The Selected Indicator reports and the Indicator Report Summary show target and performance details on Indicators 1-14 of the Annual Performance Report for the state and districts in Michigan. (See About the Data for information on the individual Indicators.)
The Individuals with Disabilities Education Improvement Act (IDEA) 2004 requires all states to report information on each district’s performance on specific early intervention and special education targets outlined in the State Performance Plan/Annual Performance Report (SPP/APR). For each school district, states must report data on children 3-5 years old who attend an early intervention program or receive early intervention services and students 6-21 years old who receive special education programs and/or services. Targets are specified in the SPP/APR, and states must report whether each district met or did not meet the targets.
Some indicator targets are set by the federal government, and some are set by the state with input from parents, stakeholders and educators.
The data are used for monitoring the programs and activities required under IDEA. IDEA protects the education rights of children with disabilities and their families. IDEA stipulates that:
- Students with disabilities are entitled to a free and appropriate public education.
- Schools are required to identify students who may have a disability and refer them for special education evaluation.
- Students must be properly assessed before being identified with a disability.
- If a student is identified as having a disability, appropriate special education programs and/or services must be provided by the state.
- Special education programs and/or services must be tailored to meet the unique needs of each student with a disability.
- Each student with a disability must have an individualized education program.
- Each student with a disability must receive their education in the least restrictive environment with general education peers.
- The rights of the students and their parents are protected by IDEA and the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution.
- All students are entitled to due process rights of notice and consent.
More about federal and state special education laws and policies can be found on the Michigan Department of Education Special Education web page.
In Michigan, special education is provided by intermediate school districts and member districts. Although the data can only be examined at the district level, not for individual buildings, special education services can take place in a variety of settings such as homes, classrooms and residential treatment centers.
Many Intermediate School Districts (ISDs) and member districts operate educational programs that meet the specific needs of students with disabilities from other communities and nonpublic schools or for those younger or older than those who are typically found in kindergarten through 12th grade settings. If you notice a “School Created by ISD” in the list of schools, or that a particular ISD or district has significantly higher percentages in one category or another, this could be the case.
This information provides local districts and communities an opportunity to see what is working well in their special education and preschool special education programs and to identify what aspects of those programs need improvement. For additional resource information for any of the reported indicators, use the Why it Matters: Indicators 1-14 document released by MDE.
The reports are updated in late spring. See the Recently Posted Reports page for when the reports were last updated.
Historical Changes
- ISD Aggregate data were added beginning with report year 2017-18. ISD Aggregate data represent all member district-level (LEA, PSA, cyber schools) data including ISD-operated program data.
Use the Location and Report Settings select a location and report year. For the Selected Indicators reports, select one or more indicators as well.
On the Indicator Report Summary report, clicking the Details link will open a report with additional information for the selected indicator. In the Indicator Description column, click a link for the definition of that indicator.
See the MI School Data Quick Start Guide for the basics of navigating the site and customizing a report.
Location Options
Locations Setting options: Statewide, ISD and District.
Logged-in Users
Users with secure access who are logged in can see unsuppressed numbers for the entities for which they have been specifically authorized.
The Center for Educational Performance and Information collects the majority of this data from public schools and intermediate school districts via the Michigan Student Data System. For more information on the MSDS application and reporting rules, please see the MSDS Collection Details Manual on the CEPI website.
If you have questions not addressed here or in the linked resources, please contact CEPI customer support at cepi@michigan.gov.
Disclosure Avoidance
To protect the privacy of individual students, CEPI applies data suppression rules to some data in this report when report settings would yield fewer than or equal to 10 students. In some cases, values less than 10 may be shown. Secure users can log in to view unsuppressed data for their authorized location. Please see How CEPI Protects Education Data for more information.
Report Labels
See the Glossary for additional terms and acronyms used on MI School Data.
Data Calculations
Indicator 1 (Graduation): Percent = [(number of youth with IEPs (ages 14-21) who exited special education due to graduating with a regular high school diploma divided by (number of all youth with IEPs who exited special education (ages 14-21)] times 100.
Indicator 2 (Dropout): Percent = [(number of youth with an IEP (ages 14-21) who dropped out of high school in one year) divided by (number of all youth with an IEP who exited special education (ages 14-21) in the same year)] times 100. This includes students ages 14-21 who were in ungraded programs and matched by age to grades 9-12.
Indicator 3 (Statewide Assessment): See the Student Assessment page on the Michigan Department of Education website.
Indicator 4A (Suspension/Expulsion): Percent = [(number of ISDs that have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with an IEP) divided by (number of ISDs in State)] times 100.
State's definition of “significant discrepancy” is if more than five percent of an ISD’s students with an IEP receive out-of-school suspensions/expulsions for greater than ten days cumulatively during the school year.
Indicator 4B (Suspension/Expulsion by Race/Ethnicity): Percent = [(number of ISDs that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than ten days in a school year of children with an IEP; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and support, and procedural safeguards) divided by (number of ISDs in State)] times 100.
Michigan defines “significant discrepancy” as more than five percent of an ISD's students with an IEP within a racial/ethnic group suspended/expelled greater than 10 days.
