POLICY LETTER: April 8, 2003 OSEP memorandum 03-5
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April 8, 2003 OSEP memorandum 03-5 (MS Word)
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April 8, 2003 OSEP memorandum 03-5 (MS Word)
Dated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency DirectorsiDated April 8, 2003Contact Persons:Name:Ruth Ryder Telephone:(202) 205-5547Name:Lawrence WexlerTelephone:(202) 205-5390Name:Sarah WillisTelephone:(202) 205-8658 OSEP - 03-5 MEMORANDUMTO:Chief State School OfficersLead Agency DirectorsFROM:Stephanie S. LeeDirectorOffice of Special Education ProgramsSUBJECT:Implementation of the Office of Special Education Programs' Focused Monitoring during Calendar Year 2003The purpose of this memorandum is to inform States about important changes to the Office of Special Education Program's (OSEP's) monitoring of the Individuals with Disabilities Education Act (IDEA). Since the passage of the 1997 Amendments to IDEA, OSEP has worked to shape its accountability work in a way that drives and supports improved results for infants, toddlers, children, and youth with disabilities, while continuing to require that States protect the individual rights of children with disabilities and their families. During this time, OSEP instituted major changes in the monitoring process through implementation of a Continuous Improvement Monitoring Process (CIMP).After soliciting input from a diverse group of stakeholders, OSEP has developed focused monitoring procedures that target resources on those performance issues most closely related to improved results for children with disabilities and to those States most in need of improvement on those performance issues. OSEP will implement the Continuous Improvement and Focused Monitoring System (CIFMS), which incorporates the most effective elements of CIMP and focused monitoring and enables OSEP to work with States in a way that will improve both performance and compliance.Accountability Strategy to Support ImprovementOSEP will implement an integrated, four-part accouAll States have completed a self-assessment of their performance and compliance for both Part C and Part B. By July 2003, all States will have submitted an improvement plan to OSEP. In the future, we anticipate that States will be using their Part C Annual Performance Report and their Part B Biennial Performance Report to update their self-assessments and their improvement plans, including reporting on the impact of their improvement strategies on performance and compliance.OSEP will continue to make technical assistance available to all States regarding self-assessment, improvement planning, and evaluation, including reviewing and commenting on improvement plans. As part of this process, OSEP will require that States demonstrate that they correct any noncompliance that OSEP has identified through monitoring or that States identify through their own self-assessment process. OSEP will target technical assistance to support States in theseefforts.4. Focusing OSEP's intervention on States with low ranking performance on critical performance indicatorsWith input from a diverse national group of stakeholders, OSEP has developed preliminary indicators for ranking States' performance annually. The newly-funded National Center for Special Education Accountability Monitoring will gather stakeholder input regarding indicators and benchmarks through its advisory board, and OSEP will use this input to finalize the indicators, and to set benchmarks for each. OSEP will widely disseminate these indicators and benchmarOSEP is working to make a number of resources available to States to support their intensive improvement work. Resources under consideration include:1. A web-site that focuses on research-based effective practices for data-based analysis of underlying causes of poor performance and the development and implementation of improvement strategies.2. Periodic conference calls and regional meetings of States focused on effectiveimprovement of outcomes for children with disabilities and their families.3. Strong collaboration between OSEP, the Regional Resource Centers, the Monitoring Center, and other partners in the Technical Assistance and Dissemination Network, to ensure effective brokering and provision of technical assistance to States.We know that States are working hard to improve results for all children, including children with disabilities. We look forward to continuing to focus our monitoring and technical assistance activities to support