedback
Indicator 7 Feedback Form (Google Doc)

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.

Factsheet & Infographic
Indicator 8 Factsheet (PDF)
Indicator 8 Infographic (PDF)
Indicator 8: Parent Involvement — December 8, 2023 Presentation (PDF)

Provide Your Feedback
Indicator 8 Feedback Form (Google Doc)

Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

Indicator 10: 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.

Factsheet & Infographic
Indicators 9 and 10 Factsheet (PDF)

Provide Your Feedback
Based on longitudinal data, the Department does not have Disproportionate Representation of racial and ethnic groups as a result of inappropriate identification; thus, no feedback is being collected.

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.

Factsheet & Infographic
Indicator 11 Factsheet (PDF)

Provide Your Feedback
Indicator 11 Feedback Form (Google Doc)

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.

Factsheet & Infographic
Indicator 12 Factsheet (PDF)

Provide Your Feedback
Indicator 12 Feedback Form (Google Doc) 

Percent 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 that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Factsheet & Infographic
Indicator 13 Factsheet (PDF)
Indicator 13 Infographic (PDF)
Indicator 13: Secondary Transition — December 8, 2023 Presentation (PDF)

Provide Your Feedback
Indicator 13 Feedback Form (Google Doc)

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 
A. Enrolled in higher education within one year of leaving high school. 
B. Enrolled in higher education or competitively employed within one year of leaving high school. 
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. 

Factsheet & Infographic
Indicator 14 Factsheet (PDF)
Indicator 14 Infographic (PDF)
Indicator 14: Post-School Outcomes — December 8, 2023 Presentation (PDF)

Provide Your Feedback
Indicator 14 Feedback Form (Google Doc)

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Factsheet & Infographic
Indicator 15 Factsheet (PDF)

Provide Your Feedback
Indicator 15 Feedback Form (Google Doc)

Percent of mediations held that resulted in mediation agreements.

Factsheet & Infographic
Indicator 16 Factsheet (PDF)
Special Education Mediation Informational Flyer (PDF)

Provide Your Feedback
Indicator 16 Feedback Form (Google Doc)

SPP/APR includes comprehensive, ambitious, yet achievable multi-year SSIP, with stakeholder engagement in all phases, for improving results for children with disabilities.

Factsheet & Infographic
Indicator 17 Factsheet (PDF)
Indicator 17 Infographic (PDF)
Indicator 17: SSIP — December 8, 2023 Presentation (PDF)

Provide Your Feedback
Indicator 17 Feedback Form (Google Doc)

Educational Partner Meetings

A State Performance Plan/Annual Performance Report (SPP/APR) Stakeholder Engagement Meeting was co-hosted by HIDOE and the Special Education Advisory Council (SEAC) on Dec. 9, 2022, to review 2021-22 school year data for selected SPP/APR indicators. 

Click on the links below for a PDF of the slides: