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ND Indicator 7 Target Setting

Thank you for taking time to provide your feedback on the proposed targets for Indicator 7.

The North Dakota Department of Public Instruction values your input!

Demographic information is collected to show the federal Office of Special Education Programs that broad stakeholder involvement was solicited
1. What is your primary role? *This question is required.
2. Are you a parent/guardian of a student with a disability? *This question is required.
3. What is your Race/Ethnicity? *This question is required.
Indicator 7A1: Social Emotional Skills: Growth
The percent of children showing growth.

The graph below shows the historical data for Indicator 7A1. The baseline is 84.50%. The target must be higher than the baseline year. The recommended target for 2025-26 is 88.00%. The table below shows the recommended targets between now and 2025-26.

5. In my opinion, the recommended target for 2025-26 is:
6. Do you approve the targets between 2020-21 and 2025-26?  Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.
Indicator 7A2: Social Emotional Skills: At Age Level
The percent of children exiting at age level.

The graph below shows the historical data for Indicator 7A2. The baseline is 63.00%. The target must be higher than the baseline year. The recommended target for 2025-26 is 63.50%. The table below shows the recommended targets between now and 2025-26.

7. In my opinion, the recommended target for 2025-26 is:
8. Do you approve the targets between 2020-21 and 2025-26? Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.
Indicator 7B1: Knowledge & Skills: Growth
The percent of children showing growth.

The graph below shows the historical data for Indicator 7B1. The baseline is 86.42%. The target must be higher than the baseline year. The recommended target for 2025-26 is 90.50%. The table below shows the recommended targets between now and 2025-26.

9. In my opinion, the recommended target for 2025-26 is:
10. Do you approve the targets between 2020-21 and 2025-26? Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.
Indicator 7B2: Knowledge & Skills: At Age Level
The percent of children exiting at age level. 

The graph below shows the historical data for Indicator 7B2. The baseline is 55.06%. The target must be higher than the baseline year. The recommended target for 2025-26 is 56.00%. The table below shows the recommended targets between now and 2025-26.

11. In my opinion, the recommended target for 2025-26 is:
12. Do you approve the targets between 2020-21 and 2025-26? Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.
Indicator 7C1: Using Behaviors: Growth
The percent of children showing growth. 

The graph below shows the historical data for Indicator 7C1. The baseline is 84.29%. The target must be higher than the baseline year. The recommended target for 2025-26 is 88.00%. The table below shows the recommended targets between now and 2025-26.

13. In my opinion, the recommended target for 2025-26 is:
14. Do you approve the targets between 2020-21 and 2025-26? Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.
Indicator 7C2: Using Behaviors: At Age Level
The percent of children exiting at age level.

The graph below shows the historical data for Indicator 7C2. The baseline is 72.20%. The target must be higher than the baseline year. The recommended target for 2025-26 is 73.00%. The table below shows the recommended targets between now and 2025-26.

15. In my opinion, the recommended target for 2025-26 is:
16. Do you approve the targets between 2020-21 and 2025-26? Note that the increase in targets is small at the beginning and large at the end so that districts have time to change and improve their practices.