improvement efforts at the State level.Attachments (rank-ordered data tables)cc:State Directors of Special EducationState Part C CoordinatorsTechnical Assistance and Dissemination NetworkTechnical Assistance Alliance for Parent CentersTable 1.1Number, Percentage, and Difference from National Baseline of Students Ages 14-21+Exiting Special Education with a DiplomaBased on Number of Students Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIF------------------------------------------TEXAS21,1668629KANSAS2,3707720NEW JERSEY9,2507518PENNSYLVANIA5,5337518NORTH DAKOTA5167417NEW MEXICO2,2627316NEBRASKA1,0067114SOUTH DAKOTA4397114OHIO10,2257114MONTANA7397013MASSACHUSETTS5,6737013CONNECTICUT2,9957013MINNESOTA4,3067013OKLAHOMA3,1236912WISCONSIN4,8786912ARKANSAS1,7866811IDAHO9246811IOWA2,6456710MISSOURI5,024669COLORADO2,423669ILLINOIS9,383669MAINE1,179658RHODE ISLAND1,097658CALIFORNIA13,870647MARYLAND3,353636WASHINGTON3,150636DELAWARE364625NEW HAMPSHIRE1,150614ARIZONA2,623603WEST VIRGINIA1,621592VERMONT485570WYOMING409570VIRGINIA4,23355-2UTAH1,07754-3INDIANA4,07153-4KENTUCKY2,03450-7ALASKA43750-7OREGON1,27943-14NEW YORK10,30141-16MICHIGAN5,25640-17NORTH CAROLINA2,89638-19FLORIDA5,55835-22TENNESSEE2,22433-24DISTRICT OF COLUMBIA15231-26SOUTH CAROLINA1,12029-28PUERTO RICO54728-29GEORGIA2,18026-31LOUISIANA1,20426-31NEVADA49226-31MISSISSIPPI73124-33HAWAII16724-33ALABAMA1,26023-34VIRGIN ISLANDS557013GUAM68647AMERICAN SAMOA1752-5BUR. OF INDIAN AFFAIRS19447-10NORTHERN MARIANAS318-39PALAU00-57NATIONAL BASELINE173,52357----------------is - # in disability category graduating with diploma + # in disability category leaving school.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF a Difference from National Baseline.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 1.3Number, Percentage, and Difference from National Baseline of Students Ages 14-21+ Dropping OutBased on Number of Students 14-21+ Leaving School by DisabilityDuring the 2000-2001 School YearALLDISABILITIES#%DIP--------------- ----------------------------TEXAS3,34514-15CALIFORNIA3,91218-11SOUTH DAKOTA11919-10OHIO2,90320-9KANSAS64921-8NORTH DAKOTA15422-7TENNESSEE1,50923-6NEW MEXICO69923-6NEW JERSEY2,79423-6NEBRASKA32423-6PENNSYLVANIA1,76624-5VIRGINIA1,84124-5IDAHO35126-3ARKANSAS67826-3WASHINGTON1,33127-2COLORADO98727-2MARYLAND1,42127-2CONNECTICUT1,17427-2MASSACHUSETTS2,22527-2WISCONSIN1,98028-1ILLINOIS3,98928-1RHODE ISLAND47228-1MISSISSIPPI85928-1MONTANA29728-1MISSOURI2,14528-1DELAWARE173290MINNESOTA1,822290IOWA1,171290OKLAHOMA1,341301MAINE539301FLORIDA5,052323INDIANA2,586334WEST VIRGINIA966356NEW HAMPSHIRE669356ALABAMA1,977367SOUTH CAROLINA1,433378ARIZONA1,654389NEW YORK9,633389NEVADA733389WYOMING275389PUERTO RICO7633910VERMONT3313910KENTUCKY1,6014011LOUISIANA1,8774112NORTH CAROLINA3,1044112OREGON1,2304112UTAH8304213GEORGIA3,4874213DISTRICT OF COLUMBIA2094314ALASKA4044617MICHIGAN7,1515425HAWAII4947041PALAU00-29VIRGIN ISLANDS1620-9GUAM33312NORTHERN MARIANAS6356AMERICAN SAMOA144213BUR. OF INDIAN AFFAIRS1744213NATIONAL BASELINE89,67229----------------% _ # in disability category dropped out + # in disability category leaving school."Dropped out" is defined as the total who were enrolled at some point in the reporting year, were not enrolled at the end of the reporting year, and did not exit through any of the other bases described. This category includes dropouts, runaways, GED recipients, expulsions, status unknown, and other exiters.Students leaving school includes students who graduated with a diploma, received a certificate, dropped out, died, and reached maximum age.DIF - Difference from National Baseline.Differences in state dropout rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).IDEA kIDEAReg ED% Grad% GradDIFTable 1.5IDEA 2000-2001 Graduation Rate for Students Ages 14-21+,Compared with the Regular Education Graduation Rate-------------------------------------------------TEXAS21,166866818NEW MEXICO2,262736310KANSAS2,37077761ARIZONA2,62360600ARKANSAS1,7866871-3COLORADO2,4236670-4NEW JERSEY9,2507580-5OKLAHOMA3,1236975-6IDAHO9246875-7OHIO10,2257178-7SOUTH DAKOTA4397178-7CALIFORNIA13,8706473-9WASHINGTON3,1506372-9MASSACHUSETTS5,6737080-10MONTANA7397080-10PENNSYLVANIA5,5337585-10CONNECTICUT2,9957081-11MISSOURI5,0246677-11MAINE1,1796577-12RHODE ISLAND1,0976577-12DELAWARE3646275-13NORTH DAKOTA5167487-13NEW HAMPSHIRE1,1506174-13MINNESOTA4,3067084-14NEBRASKA1,0067185-14ILLINOIS9,3836682-16MARYLAND3,3536379-16WISCONSIN4,8786987-18WEST