IEP Dropout Exiters
Data Source: EDFacts FS009.
Federal Measurement (20 U.S.C. 1416 (a)(3)(A)):
Numerator - Youth with IEPs ages 14-21 who exited special education due to dropping out of school.
Denominator - All youth with IEPs ages 14-21 who left school (including those who graduated with a regular diploma, dropped out, or reached maximum age).
Note: this measurement is unique compared to traditional measures of dropouts, as (a) it does not include students who are continuing their education in the denominator, and (b) is incomparable to youth without IEPs, as it uses IEP exiter data. Data users should take care not to confuse this measurement with other dropout reporting provided by the state.
A dropout is defined as a student who was enrolled in school at some time during the previous school year, was not enrolled at the reporting time of the current school year (third Friday in September), has not graduated from high school or completed a state- or district-approved educational program, and does not meet any of the following exclusionary conditions:
transfer to another school district, private school, or state- or district-approved educational program;
temporary absence due to expulsion, suspension, or school-excused illness;
Students who complete the spring semester of the previous school year but are not enrolled by the third Friday in September of the current school year are considered summer dropouts or "no shows." Summer dropouts are not counted as dropouts for the previous year. A dropout would be counted for the current school year if the student is not re-enrolled by the count date of the following school year.
Wisconsin has developed an Integrated Monitoring System (IMS) to improve outcomes for children with disabilities in Wisconsin while ensuring continued procedural compliance with state and federal laws and regulations. Reducing the dropout rates for students with disabilities will positively impact the gap in graduation rates between students with disabilities and students without disabilities. Improvement activities are targeted at continuing to decrease the dropout rate for students with disabilities.
- Decrease the dropout rate for students with disabilities.
- Decrease the gap in graduation rates between students with disabilities and students without disabilities.
- Promote development of positive school climates.
- Promote development of district policies and procedures that eliminate barriers to graduation for students with disabilities.
- Assist districts in understanding the relationship among qualified staff, adequate resources, and student achievement.
- Identify multiple options for student learning and school success.
School Improvement Review Checklists
These checklists are tools to help school districts determine if they have policies in place in each area for students with disabilities that impact student engagement and eventual graduation. By completing the checklists and documenting the source and location of related documents, the district is in a position to address any areas not covered that may be negatively impacting their students with disabilities.
|Instructions and Summary Card||Graduation Policy and Procedures Review Checklist|
|Suspension/Expulsion Policy and Procedures Review Checklist||Attendance/Truancy Policy and Procedures Review Checklist|
Training and Technical Assistance
- Information Update 10.08: High School Graduation and Students with Disabilities: How Students with Disabilities Meet the High School Graduation Requirements
- Graduation Summit: Resources for Preventing Dropout and Promoting Graduation
- National Drop-out Prevention Center
- National Drop-out Prevention Center for Students with Disabilities
- Wisconsin Special Education Mediation System (WSEMS) website
- Exiting Community of Practice
- Wisconsin State Personnel Development System
- Designing High Schools for Success
- DPI Graduation Page