Special Education Public Reporting

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Iowa Alternate Assessment Participation Rates

The Every Student Succeeds Act (ESSA) requires states to ensure that the total number of students assessed in each subject using the Alternate Assessment for Students with Significant Cognitive Disabilities does not exceed one percent (1%) of the total number of students in tested grades of the Iowa Statewide Assessment of Student Progress. The ESSA requires that each district complete and submit justification for exceeding the 1.0 percent cap of students assessed in a subject with the alternate assessment, which are then reviewed by Iowa Department of Education staff.

Percent of students participating in the Iowa Alternate Assessment:

Questions? Contact Jennifer Denne at jennifer.denne@iowa.gov.

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IDEA Part B and Part C Section 618 Data

In accordance with the Individuals with Disabilities Education Act (IDEA), as amended in 2004, the Office of Special Education Programs (OSEP) requires public reporting of all data submitted under Section 618. State level data files and supporting documents can be found on OSEP's Open Data Platform.

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State Performance Plan and Annual Performance Report

In accordance with the Individuals with Disabilities Education Act (IDEA), as amended in 2004, the Office of Special Education Programs (OSEP) requires states to submit an Annual Performance Report (APR) for IDEA Part B and Part C. The APR outlines how the state is improving opportunities and outcomes for students as measured by required compliance and performance indicators.

Part B Special Education

Part C Early Intervention

Final submissions for Federal Fiscal Year (FFY) 2013 through the most recent year available can be found on the federal Individuals with Disabilities Act website. New reports are available each year in June, and the report available at that time will be from two calendar years ago. For example, in June 2024, the reports for FFY 2022 (2022-23) were finalized and made available.

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District and Area Education Agency (AEA) Data Profiles

In accordance with the Individuals with Disabilities Education Act (IDEA), as amended in 2004, the Office of Special Education Programs (OSEP) has identified Indicators of performance and compliance for which states are required to annually report to the public the performance of the state, area education agencies (AEAs) and local school districts.

Note: The reports posted below are the most recent available. New reports are available each year in June, and the report available at that time will be from two calendar years ago. Historic data profiles are available by request.

Part B

Part B - FFY22 (2022-23) Special Education Profiles - District Level

Part B - FFY22 (2022-23) Special Education Profiles - AEA Level

Part C

Part C - FFY22 (2022-23) Early Intervention Regional Profiles - AEA Level (Data not available at district level.) - Regional profiles contain three years of trend data.

FFY23 (2023-24) Data Profiles (Available June 2025)

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IDEA Differentiated Accountability (IDEA-DA)

Development of a differentiated accountability (DA) model for the implementation of IDEA (the federal Individuals with Disabilities Education Act) began in 2016. Representatives from school districts, AEAs (area education agencies), and the Iowa Department of Education formed a task team to identify components of what would become an Implementation Support Rubric. Initial implementation of the rubric focused on a compliance indicator. After additional task team work and frequent input from the AEA directors of special education, the full IDEA-DA Support Rubric was finalized and implemented beginning in 2022-23.

Overview of Iowa's IDEA-DA Process and Model - Recorded 10-21-22. Presentation Slides

District support levels are given on a three-year cycle, to align with the timing of the federal Elementary and Secondary Education Act designations. The current support levels can be found under the IDEA Part B and Part C Determinations section of this webpage.

IDEA-DA 2023-24 Activities - Recorded 9-5-23. Presentation Slides

IDEA-DA Data Elements Guide - Shows the conceptual areas of the Implementation Rubric, the data elements that make up each area, and the weight of the element in the overall model.

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OSEP IDEA Annual State Determinations

Each year, the Office of Special Education Programs makes a determination about whether each state and territory is meeting the requirements of the Individuals with Disabilities Education Act. Iowa's most recent determination letters are available below.

 IDEA Part B (ages 3-21) 

IDEA Part C (ages birth-three) 

See prior year letters.

