[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584781-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584781-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","unpacking-and-understanding-part-b-sppapr-indicator-3d","Unpacking and Understanding Part B SPP/APR Indicator 3D","","Resource designed to unpack Part B SPP/APR Indicator 3D and support states in using it to improve outcomes for children with IEPs. Explains what Indicator 3D measures, how it differs from other Indicator 3 subcomponents, and the steps to calculate the proficiency rate gap. Covers baseline and target setting considerations, data sources, how the APR Tool computes proficiency gap, and guidance for analyzing, reporting, and using results, including examples with fictitious data.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/unpacking-and-understanding-part-b-sppapr-indicator-3d/584781/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/unpacking-and-understanding-part-b-sppapr-indicator-3d/584781.png","ImageObject",300,407,{"name":42,"@type":43},"Damian","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does Part B Indicator 3D measure?","Question",{"text":63,"@type":64},"Indicator 3D measures the gap in proficiency rates for children with IEPs and for all students against grade-level academic achievement standards.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is Indicator 3D calculated?",{"text":68,"@type":64},"Proficiency rate gap equals the proficiency rate for children with IEPs (scoring at or above proficient) subtracted from the proficiency rate for all students scoring at or above proficient, calculated separately for reading and math and for grades 4, 8, and high school.",{"name":70,"@type":61,"acceptedAnswer":71},"What types of students are included or excluded in Indicator 3D?",{"text":72,"@type":64},"Indicator 3D includes children with IEPs and all students who received a valid score and a proficiency level on the statewide regular assessment. It does not include students with IEPs who participated in the alternate assessment based on alternate academic achievement standards.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584781,1792230304,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Unpacking and Understanding Part B SPP/APR Indicator 3D  \nAuthors: Kate Nagle, Susan Hayes  \nOctober 2022  \nThe IDEA Data Center (IDC) created this publication under  \nU.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).  \nOctober 2022  \nSuggested Citation:  \nNagle, K., and Hayes, S. (2022, October) . Unpacking and  \nUnderstanding Part B SPP/APR Indicator 3D. IDEA Data Center.  \nRockville, MD: Westat.  \n[www.ideadata.org](www.ideadata.org)  \nUnpacking and Understanding Part B SPP/APR Indicator 3D  \nThe purpose of this resource is to unpack Part B State Performance Plan/Annual Performance Report (SPP/APR) Indicator 3D to better understand how to use it to improve outcomes for children with individualized education programs (IEPs) . Indicator 3D is a new subcomponent of Indicator 3 in the Office of Special Education Programs’(OSEP) FFY 2020–2025 SPP/APR measurement table. This resource guides the reader through an overview of Indicator 3D, including how to calculate it and information on the  \nsetting/resetting of its baselines and targets. This resource also offers details about Indicator 3D such as where the data come from, how the APR Tool performs the Indicator 3D proficiency gap calculation, and considerations when analyzing, reporting, and using Indicator 3D data. As an aid to deepen learning, this resource includes examples with fictitious data. This resource will be useful to personnel in a state education agency (SEA) who are responsible for the collection, validation, reporting, analysis, or use of assessment data, including, but not limited to, the SEA director, SPP/APR coordinator, Part B data manager, EDFacts coordinator, and assessment program staff. This guide may also be helpful to those state staff charged with sharing information about Indicator 3D with internal and external stakeholders, including, but not limited to, colleagues at the SEA, parents and families of children with disabilities, members of the State Special Education Advisory Panel, local education agency (LEA) teachers and administrators, and external partners.  \nIndicator 3D Overview  \nThis section includes a description of what Indicator 3D measures, how 3D differs from the other subcomponents of Indicator 3, and how to calculate Indicator 3D.  \nWhat Is Indicator 3D?  \nOSEP’s Part B State Performance Plan (SPP) and Annual Performance Report (APR) Part B Indicator Measurement Table: For Federal Fiscal Year (FFY) 2020 Submission states that Indicator 3D measures the“gap in proficiency rates for children with IEPs and for all students against grade level academic achievement standards.” A state’s assessments against grade-level standards are also known as regular assessments. Indicator 3D does not include children with IEPs who participated in the state’s alternate assessment based on alternate academic achievement standards (AA-AAAS), also known as the alternate assessment.  \nPart B Indicator 3D is different from the other parts of Indicator 3—Indicators 3A, 3B, and 3C—in several ways:  \n• The gap in Indicator 3D is the difference between the percentage of all students who scored proficient or above on the statewide regular assessment in reading/language arts and mathematics for the current reporting year compared to the percentage of children with IEPs who s","cbCaidVZknCEvRek","https://ap.wps.com/l/cbCaidVZknCEvRek","pdf",794556,12,"English","# Indicator 3D Overview\n## What Is Indicator 3D?\n## How Is Indicator 3D Calculated?\n## What Are the Baseline and Target Data for Indicator 3D?\n### Indicator 3D Baseline Data","[{\"question\":\"What does Part B Indicator 3D measure?\",\"answer\":\"Indicator 3D measures the gap in proficiency rates for children with IEPs and for all students against grade-level academic achievement standards.\"},{\"question\":\"How is Indicator 3D calculated?\",\"answer\":\"Proficiency rate gap equals the proficiency rate for children with IEPs (scoring at or above proficient) subtracted from the proficiency rate for all students scoring at or above proficient, calculated separately for reading and math and for grades 4, 8, and high school.\"},{\"question\":\"What types of students are included or excluded in Indicator 3D?\",\"answer\":\"Indicator 3D includes children with IEPs and all students who received a valid score and a proficiency level on the statewide regular assessment. It does not include students with IEPs who participated in the alternate assessment based on alternate academic achievement standards.\"}]","Unpacking and Understanding Part B SPP/APR Indicator 3D | PDF",1792052321]