NC 1501-12.3 Performance Goals and Indicators

Plain English summary

This regulation requires the State to establish performance goals and indicators for children with disabilities, aligned with long-term ESEA goals, addressing graduation and dropout rates. The State must also track progress toward these goals using established performance indicators, including interim measurements. Annual progress reports must be submitted to the U.S. Secretary of Education, the Joint Legislative Education Oversight Committee, and the public.

Key requirements

• Have in effect established goals for the performance of children with disabilities in the State that promote the purposes of this part
• Are the same as the State's long-term goals and measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i) of the ESEA
• Address graduation rates and dropout rates
• Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State
• Have in effect established performance indicators the State will use to assess progress toward achieving the goals described in paragraph (a) of this section, including measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i)(cc) of the ESEA, 20 U.S.C. 6311
• Annually reports to the U.S. Secretary of Education, hereafter referred to as Secretary, the Joint Legislative Education Oversight Committee on the implementation of Article 9, and the public on the progress of the State, and of children with disabilities in the State, toward meeting the goals established under paragraph (a) of this section

Affected parties

• children with disabilities
• state education agency
• Joint Legislative Education Oversight Committee
• U.S. Secretary of Education
• general public

Official source

https://www.dpi.nc.gov/documents/publications/catalog/ec144-policies-governing-services/open#page=43