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Indicator 1 - Graduation Rate
Strategies and Resources

Indicator 1 - Graduation Rate
Indicator 13 - Postsecondary Goals
Indicator 14 - Postsecondary Outcomes
Indicator 2 - Dropout Rate
State Performance Plan - Transition Indicators
Indicator 1 - Graduation Rate
Indicator 13 - Postsecondary Goals
Indicator 14 - Postsecondary Outcomes
Indicator 2 - Dropout Rate

Indicator 1 of the State Performance Plan required by the Individuals with Disabilities Education Act of 2004 is the percent of youth with IEPs graduating from high school with a regular diploma.

Strategies for Improving Indicator 1


  • Review data collection and input procedures related to graduation rate.
  • Review and analyze trend and disaggregated data, including district, district region/feeder pattern, school, race, disability, to identify problem areas in graduation rate.
  • Review Compliance Self-Assessment Data for SPP Indicator 1.

Policies, Procedures and Practices

  • Review district and school policies and procedures (e.g., student progression plan, matriculation to postsecondary settings, articulation between school levels – elementary to middle to high, class/academic program access and enrollment, remediation structures, exceptional student education policy, discipline, attendance) to determine if existing policies or procedures may be impacting graduation rate.  
  • Identify and implement evidence-based practices that are known to impact graduation rate.

Training, Professional Development, and Technical Assistance

  • Identify or develop resources for providing professional development on improving graduation rate.
  • Solicit training and/or technical assistance from Project 10: Transition Education Network, other Bureau discretionary projects, and/or the Bureau of Exceptional Education and Student Services to improve outcomes.

Florida's High Performing Districts: Strategies for Improving Indicator 1

        St. Johns

Resources for Improving Indicator 1

National Resources

Moving Your Numbers - Key Practices 

Moving Your Numbers provides examples of real districts that are positively affecting the performance of all children, including students with disabilities, through collective and focused commitment to improving teaching and learning for every student through effective data use and changing the ways in which adults across the system work and learn together. The Key Practices section of this website features subpages on each of the six key practices such as using data well, focusing on goals, selection and implementation of instructional practices and monitoring and provision of feedback and support, among others and including a Key Practices Guide.

National Center on Educational Outcomes – Graduation Requirements for Students with Disabilities – Publications and Other Graduation Requirements Resources

National Dissemination Center for Children with Disabilities – Graduation Rates

National Dropout Prevention Center for Students with Disabilities – Tools and Resources for Part B Indicator 1 (Graduation)

National High School Center – High School Graduation

National High School Center – What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities

Promising Practices Network – High School Graduation Resources and Tools

National Technical Assistance Center on Transition - Graduation and Reengagement

State Resources/Materials

Florida Department of Education – Exceptional Student Education Compliance Manual, 2012-2013, Self-Assessment Protocols for Indicator 1, page 37

Florida Department of Education – Part B State Performance Plan 2005-2013
Monitoring Priorities, Indicator 1: Graduation, pages 2-5

Florida Department of Education – Education Information and Accountability Services (EIAS) Publications and Reports Web Site

Florida Department of Education - Graduation Requirements
Graduation Options Chart:

Professional Development

Project 10
Various training opportunities such as Graduation Requirements, Program Evaluation and Improvement



The development of this website was funded by the University of South Florida St. Petersburg
through a grant by the Bureau of Exceptional Education and Student Services,
Florida Department of Education (2010 - 2011, 291-2621A-1C008).

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