VIRGINIA1,6215978-19WYOMING4095776-19ALASKA4375070-20INDIANA4,0715374-21KENTUCKY2,0345071-21VIRGINIA4,2335576-21UTAH1,0775477-23OREGON1,2794367-24IOWA2,6456793-26TENNESSEE2,2243359-26FLORIDA5,5583563-28NORTH CAROLINA2,8963866-28VERMONT4855785-28DISTRICT OF COLUMBIA1523160-29GEORGIA2,1802657-31NEW YORK10,3014174-33MISSISSIPPI7312460-36MICHIGAN5,2564077-37NEVADA4922663-37ALABAMA1,2602362-39LOUISIANA1,2042666-40SOUTH CAROLINA1,1202972-43HAWAII1672472-48PUERTO RICO54728AMERICAN SAMOA1752BUR. OF INDIAN AFFAIRS19447GUAM6864NORTHERN MARIANAS318PALAU00VIRGIN ISLANDS5570------------- ---IDEA % Grad' is equal to the number of students, ages 14-21+, graduating with a regualr high school diploma divided by the sum of the number who graduated, received a certificate, dropped out, died, and reached maximum age.'Reg Ed % Grad' are for the class of 1998. The percent is calculated by dividing thenumber of regular diploma recipients in 1998 by the number of 8th graders counted in 1993, adjusted for population change. Percentages are from Greene, J. (2001) High School GraduationRates in the United States. Downloaded from the web, www.manhattan-institute.org/cr baeo.pdf, on 1/28/2002.DIF - Difference between graduation rates for special education and regular education.Differences in state graduation rates should be interpreted with caution. Standards for graduation vary widely across states.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Exiting Data Notes (Part B)Alabama-The state attributed the increases in the number of students exiting special education in the moved, known to be continuing category and the decrease in the reached maximum age category to improvements in its data collection methodology.Arizona-The state attributed the increase in the number of students reported in the moved, not known to be continuing category to incorrect data. The state noted that it is difficult to Connecticut-In the past few years, many students were counted in the no longer receives special education category because of a change in the state eligibility guidelines. This change meant that many students were no longer eligible for special education. These new eligibility guidelines particularly affected students with specific learning disabilities. This year, there was a decrease in the total number of students who left special education services, as well as a decrease in the number of students with specific learning disabilities who left special education services. The state believes this is because the data have begun to stabilize.District of Columbia-The District of Columbia reported that it did not report any students in the no longer receives special education services exit category because it does not collect these data.Georgia-The state attributed the increase in the number of students in the moved, known to be continuing category to better tracking of transient students in its database.Hawaii-The state attributed the increase in the number of students with speech or language impairments who are no longer receiving special education services to better training of teachers regarding eligibility for this category under IDEA. As a result of this training, students were identified differently, and many were taken out of all special education services and are now served under Section 504. The state reported that the change in how students are identified also resulted in an overall increase in thWisconsin-Data reported for school year 2000-01 are actually data for students exiting between December 1999 and December 2000.The state reported that the number of Asian/Pacific islanders collected by one school district is incorrect.Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASSc 21%#%DIP--------------- -------------------------------NORTH DAKOTA9,7817933VERMONT9,7347933NEW HAMPSHIRE20,4727428OREGON49,7407226COLORADO50,4237226IDAHO16,5186519SOUTH DAKOTA9,3136519MINNESOTA62,7416418CALIFORNIA356,7206115NEBRASKA23,1195913KANSAS31,4735913NORTH CAROLINA94,6095812INDIANA82,1685812ALASKA9,2895812MONTANA9,723559CONNECTICUT36,738559MISSOURI67,028537MAINE16,456526WYOMING5,981526KENTUCKY39,702515NEVADA17,476515NEW YORK192,839504WEST VIRGINIA22,217493WASHINGTON52,172493FLORIDA163,789493ARIZONA42,086482ALABAMA44,104482MISSISSIPPI25,993471OKLAHOMA37,091471MARYLAND47,246460RHODE ISLAND12,954460IOWA30,19745-1TENNESSEE51,90145-1HAWAII9,87845-1LOUISIANA39,09844-2MICHIGAN89,37444-2PUERTO RICO25,54444-2NEW JERSEY90,68844-2WISCONSIN47,95143-3UTAH20,40542-4OHIO89,67941-5PENNSYLVANIA89,67241-5ARKANSAS20,26338-8VIRGINIA54,44137-9ILLINOIS97,73436-10GEORGIA56,01136-10NEW MEXICO15,72433-13DELAWARE4,90232-14SOUTH CAROLINA30,15332-14TEXAS129,88629-17MASSACHUSETTS27,48718-28DISTRICT OF COLUMBIA4414-42BUR. OF INDIAN AFFAIRS5,2966216AMERICAN SAMOA3715711PALAU4839-7GUAM63831-15VIRGIN ISLANDS35525-21NORTHERN MARIANAS13725-21NATIONAL BASELINE2,687,96946----------------% - # in environment category + # in all environment categories.DIP . