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ALIGNMENT WITH THE NO CHILD LEFT BEHIND (NCLB) ACT - Regulations

6. Require performance goals and indicators.

The State must have in effect established goals for the performance of children with disabilities in the State that:
  • Promote the purposes of IDEA as stated in §300.1 of the final Part B regulations and Section 601(d) of the Act;
  • Are the same as the State's objectives for progress by children in its definition of adequate yearly progress (AYP), including the State's objectives for progress by children with disabilities, under Section 1111(b)(2)(C) of the ESEA;
  • Address graduation rates and dropout rates, as well as such other factors as the State may determine; and
  • Are consistent, to the extent appropriate, with any other goals and standards for children established by the State.
In addition, the State must have in effect established performance indicators it will use to assess progress toward achieving the goals described in Section 612(a)(15)(A) of IDEA, including measurable annual objectives for progress by children with disabilities under Section 1111(b)(2)(C)(v)(II)(cc) of the ESEA.
[34 CFR 300.157(a) and (b)] [20 U.S.C. 1412(a)(15)(A) and (B)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Why is it important for the state to establish performance goals and indicators for children with disabilities?


  2. How might the required performance goals and indicators affect expectations for performance and outcomes for special education students?


  3. Where are the local/state AYP data located?
    • Are you familiar with how AYP data are reported?
    • In what ways have you used this data?


  4. In your experience, how do expectations impact student performance?


  5. When the performance of children with disabilities is measured, why is it important to consider graduation and dropout rates?
    • What is the graduation rate for your state/district for all students?
    • For students with disabilities?
    • Is graduation rate impacted by the use of alternate assessments?


  6. What strategies are used in your district/school to increase graduation rates, decrease dropout rates, and promote increased achievement for students with disabilities?


Application Questions

  1. Given your current district’s progress toward state performance goals, what can the district do to address improved achievement for all students, including the achievement of students with disabilities?


  2. What are some examples of effective research-based interventions that increase graduation rates, decrease dropout rates, and promote increased achievement for students with disabilities?


  3. How can schools and families use performance indicators to improve results for students with disabilities?


  4. What training or technical assistance might be needed to support schools and families in using AYP data more effectively to impact improved student achievement?

    These questions were developed by the following stakeholders working together:

    Role: TA Provider
    Location: California

    Role: Teacher
    Location: Florida

    Role: General Education Administrator
    Location: Illinois

    Role: Family Member
    Location: West Virginia

    Role: Related Service Provider
    Alaska

    Role: General Education Administrator
    Location: Wyoming

    Role: Special Education Administrator
    Florida

    Role: Higher Education
    Location: Indiana

    Role: Related Service Provider
    Location: Kentucky

    Role: Special Education Administrator
    Location: Georgia