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IDEA Part B and Part C Annual Determinations

In accordance with the Individuals with Disabilities Education Act (IDEA), as amended in 2004, the Office of Special Education Programs (OSEP) requires the Iowa Department of Education to make an annual determination for each school district and area education agency (AEA) regarding compliance with, and implementation of, IDEA Part B and IDEA Part C requirements. The Director of Special Education, administrative consultants, and the compliance monitoring team work together in a collaborative effort to make these determinations.

A district or AEA may fall into one of four categories: meets requirements, needs assistance, needs intervention, or needs substantial intervention. Determination categories are not necessarily linear or sequential. A district or AEA may be placed in any of the four determination categories at any time. Explanatory documents posted below explain this process in more detail.

Part B

IDEA Part B Determinations Criteria

Part B - FFY23 (2023-24) Annual Determinations - District Level

Part B - FFY23 (2023-24) Annual Determinations - AEA Level

Part B - FFY22 (2022-23) Annual Determinations - District Level

Part B - FFY22 (2022-23) Annual Determinations - AEA Level

Part C

IDEA Part C Determinations Criteria

Part C - FFY23 (2023-24) Annual Determinations - AEA Level

Part C - FFY22 (2022-23) Annual Determinations - AEA Level

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IDEA Part B Annual Equity Determinations

The Individuals with Disabilities Education Act (IDEA) has three distinct requirements around equity: Significant Discrepancy (State Performance Plan/Annual Performance Report [SPP/APR] Indicators B4A and B4B), Disproportionate Representation (SPP/APR Indicators B9), and Significant Disproportionality. Data in all three categories is reviewed annually for all public school districts in Iowa and are measures used in determinations for districts:

  1. Significant discrepancy  - An indicator (B4B) for the SPP/APR, which includes the calculation of a rate ratio for each district of learners who receive IDEA services and have out-of-school suspensions and expulsions that total greater than 10 days in a school year for learners ages 3-21 years by race/ethnicity (20 U.S.C. 1416(a)(3)(A); 1412(a)(22)). When a district's suspensions/expulsions rate for one or more racial/ethnic groups is 3.5 times the State, then there is significant discrepancy. Indicator B4A is also included and examines the same data at B4B, but not by race/ethnicity. See below for more information about responsibilities when a district rate ratio is equal to or over 3.50.
  2. Disproportionate representation - An indicator (B9) for the SPP/APR, which analyzes the rate in each district of learners ages 5 and in Kindergarten through 21 years being identified for IDEA services by race/ethnicity (20 U.S.C. 1416(a)(3)(C)). The district rate is a risk ratio that compares the number of learners with an Individualized Education Program (IEP) in a racial/ethnic group to learners with an IEP not in that racial/ethnic group. The risk ratio is compared to the State determined threshold of 3.50, which means that a racial/ethnic group in the district is 3.5 times as likely to be identified as students with disabilities compared to students of all other races/ethnicities. See below for more information about responsibilities when a district risk ratio is equal to or over 3.50.
  3. Significant disproportionality - Under IDEA section 20 U.S.C. 1418(d) and §300.646-647, States are required to annually collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and in Local Education Agencies (school districts) with respect to the following analysis categories: identification of learners as learners with disabilities (ages 3-21); the placement of learners in particular educational settings; and the incidence (ages 5 and in Kindergarten to 21), duration, and type of disciplinary actions, including suspensions and expulsions (ages 3-21). The district risk ratio for each calculation is compared to the state threshold of 3.50. See below for more information about responsibilities when a district risk ratio is equal to or over 3.50.

