Spreadsheet: 005828df-d834-4f70-b02b-3f58f6e1527b
Sheet: Data Notes

Indicator | Measure | Data Source
Indicators                                           1 & 2 | Graduation and Dropout Rates | Data collected in the Education Management Information System (EMIS) Local Report Card (LRC) files and calculated using LRC rules.
 |  | Percentages are based on the number of students who graduated compared to a count of students who either graduated in the designated year or dropped out during the last four years.
 |  | In previous years the data reported for Indicators 1 and 2 represented preliminary graduation and dropout rates within a given reporting year.  Due to changes in federal reporting requirements, graduation and dropout rates now lag one year.  Therefore, the data for Indicators 1 and 2 reflect the final graduation and dropout rates from 2008-2009.
Indicator 3A | AYP for SWD | Data for Indicator 3 are collected in EMIS LRC files and calculated using LRC rules.  Indicator 3A measures whether students with disabilities in the district met the overall performance targets for Adequate Yearly Progress, as required by the federal No Child Left Behind law.
Indicator 3B | Participation Rate | Indicator 3B measures the participation rate for students with disabilities in the math and reading assessments required by No Child Left Behind.
Indicator 3C | Proficiency Rate | Indicator 3C measures the rate at which students with disabilities were considered to be "proficient" or above in the math and reading assessments required by No Child Left Behind.
Indicator 4A | Discipline Discrepancies | Data collected in EMIS Student [NAME] and attendance files.
 |  | This indicator measures discrepancies in discipline rates between students with disabilities and nondisabled students. Discrepancies are calculated by comparing the percentage of  students with disabilities suspended or expelled for more than ten cumulative days to the percentage of nondisabled students suspended or expelled for more than ten cumulative days.
 |  | Discipline rates for students with disabilities that exceed those of nondisabled students by 1% or more are considered significant and require self-review by the district.
 |  | NC indicates that the data were not evaluated because the district reported suspensions or expulsions for fewer than 30 students with disabilities (the minimum group size).
 |  | Due to changes in federal reporting requirements, discipline data now lag one year.  Therefore, Indicator 4 reflects data from 2008-2009.
Indicator 5 | School-Age Least Restrictive Environment | Data collected in EMIS December Child Count.
 |  | Indicator 5A measures the percent of students with disabilities ages 6 through 21 served inside the regular class 80% or more of the day.
 |  | Indicator 5B measures the percent of students with disabilities ages 6 through 21 served inside the regular class less than 40% of the day.
 |  | Indicator 5C measures the percent of students with disabilities ages 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements.
Indicator 7 | Preschool Outcomes | Data collected in EMIS Assessment Record, based on data reported for the Early Childhood Outcomes Summary Form in the fall and spring.
 |  | Indicator 7 includes three outcome areas with two targets each, reflecting 6 total targets for the indicator.
Indicator 8 | Parent Involvement | Indicator 8 measures the percent of parents whose average survey responses showed that schools facilitated parent involvement as a means of improving services and results for their children with disabilities.
Indicators                       9 & 10 | Disproportionality | Data collected in EMIS year-end enrollment files and calculated to identify districts with significant risk ratios.  A risk ratio compares the likelihood of a student from one racial/ethnic group to be identified for special education to the likelihood of a student from all other student groups combined to be identified.
 |  | Indicator 9 measures disproportionate representation across all disability categories for the following student groups: African-American, American Indian, Asian, Hispanic and White.
 |  | Indicator 10 measures disproportionate representation for the racial/ethnic groups listed above in the following disability categories: Specific Learning Disabilities (SLD); Cognitive Disabilities (CD); Emotional Disturbance (ED); Speech/Language Impairments; Other Health Impairments (OHI); and Autism.
 |  | NC indicates that the data were not evaluated because the district reported fewer than 30 students in the racial/ethnic subgroups included in the calculation (the minimum group size).
 |  | Note: These indicators specifically measure the percent of districts with disproportionate representation (risk ratio of 3.5 or above) that is the result of inappropriate identification.  OEC reviews policies, procedures, and practices among districts with risk ratios of 3.5 or above to determine if overrepresentation of a racial/ethnic group within special education resulted from inappropriate identification policies, procedures or practices.  Districts with risk ratios above 2.0 are provided with technical assistance to ensure that appropriate identification procedures are followed.
Indicator 11 | Child Find               (Initial Evaluation Timelines) | Data collected in EMIS Special Education Event Record.
 |  | Indicator 11 measures the percent of children with parental consent to evaluate, whose initial evaluations were completed within the 60 calendar-day timeline.
Indicator 12 | Early Childhood Transition | Data collected in EMIS Special Education Event Record.
 |  | Indicator 12 measures the percent of children referred by early intervention services  (Help Me Grow) prior to age 3, who are found eligible for special education preschool services, and who have an IEP developed and implemented by their third birthdays.
Across all indicators |  | NR – The data are not available because the district: (1) reported fewer than 10 students for the indicator; (2) reported no students for the indicator; or (3) in the case of Indicators 4, 9 or 10, reported fewer than 30 students for the indicator.
 |  | "SWD" is an abbreviation for students with disabilities.
 |  | Data shaded in green indicate that the district had enough students with disabilities to measure the indicator, and the district met the target for the indicator.
For a detailed explanation of the indicators and their measurements see www.education.ohio.gov, keyword search "District-Level Performance Data", scroll down to the document entitled 2009-2010 SPP & APR District-Level Data Reported to the Public.