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WI State Performance Plan (SPP), Indicator #2

Technical Assistance


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.

Data - Special Education Indicators


Major Goals

  1. Decrease the dropout rate for students with disabilities.
  2. Decrease the gap in graduation rates between students with disabilities and students without disabilities.

Primary Objectives

  • 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.

Training and Technical Assistance