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/doce/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 5.2Number, Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESOUTSIDE REGULAR CLASS> 6D%#$DIF-----------------------------------------------NORTH DAKOTA4634-16NEW HAMPSHIRE1,0714-16VERMONT7406-14SOUTH DAKOTA8966-14IDAHO1,8227-13COLORADO5,6078-12OREGON5,5688-12MINNESOTA8,5689-11ALABAMA8,76410-10WYOMING1,10710-10MONTANA1,87711-9OKLAHOMA9,72512-8ALASKA1,98412-8KANSAS6,62412-8MISSOURI15,86413-7NEBRASKA5,01313-7WEST VIRGINIA5,78513-7MAINE4,19013-7ARKANSAS7,42114-6WISCONSIN16,01614-6KENTUCKY11,53015-5IOWA9,91115-5WASHINGTON16,56715-5MASSACHUSETTS23,44715-5NEVADA5,42916-4CONNECTICUT10,76816-4NORTH CAROLINA28,31817-3TEXAS79,81418-2ARIZONA15,40218-2DELAWARE2,67018-2CALIFORNIA104,49218-2TENNESSEE20,59518-2NEW JERSEY37,25218-2PUERTO RICO10,62718-2OHIO41,53919-1HAWAII4,659211INDIANA30,065211UTAH10,314211MISSISSIPPI12,277222PENNSYLVANIA49,193222FLORIDA75,674222MARYLAND23,574233MICHIGAN46,760233SOUTH CAROLINA23,136244VIRGINIA37,229255GEORGIA41,356277RHODE ISLAND7,837288ILLINOIS76,674299NEW YORK116,1123010LOUISIANA26,7473010NEW MEXICO15,3443212DISTRICT OF COLUMBIA4,2294222BUR. OF INDIAN AFFAIRS5767-13AMERICAN SAMOA589-11PALAU25200VIRGIN ISLANDS396288GUAM596299NORTHERN MARIANAS3296040NATIONAL BASELINE1,130,62620----------------% - # in environment category + # in all environment categories.DIF - Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Number,----------------Table 5.2Percentage, and Difference from National Baseline of Children Ages 6-21 Served inDifferent Educational EnvironmentsUnder IDEA, Part BDuring the 2000-2001 School YearALL DISABILITIESPUBLIC/PRIVATESEPARATE SCHOOLFACILITY#%DIF-------------------------------------------HAWAII00.0-3.0WEST VIRGINIA610.1-2.9NORTH DAKOTA590.5-2.5NEW MEXICO2420.5-2.5LOUISIANA4900.6-2.4INDIANA8040.6-2.4TEXAS2,6880.6-2.4OKLAHOMA4780.6-2.4WASHINGTON7290.7-2.3MONTANA1400.8-2.2IDAHO2120.8-2.2WYOMING970.8-2.2KENTUCKY6650.9-2.1MISSISSIPPI4800.9-2.1ARKANSAS4870.9-2.1GEORGIA1,5101.0-2.0SOUTH CAROLINA9741.0-2.0TENNESSEE1,3121.1-1.9ALABAMA1,0711.2-1.8WISCONSIN1,4041.3-1.7MAINE4061.3-1.7NORTH CAROLINA2,2401.4-1.6COLORADO1,1161.6-1.4NEBRASKA6351.6-1.4SOUTH DAKOTA2371.7-1.3ALASKA2791.7-1.3FLORIDA6,0741.8-1.2NEVADA6511.9-1.1ARIZONA1,7542.0-1.0VIRGINIA3,1712.1-0.9KANSAS1,162.2-0.8OREGON1,6822.4-0.6NEW HAMPSHIRE6782.4-0.6IOWA1,6472.5-0.5CALIFORNIA15,8392.7-0.3PENNSYLVANIA6,3352.9-0.1MISSOURI3,6222.9-0.1UTAH1,5933.30.3MICHIGAN6,9933.50.5RHODE ISLAND1,0333.70.7VERMONT4833.90.9MINNESOTA4,0154.11.1DELAWARE6834.51.5CONNECTICUT3,1784.81.8PUERTO RICO2,8094.91.9ILLINOIS14,9215.62.6NEW YORK22,6505.82.8MARYLAND6,7756.73.7OHIO14,6886.73.7MASSACHUSETTS10,9407.24.2NEW JERSEY18,6549.16.1DISTRICT OF COLUMBIA2,95729.226.2AMERICAN SAMOA00.0-3.0VIRGIN ISLANDS00.0-3.0GUAM30.1-2.9BUR. OF INDIAN AFFAIRS130.2-2.8NORTHERN MARIANAS40.7-2.3PALAU32.4-0.6NATIONAL BASELINE173,8243.04 - # in environment category + # in all environment categories. DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/bdatanotee200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Educational Environments Data NotesAlabama-The state attributed the increase in the number of children ages 3 through 5 served in the part-time early childhood/part-time early childhood special education category to districtlevel improvements in the transition of children from Part C to Part B.The state attributed the decrease in the number of students ages 6 through 21 served in public residential facilities to a concerted effort to place students with disabilities in regular classrooms.California-The state attributed the increase in the number of children ages 6 through 21 who received special education outside the regular class less than 21% of the day to an increase in the number of special education students being placed in less restrictive environments.Illinois-The state noted that some of its definitions do not match Federal definitions for time outside the regular classroom. Illinois tracks time outside the classroom in two categories: from 1 to 49% of the school day and more than 50% of the school day.Kentucky-The state attributed the decreases in both the early childhood setting