Indicator 5 (Educational Environment)
- Indicator 5A:Percent = [(# of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served inside the regular class 80% or more of the day) divided by (total # of students aged 6 through 21 with IEPs)] times 100.
- Indicator 5B:Percent = [(# of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served inside the regular class less than 40% of the day) divided by (total # of students aged 6 through 21 with IEPs)] times 100.
- Indicator 5C:Percent = [(# of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements) divided by (total # of students aged 6 through 21 with IEPs)] times 100.
Indicator 6 (Early Childhood Educational Environments: Ages 3-5)
- Indicator 6A:Percent = [(number of children 3-5 in preschool with an IEP attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program) divided by (total of number of children ages 3-5 with an IEP)] times 100.
- Indicator 6B:Percent = [(number of children 3-5 in preschool with an IEP attending a separate special education class, separate school or residential facility) divided by (total of number of children ages 3-5 with an IEP)] times 100.
- Indicator 6C:Percent = [(number of children 3-5 in preschool with an IEP receiving services in the home) divided by (total of number of children ages 3-5 with an IEP)] times 100.
Indicator 7 (Preschool Outcomes)
Outcomes
- Positive social-emotional skills (including social relationships);
- Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
- Use of appropriate behaviors to meet their needs.
Process categories for A, B and C
- Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by (# of preschool children with an IEP assessed)] times 100.
- Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of preschool children with an IEP assessed)] times 100.
- Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of preschool children with an IEP assessed)] times 100.
- Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by (# of preschool children with an IEP assessed)] times 100.
- Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by (# of preschool children with an IEP assessed)] times 100.
Summary Statements for Each Outcome
Summary Statement 1: Of those preschool children who entered or exited the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Measurement for Summary Statement 1: Percent = [# of preschool children reported in progress category (c) plus # of preschool children reported in category (d)] divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100.
Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.
Measurement for Summary Statement 2: Percent = [# of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e)] divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100.
Indicator 8 (Facilitated Parent Involvement): Percent = [(number of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by (total number of respondent parents of children with disabilities)] times 100.
Michigan uses a percent of maximum approach to generate scores for each survey respondent. Each survey question about schools' efforts to partner with parents uses an agreement scale with the following assigned percentages: very strongly disagree (0%); strongly disagree (20%); disagree (40%); agree (60%); strongly agree (80%); and very strongly agree (100%).
For each survey respondent, responses across all survey items are averaged into one agreement percentage. Then each respondent's average agreement is compared to the overall standard of 60% (agree). The percent of respondents with an average agreement of 60% or higher is used to determine the percent of parents who report that schools facilitated parent involvement as a means of improving services and results for students with an IEP. More information about this is available at the Wayne State University website: http://survey.cus.wayne.edu/ecd/Default.aspx.
Indicator 9 (Disproportionate Representation - Child with a Disability): Percent = [(# of ISDs that meet the State-established n and/or cell size for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification) divided by (# of ISDs that meet the State-established n and/or cell size for one or more racial/ethnic groups)] times 100.
Indicator 10 (Disproportionate Representation - Eligibility Categories): Percent = [(# of ISDs, that meet the State-established n and/or cell size for one or more racial/ethnic groups, with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification) divided by (# of ISDs in the State that meet a State-established n and/or cell size for one or more racial/ethnic groups)] times 100.
Indicator 11 (Child Find): Percent = of initial evaluations completed within 60 days or a state established timeframe (for children 2.5 years through age 21 with parental consent to evaluate). In Michigan, the established timeframe is 30 school days or an agreed upon written extension for completion of the evaluation/Individualized Education Plan (IEP), whether found eligible or ineligible for the timeliness of their Initial IEP. (Note: There are conditions where a student's resident district will be re-designated for the purposes of reporting Indicator 11.
[(The number of children whose evaluations/IEPs were completed within the 30 school days or agreed upon extension) divided by (the number of children for whom parental consent to evaluate was received)] times 100.
Indicator 12 (Early Childhood Transition): Percent = [(The number of children found eligible who have an IEP developed and implemented by their third birthdays) divided by (number of children served birth through age 2 and referred to Part B special education for eligibility determination minus the number of children NOT eligible whose eligibility was determined prior to their third birthdays minus the number for whom parent refusal caused delays in evaluation or initial services minus the number of children who were referred to Part C less than 90 days before their third birthdays)] times 100.
Indicator 13 (Secondary Transition): 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 service 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 was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority) divided by (# of youth with an IEP age 16 and above)] times 100.
Indicator 14 (Postsecondary Outcomes)
- Indicator 14A:Percent = [(number of youth who are no longer in secondary school, had an IEP in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by (number of respondent youth who are no longer in secondary school and had an IEP in effect at the time they left school)] times 100.
- Indicator 14B:Percent = [(number of youth who are no longer in secondary school, had an IEP in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by (number of respondent youth who are no longer in secondary school and had an IEP in effect at the time they left school)] times 100.
- Indicator 14C:Percent = [(number of youth who are no longer in secondary school, had an IEP in effect at the time they left school and were 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) divided by (number of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Note: ISD aggregate is comprised of all member district-level data including any ISD-operated program data.
Find and select locations to view reports:
