Special Education Accountability Resources

The Office of Special Education Programs (OSEP) at the U.S. Department of Education collects special education data annually. This data must be submitted by all school districts, even if they have no students with Individualized Education Programs (IEPs). The required data includes:

  • Special Education Federal Child Count and Least Restrictive Environment (LRE)
  • Special Education Personnel Employed and Contracted
  • Early Childhood Outcomes
  • Timeline for Initial Evaluation and Transition from Part C to Part B
  • Disciplinary Incidents of Students with IEPs
  • Post-School Outcomes for Students with IEPs
  • Secondary Transition IEP Components
  • Reporting Excess Cost

Additionally, Section 618 of the IDEA requires each state to submit data about infants and toddlers who receive early-intervention services under Part C of the IDEA and children with disabilities who receive special education and related services under Part B of the Individuals with Disabilities Education Act (IDEA). Part B State Performance Plan (SPP) and Annual Performance Report (APR) is due by February 1st of each year. 

Key Resources  

EMIS/Accountability Crosswalk for Administrators The spreadsheet provides estimated timelines for the closure of EMIS collections and final correction opportunity dates, assisting districts in scheduling reviews of EMIS data within the Secure Data Center for Special Education Profile purposes.

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State Performance Plan  (SPP)

The SPP includes various indicators such as graduation rates, dropout rates, participation and performance on state assessments, discipline discrepancies, and more.

In Ohio, the Ohio Department of Education and Workforce (the Department) issues a profile and a rating on the performance of the special education program for each funded district and community school in the state. The Special Education Profile is organized around six essential questions to assess kindergarten readiness, achievement levels, access to general education environments, preparedness for life beyond high school, services for children with disabilities, and equitable outcomes. These essential questions highlight the relationships among indicators and assist educational agencies in using indicator data to improve services and results for children with disabilities. The Special Education Rating evaluates the implementation of federal requirements and results for students with disabilities.

 

Last Modified: 11/6/2025 10:41:38 AM