and the early childhood special education setting and the increase in the part-time early childhood/part-time early Nebraska-The state reported that 67 students served in private residential facilities were counted in other educational environments.New York-The state reported that school-age (kindergarten) students with disabilities who are 4 to 5 years old are not reported on the educational environments table.North Carolina-The state does not collect race/ethnicity data for children enrolled in private schools, not placed or referred by public agencies.Ohio-The state increased the number of placement options from the 10 used during the 1999-2000 school year to 23 for the 2000-01 school year. The state attributed the changes in the number of children served in some of the educational environments for 6- through 21-year-olds to this change in reporting categories.The state does not collect race/ethnicity data for children enrolled in private placed or referred by public agencies.schools, notEducational Environments Data Notes (Continued)Oregon-The state considers children who are 5 years old on September 1 to be school age and includes them in the count of 6- through 21-year-olds. The state counts children who turn 5 after September 1 in the 3-through-5 age group.The state attributed the decrease in the number of children ages 3 through 5 in part-time early childhood/part-time early childhood special education settings to one program in the state that changed how it coded children. This program had 171 students in this category during the previous year, and none in the category for 2000-01. The program increased the Texas state law mandated a change in the collection of data in several environments. Three state categories-self-contained, separate campus, multidistrict class, and community class-were collapsed into one "off home campus" environment. Students served in these environments were previously reported in the public separate facility and separate class environments. In the 200001 count, these students were all reported to OSEP in the public separate facility category. As a result, the number of children reported in public separate facilities is higher than the number of students actually served in this environment.Educational Environments Data Notes (Continued)West Virginia-The state attributed the decrease in the number of children ages 3 through 5 served in part-time early childhood/part-time early childhood special education environments to a change in data collection methodology. The 1999-2000 data collection was the first year that districts used the new definitions and codes for reporting children ages 3 through 5; however, some districts did not update the definitions and codes. until 2000-01. The state believes that data collected this year are more accurate.Table 8.2Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early Intervention ServicesSTATE0-1December 1,1-220012-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF---------------------------------------------------------------------------------MASSACHUSETTS2,0883,8366,56312,487235,9585.293.19NEW YORK2,3137,85420,25030,417732,0654.152.05HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32CONNECTICUT4421,0942,3433,879130,8132.970.87DELAWARE17630542290330,8672.930.83RHODE ISLAND1773096021,08837,7752.880.78WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31KENTUCKY4581,3142,0383,810159,5192.390.29PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16ALASKA9019533962428,2312.210.11IDAHO2163936481,25758,5502.150.05SOUTH DAKOTA8220137265530,5162.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01VIRGINIA5501,6883,4765,714276,6142.07-0.03UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27MICHIGAN1,2262,3463,5227,094398,6001.78-0.32PUERTO RICO2228551,9062,983174,8491.71-0.39OHIO1,1032,7083,8017,612448,6901.70-0.40CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43MISSISSIPPI3366601,0342,030123,0781.65-0.45NORTH DAKOTA6314216637123,3571.59-0.51MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64DISTRICT OF COLUMBIA1910115927919,2761.45-0.65OREGON2176021,0681,887132,7341.42-0.68NEW MEXICO1143426501,10678,3381.41-0.69NEBRASKA11729654095370,1061.36-0.74WASHINGTON3401,0381,7413,119235,4751.32-0.78SOUTH CAROLINA2896951,1092,093159,3871.31-0.79MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92NEVADA11630647389586,7671.03-1.07GEORGIA4851,1511,8763,512358,2550.98-1.12AMERICAN SAMOAGUAM2123650NORTHERN MARIANAS7152648PALAU.VIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION = BIRTH THROUGH 2 TOTAL + POPULATION 0-2. DIF = Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.r_.