# Time spent in general education classrooms

| Level of special need | 80% or more of day | 79%-40% of day | Less than 40% of day | Not in a general education school |
| --- | --- | --- | --- | --- |
| Students with high-incidence special needs:  • Specific learning disabilities  • Speech or language impairments  • Intellectual disabilities (mild to moderate)  • Emotional disturbance |  |  |  |  |
| Students with low-incidence special needs:  • Multiple disabilities  • Hearing impairments  • Orthopedic impairments  • Other health impairments  • Visual impairments  • Autism |  |  |  |  |

## Recent trends: Guiding questions

| Indicator | Data |
| --- | --- |
| Number of new referrals for special education in the past 3-5 years |  |
| Grade-level differences in achievement of students with special needs on state and local assessments |  |
| Percentage of time students with high-incidence special needs spent in general education classroom for the past 3-5 years |  |
| Percentage of time students with low-incidence special needs spent in general education classroom for the past 3-5 years |  |

## Achievement of students with special needs

| Measure of achievement | Reading(%) | Math(%) |
| --- | --- | --- |
| Meets cutoffs for adequate yearly progress |  |  |
| Meets benchmarks on local assessments |  |  |

## Students meeting behavioral expectations

| Indicator | Total number for school or district | Number of cases involving students with special needs |
| --- | --- | --- |
| Office referrals |  |  |
| In-school suspension |  |  |
| Out-of-school suspension |  |  |
| Placement in alternative or more restrictive placement |  |  |

## Social participation

| Cocurricular participation | Percentage of student body involved | Percentage of students with special needs who are involved |
| --- | --- | --- |
| Clubs, organizations, groups, or intramurals for which participation is voluntary |  |  |