State Performance Plan/ Annual Performance Report

The SPP/APR includes 17 compliance and results indicators that measure student and family outcomes and other indicators that measure compliance with the requirements of the IDEA.

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to develop a state performance plan/annual performance report (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 17 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 and FFY 2020-2025 Measurement Table. The SPP/APR is submitted on February 1, and each year, states must report against the targets in their SPP/APR.

The Hawai’i State Department of Education (Department) works with Hawaii's State advisory panel, the Special Education Advisory Council (SEAC), to establish measurable and rigorous annual performance targets.

Lag Year Data

Some indicators use data from years prior to the reporting year, known as “lag year” data. For example, Indicators 1, 2, and 4 use data from the 2020-2021 school year for the FFY 2021 APR due Feb. 1, 2023, while all other indicators use data from the 2021-2022 school year.


When analyzing data, if data for a specific indicator did not meet the identified SPP target and worsened from the previous year more than the slippage criteria for that indicator, then the data reflects the state has experienced slippage in this indicator. The data collected for the indicator show the state is not making the expected progress on that indicator.

Your Feedback is Valuable

The next Fiscal Federal Year (FFY) 2022 will be submitted on February 1, 2024, and the Department of Education would like to receive your feedback and input on our targets and improvement strategies on how we can increase 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 designed to provide parents and the community with information on various special education topics and programs and support your knowledge and engagement on SPP/APR indicators.

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

2022 SPP/APR Indicator Information & Feedback 

Indicator 1: Graduation
Percent of youth with Individualized Education Programs (IEPs) exiting from high school with a regular high school diploma.

Indicator 2: Dropout
Percent of youth with IEPs dropping out of high school.
Indicator 3: Assessment
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 all students against grade-level academic achievement standards.
Indicator 4: Suspension/Expulsion
The (A) % of LEAs with significant discrepancy, (B) % of LEAs with significant discrepancy by race/ethnicity.

Indicator 5: Educational Environments
Percent of children with IEPs, age 5 and enrolled in kindergarten and ages 6–21, served (A) Inside regular class 80% or more of day; (B) Inside regular class less than 40% of day; (C) In separate schools, residential facilities, or homebound/ hospital placements

Indicator 6: Preschool Environments
Percent of children with IEPs, ages 3, 4, and 5 who are enrolled in a preschool program, (A) Receiving majority of special education and related services in regular early childhood program; (B) Attending separate special education class, separate school, or residential facility; (C) Receiving special education and related services in the home.
Indicator 7: Preschool Outcomes (2022-23 data coming soon)
Percent of preschool children ages 3–5 with IEPs with improved (A) Positive social-emotional skills, (B) Acquisition and use of knowledge and skills, (C) Use of appropriate behaviors to meet their needs.
Indicator 8: Parent Involvement
Percent of parents who report that the school facilitated parent involvement.
Indicator 9: Disproportionate Representation (2022-23 data coming soon)
Percent of districts with disproportionate representation of racial/ethnic groups due to inappropriate identification.
Indicator 10: Disproportionate Representation in Specific Disability Categories (2022-23 data coming soon)
Percent of districts with disproportionate representation of racial /ethnic groups in specific disability categories due to inappropriate identification.Indicator 11: Child Find (2022-23 data coming soon)
Percent of children evaluated within 60 days of parental consent for initial evaluation or state time frame.
Indicator 12: Early Childhood Transition (2022-23 data coming soon)
Percent of children found Part B eligible with IEP implemented by 3rd birthday.
Indicator 13: Secondary Transition (2022-23 data coming soon)
Percent of youth ages 16+ with measurable, annually updated IEP goals and appropriate transition assessment, services, and courses.
Indicator 14: Post-School Outcomes (2022-23 data coming soon)
Percent of youth with IEPs, no longer in school, (A) Enrolled in higher education; (B) Enrolled in higher education or competitively employed; (C) Enrolled in higher education, other postsecondary education, or training program or competitively employed or in some other employment, within one year of leaving high school.
Indicator 15: Resolution Sessions
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
Indicator 16: Mediation
Percent of mediations held resulting in mediation agreements.Indicator 17: State Systemic Improvement Plan
SPP/APR includes comprehensive, ambitious, yet achievable multi-year SSIP, with stakeholder engagement in all phases, for improving results for children with disabilities. Scroll down for more information.

State Performance Plan (SPP)/Annual Performance Report (APR)

State Determination

Section 616(d)of the IDEA requires the USDOE/OSEP to review each state’s APR annually. Based on the information provided in the APR, information obtained through monitoring visits, and any other public information, in June 2023, the USDOE/OSEP issued State Determinations for FFY 2021 SPP/APR.

Archived IDEA Part B SPP/APR Reports

Indicators for Federal Fiscal Year 2016-17 (published February 2018) can be found below, along with the Report Overview. Older Part B reports can be found using the Report Tool Finder tool to find: 

IDEA Part B SPP/APR Reports

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