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 8.3Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference fromNational Baseline of Infants and Toddlers Receiving Early intervention ServicesDecember 1, 2001Grouped by Eligibility CriteriaSTATE0-11-22-3BIRTHTHROUGH 2TOTALPOPULATION0-2PERCENTAGEOFPOPULATIONDIF--------------------------------------------------------------------------------------------------------Broad Eligibility CriteriaMASSACHUSETTS2,0883,8366,56312,487235,9585.293.19HAWAII3785197931,69046,4123.641.54INDIANA1,5012,8084,3368,645253,1363.421.32DELAWARE17630542290330,8672.930.83WYOMING8117227853118,5612.860.76NEW HAMPSHIRE1543586431,15543,8972.630.53FLORIDA2,8744,4557,11314,442561,8392.570.47WISCONSIN6801,4923,0405,212203,3392.560.46ARKANSAS4139621,3992,774108,5552.560.46KANSAS4398521,4472,738113,4562.410.31PENNSYLVANIA1,6443,3835,16410,191428,2742.380.28VERMONT6014027147119,8072.380.28MARYLAND5631,4792,8584,900209,2182.340.24MAINE6926661294741,4532.280.18WEST VIRGINIA2364696621,36760,4042.260.16COLORADO6961,3072,0414,044179,1302.260.16SOUTH DAKOTA8220137265530,5162.150.05VIRGINIA5501,6883,4765,714276,6142.07-0.03MICHIGAN1,2262,3463,5227,094398,6001.78-0.32OHIO1,1032,7083,8017,612448,6901.70-0.40MISSISSIPPI3366601,0342,030123,0781.65-0.45MINNESOTA3888711,7933,052195,9891.56-0.54NORTH CAROLINA5331,7532,6464,932326,5351.51-0.59IOWA2415088881,637112,4881.46-0.64NEW MEXICO1143426501,10678,3381.41-0.69WASHINGTON3401,0381,7413,119235,4751.32-0.78LOUISIANA3197501,2422,311191,2861.21-0.89ALABAMA2397401,1072,086177,0991.18-0.92Moderate Eligibility CriteriaNEW YORK2,3137,85420,25030,417732,0654.152.05CONNECTICUT4421,0942,3433,879130,8132.970.87RHODE ISLAND1773096021,08837,7752.880.78KENTUCKY4581,3142,0383,810159,5192.390.29IDAHO2163936481,25758,5502.150.05TENNESSEE8201,5902,2914,701224,8252.09-0.01UTAH4338201,2412,494129,2001.93-0.17ILLINOIS9983,3655,65810,021520,5501.93-0.17NEW JERSEY6791,9523,7816,412333,1351.92-0.18TEXAS2,7675,9189,48618,171977,4381.86-0.24PUERTO RICO2228551,9062,983174,8491.71-0.39CALIFORNIA4,9678,40711,05124,4251,459,0661.67-0.43OREGON2176021,0681,887132,7341.42-0.68NEBRASKA11729654095370,1061.36-0.74SOUTH CAROLINA2896951,1092,093159,3871.31-0.79GEORGIA4851,1511,8763,512358,2550.98-1.12Narrow Eligibility CriteriaALASKA9019533962428,2312.210.11MONTANA16422021660032,5321.84-0.26OKLAHOMA5778991,1512,627143,1771.83-0.27NORTH DAKOTA6314216637123,3571.59-0.51DISTRICT OF COLUMBIA1910115927919,2761.45-0.65MISSOURI3098731,6432,825221,0681.28-0.82ARIZONA4171,0351,4722,924229,8361.27-0.83NEVADA11630647389586,7671.03-1.07Outlying AreasAMERICAN SAMOA-GUAM2123650NORTHERN MARIANAS7152648PALAUVIRGIN ISLANDS656973207BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,95276,890131,556243,39811,591,5252.10----------------PERCENTAGE OF POPULATION - BIRTH THROUGH 2 TOTAL + POPULATION 0-2.DIF - Difference from National Baseline.971 children were added to Virginia's count of two year olds to adjust for children under the age of 3 who were served under IDEA, Part B.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.STATE--------------AGE 0-1SERVEDPERCENTAGEUNDERPOPULATIONOFPART C0POPULATIONDIP---------------------------------------------------Table 8.4Number (Excluding Children at Risk), Percentage (Based on 2000 Census Population), and Difference from NationalBaseline of Children Age 0-1 Receiving Early Intervention ServicesDecember 1, 2001MASSACHUSETTS2,08877,9982.681.78HAWAII37815,4642.441.54INDIANA1,50184,5171.780.88DELAWARE17610,2861.710.81FLORIDA2,874186,9771.540.64MONTANA16410,7321.530.63RHODE ISLAND17712,2061.450.55WYOMING816,1301.320.42OKLAHOMA57747,5331.210.31WEST VIRGINIA23620,1761.170.27PENNSYLVANIA1,644141,4311.160.26KANSAS43937,9771.160.26ARKANSAS41336,0651.150.25COLORADO69660,8231.140.24NEW HAMPSHIRE15414,0061.100.20IDAHO21619,7001.100.20TENNESSEE82075,1271.090.19CONNECTICUT44242,7191.030.13CALIFORNIA4,967483,1431.030.13WISCONSIN68067,4741.010.11UTAH43344,6050.970.07ALASKA909,3610.960.06NEW YORK2,313243,8910.950.05VERMONT606,3810.940.04MICHIGAN1,226131,1880.930.03KENTUCKY45853,1560.86-0.04TEXAS2,767330,7700.84-0.06NORTH DAKOTA637,6600.82-0.08MISSISSIPPI33641,2170.82-0.08MARYLAND56369,6470.81-0.09SOUTH DAKOTA8210,2390.80-0.10OHIO1,103148,4680.74-0.16IOWA24137,3380.65-0.25NEW JERSEY679110,2980.62-0.28MINNESOTA38865,0720.60-0.30VIRGINIA55092,7080.59-0.31ILLINOIS998173,3730.58-0.32ARIZONA41777,4210.54-0.36SOUTH