When a district’s risk ratio (B9 and Significant Disproportionality) or rate ratio (B4A and B4B) is found to be equal to or over Iowa’s 3.50 threshold, follow-up by the Iowa Department of Education is required and districts have responsibilities which vary based on the item found to be over the threshold. The responsibilities of the districts are as follows:

  1. Significant discrepancy: 
    1. B4A - review district policies, procedures, and practices (PPPs) to determine whether they are contributing to the significant discrepancy and if appropriate, revise its PPPs relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards that do not comply. Any identified noncompliance must be corrected.
    2. B4B - review and update (if necessary) any PPPs that contributed to the significant discrepancy and correct any noncompliance identified through the review.  
  2. Disproportionate representation (B9): review district PPPs to determine if the disproportionate representation is the result of inappropriate identification. If so, the district must update the PPPs that are the root cause of the disproportionate representation and will be found noncompliant. The identified noncompliance must be corrected.
  3. Significant disproportionality: In the case of a determination of significant disproportionality, the Iowa Department of Education must require any district identified as having significant disproportionality in any of the above-mentioned analysis categories to reserve 15% of their IDEA Part B allocation for comprehensive coordinated early intervening services (CCEIS). Before deciding how those funds will be spent, districts are required to complete a review of PPPs related to the area of significant disproportionality to ensure they comply with IDEA requirements and complete a root cause analysis to identify any factors contributing to the disproportionality (including PPPs). CCEIS plans must address the factors contributing to significant disproportionality. If any PPPs are revised, all changes must be made public. All findings of noncompliance must be corrected.

Explanatory Documents

Iowa Equity Determinations Information

Rate Ratio vs Risk Ratio

Districts Identifed Over the Threshold (Last Three Years)

Disproportionality, B4, and B9 Identified Districts

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IDEA Part B and Part C Annual State Applications

In accordance with the Individuals with Disabilities Education Act (IDEA), as amended in 2004, states are required to annually submit eligibility documents to the U.S. Department of Education, Office of Special Education Programs (OSEP). The plans submitted to OSEP reflect the cooperative efforts of the Department of Education and other agencies to provide a full educational program and related services to all children and youth with disabilities requiring such programs and/or services. The documents include the information required by the U. S. Department of Education for Iowa to continue to receive funding under the provisions of the IDEA Part B and Part C. The documents contain a submission statement, assurances, and a description of use of funds for educational services available for children and youth with disabilities in the State of Iowa. The documents are submitted to the U.S. Department of Education, Office of Special Education Programs, each year in May.

Approved State Applications

Part B

Iowa's FFY 2022 Approved Application for Part B Funds

Iowa's FFY 2021 Approved Application for Part B Funds

Contact John Lee at john.lee@iowa.gov to request a copy of historic applications.

Part C

FFY24 Approved Iowa Application for Part C Funds 

FFY23 Approved Iowa Application for Part C Funds

FFY22 Approved Iowa Application for Part C Funds

Contact Kimberly Villotti at kimberly.villotti@iowa.gov to request a copy of historic applications.

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Public Comment on Proposed State Applications

Part B

FFY25 Proposed IDEA Application for Part B Funds

Public Notice IDEA Application for Part B

Note: The FFY25 Application will be updated upon release of the FFY25 allocation information from the Office of Special Education Programs (OSEP).

In order to be taken into consideration prior to submission of the document to the U.S. Department of Education, FFY25 comments must be received by May 21, 2025.

Comment Form for Iowa's FFY25 Proposed IDEA Application for Part B Funds - Available for comment until May 21, 2025 - Completed form should be emailed to ideaplanb@iowa.gov.

Contact John Lee at john.lee@iowa.gov or 515-281-5733 with questions, to request a copy of the proposed application or fax number or mailing address for comment submission.

Part C

FFY25 Proposed IDEA Application for Part C Funds

Public Notice IDEA Application for Part C

Note: The FFY25 Application will be updated upon release of the FFY25 allocation information from the Office of Special Education Programs (OSEP).

In order to be taken into consideration prior to submission of the document to the U.S. Department of Education, FFY25 comments must be received by May 21, 2025.

Comment Form for Iowa's FFY25 IDEA Proposed Application for Part C Funds - Available for comment until May 21, 2025 - Completed form should be emailed to ideaplanc@iowa.gov.

Contact Kimberly Villotti at kimberly.villotti@iowa.gov or 515-339-5519 with questions, to request a copy of the proposed application or fax number or mailing address for comment submission.

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