education placements; (e) submit an interim progress report on its compliance with the following secondary transition requirements: 34 §§300.29 and 300.347(b)(2) (outcome-oriented statements of transition services for students with disabilities who were age 16 or older); 34 §300.344(b)(3) (method for ensuring that outside agencies likely to be providing or paying for transition services were invited to the IEP meeting and that there was a method for obtaining their input if they do not attend); and 34 §300.347(b) (1) (a statement of transition services needs for students with disabilities beginning at age 14). In addition, MASSDE must submit a final progress report by containing data and analysis demonstrating full compliance regarding the issues # 8, # 9, and # 11; (f) either submit documentation of data (whether collected through sampling, monitoring, individual IEP review, or methods), targets for improved performance and strategies to achieve those targets for skills of preschool children with disabilities, or a plan to collect the data for the FFY 2004 , including a detailed timeline of the activities necessary to implement that plan, for demonstrating that early language/communication, pre-reading, and socio-emotional skills of preschool children with disabilities receiving special education and related services are improving; (g) submit baseline data and analysis of disproportionality in the identification and placement of children with disabilities and, if it identifies significant disproportionality, the results of its review (and if appropriate revision) of policies, procedures and practices to ensure that they are race neutral, educationally appropriate and consistent with Part B; (h) include baseline data and its analysis of the dropout and graduation performance of students with disabilities; and (i) include baseline data and provide an analysis of its compliance regarding suspension and expulsion rates for students with disabilities compared among local education agencies (LEAs) in the State or to the rates for nondisabled children within the agencies. OSEP recognizes that the and its related activities represent only a portion of the work in your State and we look forward to collaborating with you as you continue to improve results for children and youth with disabilities and their families. If you have questions, please contact Dr. Ken Kienas at . Sincerely, /s/Patricia J. Guard for Stephanie Smith Lee
education placements; (e) submit an interim progress report on its compliance with the following secondary transition requirements: 34 §§300.29 and 300.347(b)(2) (outcome-oriented statements of transition services for students with disabilities who were age 16 or older); 34 §300.344(b)(3) (method for ensuring that outside agencies likely to be providing or paying for transition services were invited to the IEP meeting and that there was a method for obtaining their input if they do not attend); and 34 §300.347(b) (1) (a statement of transition services needs for students with disabilities beginning at age 14). In addition, MASSDE must submit a final progress report by containing data and analysis demonstrating full compliance regarding the issues # 8, # 9, and # 11; (f) either submit documentation of data (whether collected through sampling, monitoring, individual IEP review, or methods), targets for improved performance and strategies to achieve those targets for skills of preschool children with disabilities, or a plan to collect the data for the FFY 2004 , including a detailed timeline of the activities necessary to implement that plan, for demonstrating that early language/communication, pre-reading, and socio-emotional skills of preschool children with disabilities receiving special education and related services are improving; (g) submit baseline data and analysis of disproportionality in the identification and placement of children with disabilities and, if it identifies significant disproportionality, the results of its review (and if appropriate revision) of policies, procedures and practices to ensure that they are race neutral, educationally appropriate and consistent with Part B; (h) include baseline data and its analysis of the dropout and graduation performance of students with disabilities; and (i) include baseline data and provide an analysis of its compliance regarding suspension and expulsion rates for students with disabilities compared among local education agencies (LEAs) in the State or to the rates for nondisabled children within the agencies. OSEP recognizes that the and its related activities represent only a portion of the work in your State and we look forward to collaborating with you as you continue to improve results for children and youth with disabilities and their families. If you have questions, please contact Dr. Ken Kienas at . Sincerely, /s/Patricia J. Guard for Stephanie Smith Lee
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