CAROLINA28953,9470.54-0.36MAINE6913,4560.51-0.39NEBRASKA11723,4590.50-0.4LOUISIANA31964,0920.50-0.40OREGON21744,1890.49-0.41NORTH CAROLINA533110,6540.48-0.42WASHINGTON34077,7400.44-0.46NEW MEXICO11426,3350.43-0.47MISSOURI30972,8420.42-0.48ALABAMA23959,1010.40-0.50GEORGIA485120,9920.40-0.50NEVADA11629,0460.40-0.50PUERTO RICO22258,0430.38-0.52DISTRICT OF COLUMBIA196,5180.29-0.61AMERICAN SAMOAGUAM2NORTHERN MARIANAS7PALAU.VIRGIN ISLANDS65BUR. OF INDIAN AFFAIRSNATIONAL BASELINE34,9523,863,6910.90----------------PERCENTAGE OF POPULATION - AGE 0-1 SERVED UNDER PART C + POPULATION AGE 0.DIP - Difference from National Baseline.Population data are provided from summary file of the 2000 Census, U.S. Bureau of the Census. These population data are from the year prior to disability counts.Because criteria for Part C eligibility varies widely across states, differences in identification rates on this table should be interpreted with caution.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2001 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Child Count Data Notes (Part C)Alaska-Race/ethnicity was imputed for 99 children. The child count for 2- to 3-year-olds includes 49 children over the age of 3.California-Although the state serves at-risk children, it did not submit data on the number of at-risk children served in the 2001 child count. Due to the time lag between when a delay is identified and when this information is updated in the state's data system, the state is no longer able to distinguish the at-risk population from other Early Start consumers.Indiana-The reported child count is not complete. The state expects to revise the count in the future.Iowa-The state reported a 15% increase in the child count as a result of improved Child Find and improved data reporting as a result of modifications to the computerized information system.Nevada-The state attributes the decrease in the number of children served to unfilled direct seTable 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000HOMESTATE#%DIP -----------------------------------------------MASSACHUSETTS12,14510028CONNECTICUT3,6609624WEST VIRGINIA1,4639624NEW HAMPSHIRE1,1379422OKLAHOMA2,2969321KENTUCKY2,7669220NORTH DAKOTA3349220NEW JERSEY5,0119220ALASKA5969220PENNSYLVANIA8,5589119MONTANA5209119TEXAS14,3168917LOUISIANA1,9098816IOWA1,0168513INDIANA6,9348412NORTH CAROLINA3,6078412KANSAS2,0428210WYOMING409808MISSOURI2,396797WISCONSIN4,016786MINNESOTA2,284775SOUTH DAKOTA496775MICHIGAN5,564775UTAH1,727764HAWAII2,721764NEW YORK20,362764IDAHO951753VERMONT322742VIRGINIA2,263731ARIZONA2,08671-1MARYLAND3,33169-3ALABAMA1,36668-4NEBRASKA80368-4RHODE ISLAND64468-4SOUTH CAROLINA1,51966-6ILLINOIS7,08465-7NEW MEXICO1,13765-7GEORGIA3,03065-7COLORADO1,29963-9TENNESSEE2,56160-12CALIFORNIA5,70958-14OHIO3,96455-17OREGON99454-18MISSISSIPPI1,12851-21NEVADA42644-28WASHINGTON1,06337-35PUERTO RICO1,11635-37DELAWARE32232-40MAINE25330-42ARKANSAS60426-46FLORIDA3,48424-48DISTRICT OF COLUMBIA3417-55GUAM2068816NORTHERN MARIANAS32764VIRGIN ISLANDS4147-25AMERICAN SAMOA00-72PALAU0NATIONAL BASELINE156,05772----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000TYPICALLYDEVELOPING PROGRAMSSTATEk%DIF-----------------------------------------------ARKANSAS74331.7927.48SOUTH DAKOTA12719.6915.38VERMONT8318.9514.64DISTRICT OF COLUMBIA3617.4813.17GEORGIA78416.7612.45MAINE13716.2711.96NEBRASKA12810.806.49WYOMING5510.766.45ALABAMA21210.626.31TEXAS1,64210.185.87NORTH CAROLINA4169.675.36TENNESSEE4069.555.24WASHINGTON2488.554.24MISSOURI2417.933.62NORTH DAKOTA256.892.58MISSISSIPPI1416.332.02KANSAS156.041.73PENNSYLVANIA5185.511.2COLORADO1125.391.08NEVADA525.321.01NEW HAMPSHIRE645.270.96IOWA635.260.95MONTANA305.230.92WISCONSIN2695.220.91NEW JERSEY2644.830.52MINNESOTA1344.550.24IDAHO554.320.01MARYLAND1743.61-0.70FLORIDA4913.45-0.86OREGON623.38-0.93DELAWARE313.10-1.21CONNECTICUT1173.08-1.23ALASKA203.07-1.24VIRGINIA953.06-1.25INDIANA2172.63-1.68HAWAII852.38-1.93PUERTO RICO712.20-2.11RHODE ISLAND202.10-2.21OHIO1472.03-2.28SOUTH CAROLINA381.66-2.65ILLINOIS1581.45-2.86NEW YORK3801.41-2.90UTAH301.33-2.98NEW MEXICO170.97-3.34WEST VIRGINIA130.85-3.46LOUISIANA180.83-3.48MICHIGAN340.47-3.84OKLAHOMA10.04-4.27ARIZONA00.00-4.31CALIFORNIA00.00-4.31KENTUCKY00.00-4.31MASSACHUSETTS00.00-4.31VIRGIN ISLANDS910.346.03NORTHERN MARIANAS24.760.45GUAM62.56-1.75AMERICAN SAMOA00.00-4.31PALAU0NATIONAL BASELINE9,3714.31----------------% . # in setting category + total M in all setting categories.DIF = Difference from National Baseline.