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The brief outlines sub-indicator restructuring, including new definitions, new proficiency partitions, and implications for states’ baselines and targets.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Lomax  \nMay 2021  \nThe IDEA Data Center (IDC) created this publication under U.S. Department of Education, Office of Special Education Programs grant number H373Y190001 . Richelle Davis and Rebecca Smith serve as the project officers.  \nThe views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is in the public domain. Authorization to reproduce it in whole or in part is granted.  \nWestat is the lead organization for IDC. For more information about the center’s work and its partners, [see](see www.ideadata.org)[ ](see www.ideadata.org)[www.ideadata.org](see www.ideadata.org).  \nMay 2021  \nSuggested Citation:  \nLomax, E. (2021, May) . Statewide Assessment: Indicator 3  \nMeasurement Changes From FFY 2019 to FFY 2020–2025 . IDEA Data Center. Rockville, MD: Westat.  \nStatewide Assessment: Indicator 3 Measurement Changes From FFY 2019 to FFY 2020–2025  \nPart B State Performance Plan (SPP) and Annual Performance Report (APR) Indicator 3 addresses participation and performance of children with individualized education programs (IEPs) on statewide assessments. Beginning with the SPP/APR due in February 2022, the Office of Special Education Programs (OSEP) is including additional requirements related to the assessment of children and youth (i.e., students) with disabilities. This brief provides a summary of the additional requirements and outlines changes in the data sources and measurements of assessment data in the SPP/APR. The brief also provides a side-by-side comparison of the SPP/APR Part B Indicator Measurement Tables1 from FFY 2019 to FFY 2020-20252 to highlight relevant differences in SPP/APR reporting of assessment participation and performance.3 It is important to note that to meet the new FFY 2020–2025 requirements, states will need to consider new baselines and set new targets based on broad stakeholder input. This brief uses “children” when referring to the original language in the indicator measurement tables and “students” elsewhere to capture the specific range of children and youth with disabilities (i.e., the student body) to whom the relevant Indicator 3 Assessment data apply.  \nIndicator 3: Monitoring Priorities  \nTable 1 compares the Indicator 3 monitoring priorities for FFY 2019 and FFY 2020–2025. For Indicator 3, participation and performance of children with IEPs on statewide assessments, one sub-indicator remains the same:  \n• Participation rate for children with IEPs4 (3A) .  \nHowever, from FFY 2019 to FFY 2020–2025, three sub-indicators have changed.5 Table 1 displays the changes from FFY 2019 to FFY 2020–2025. The FFY 2019 Indicator 3 has been separated into two sub-indicators in FFY 2020–2025, and there is one additional sub-indicator in FFY 2020–2025.  \nIn FFY 2019, Indicator 3C measured “proficiency rate for children with IEPs against grade level and alternate academic achievement standards.” FFY 2019 Indicator 3C is divided into two FFY 2020–2025 sub-indicators:  \n• Proficiency rate for children with IEPs against grade level academic achievement standards (3B); and  \n• Proficiency rate for children with IEPs against alternate academic achievement standards (3C) .  \n1 The text in the tables in this brief uses the original language as it appears in the measurement tables.  \n2 This brief compares the FFY 2019 APR submission to the new SPP/APR for FFY 2020–2025.  \n3 The FFY 2019 submission was due in February 2021. The FFY 2020 submission is due in February 2022.  \n4 The FFY 2020 measurement table reassigns this sub-indicator from Indicator 3B in FFY 2019 to Indicator 3A for FFY 2020– 2025.  \n5 Although FFY 2019 Indicator 3 has three sub-indicators and FFY 2020–20","cbCaioJnQVcqmEzx","https://ap.wps.com/l/cbCaioJnQVcqmEzx","pdf",566486,"English","# Statewide Assessment: Indicator 3 Measurement Changes From FFY 2019 to FFY 2020-2025\n## Purpose and scope of the brief\n## Part B SPP/APR Indicator 3 and monitoring priorities\n## FFY 2019 vs FFY 2020–2025 sub-indicator changes\n## Comparison table and statutory reference","[{\"question\":\"What does Part B SPP/APR Indicator 3 address?\",\"answer\":\"Indicator 3 addresses participation and performance of children with individualized education programs (IEPs) on statewide assessments.\"},{\"question\":\"What changes occur to Indicator 3 sub-indicators from FFY 2019 to FFY 2020–2025?\",\"answer\":\"One sub-indicator remains unchanged (participation rate for children with IEPs), while FFY 2019’s proficiency measure is divided into two sub-indicators in FFY 2020–2025 and an additional sub-indicator is introduced.\"},{\"question\":\"How are states expected to respond to the new FFY 2020–2025 requirements?\",\"answer\":\"States need to consider new baselines and set new targets using broad stakeholder input to meet the updated requirements.\"}]","Statewide Assessment: Indicator 3 Measurement Changes From FFY 2019 to FFY 2020-2025 | PDF",1792051661,18]