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).Table 9.1Number, Percentage (Based on the Total for All Settings), and Difference from National Baselineof Infants and Toddlers Birth Through Age 2 Served inDifferent Early Intervention Settings Under Part CDecember 1, 2000NATURALENVIRONMENTSSTATE#%DIF -----------------------------------------------MASSACHUSETTS12,14510024CONNECTICUT3,77710024NEW HAMPSHIRE1,2019923TEXAS15,9589923NORTH DAKOTA3599923SOUTH DAKOTA6239721PENNSYLVANIA9,0769721WEST VIRGINIA1,4769721NEW JERSEY5,2759620MONTANA5509620ALASKA6169519NORTH CAROLINA4,0239317OKLAHOMA2,2979317VERMONT4059216KENTUCKY2,7669216WYOMING4649115IOWA1,0799014LOUISIANA1,9278913KANSAS2,1928812MISSOURI2,6378711INDIANA7,1518711WISCONSIN4,285837MINNESOTA2,418826GEORGIA3,814826ALABAMA1,578793IDAHO1,006793NEBRASKA931793HAWAII2,806793UTAH1,757782MICHIGAN5,598771NEW YORK20,742771VIRGINIA2,358760MARYLAND3,50573-3ARIZONA2,08671-5RHODE ISLAND66470-6TENNESSEE2,96770-6SOUTH CAROLINA1,55768-8COLORADO1,41168-8ILLINOIS7,24266-10NEW MEXICO1,15466-10CALIFORNIA5,70958-18ARKANSAS1,34758-18OREGON1,05658-18MISSISSIPPI1,26957-19OHIO4,11157-19NEVADA47849-27MAINE39046-30WASHINGTON1,31145-31PUERTO RICO1,18737-39DELAWARE35335-41DISTRICT OF COLUMBIA7034-42FLORIDA3,97528-48GUAM2129115NORTHERN MARIANAS34815VIRGIN ISLANDS5057-19AMERICAN SAMOA00-76PALAU0NATIONAL BASELINE165,42876----------------% . # in setting category + total # in all setting categories.DIF . Difference from National Baseline.Natural Environments is a constructed category that combines the early intervention settings, Home and Typically Developing Programs.Please see Data Notes for an explanation of individual state differences on how data are reported (ideadata.org/docs/cdatanotes200l.pdf).Data based on the December 1, 2000 count, updated as of August 30, 2002.U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAMS).Settings Data NotesAlabama-The decline in the number of infants and toddlers in programs designed for children with developmental delays or disabilities and in the service provider location and the increase in the number reported in the home setting category is the result of Alabama's move to serve children in more natural environments.Florida-The change in the number of children reported in the settings categories for 2000 is a result of a change in how the state classifies a child who receives services in a variety of settings. Prior to 2000, Florida assigned the child's setting/location based on the initial service location data in the Florida Early Intervention Program data system. For the December 2000 data, each child's service setting was determined based on a hierarchy of settings.Illinois-The increase in the number of children served in almost all the settings is the result of caseload growth during the 2000-01 reporting period. This was reflected in the 2000 child count. The state continued implementation of a new front-end data system, so the data are also clean.Kentucky-Kentucky only determines whether the program setting is home or community based versus office or center based. Because all children may receive services in multiple settings, when the state reports data to OSEP it assigns the service provider location to all children not also served in the home or community setting.Missouri-The decrease in the other settings category is a result of better identification of children's primary Rhode Island-The state reported that the increase in the other settings category is related to how service settings are classified into this setting. In Rhode Island, the individualized family service plan (IFSP) form does not provide a space to define other location. Providers define other on a service-rendered form (SRF) at the time the services are provided. However, the SRF has a different set of location codes that do not correspond with those on the IFSP. In the future, these codes will match, and providers will be asked to define other location on the IFSP. Until then, the other settings category is inflated (e.g., daycare was entered into an SRF under other location. It should be counted as a program designed for typically developing children).The location codes will be revisited and more clearly defined within the next 5 months. The state expects that the data for 2002 will be clearer.Page PAGE 10 -Chief State School OfficersLead Agency Directorsi
TOPIC ADDRESSED: Responsibilities of the Office of Special Education Programs
SECTION OF IDEA: Part B—Assistance for Education of All Children With Disabilities; Section 603 - Office of Special Education Programs
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