Data and State Performance Plans

State Performance Plan (SPP) and Annual Performance Report (APR)

Every state must develop and submit for federal approval a State Performance Plan (SPP) that outlines the actions the State will take to implement the purposes of the Individuals with Disabilities in Education Improvement Act (IDEA) and that explains how the State will evaluate its progress in 17 indicators identified by the U.S. Department of Education Office of Special Education Programs (OSEP). In an Annual Performance Report (APR), each State must report on its progress and on the progress of children with disabilities toward meeting the goals established in the APR. 

The NCDPI State Performance Plan/Annual Performance Report (SPP/APR) evaluates our state's efforts to implement the requirements and purposes of the Individuals with Disabilities Education Act, Part B, and describes how NCDPI plans to improve outcomes for students with disabilities. The report is available to the public after the OSEP's review of the state’s efforts to meet the requirements of IDEA. Each SPP/APR for the appropriate federal fiscal years are provided below.

Caution should be taken when comparing data reported for the 2019-2020 and 2021-2022 school years to data reported for prior and subsequent years due to the impact of the COVID-19 pandemic. 

SPP/APR Reports by Year

Tab/Accordion Items

Each year, the North Carolina Department of Public Instruction (NC DPI) posts reporting of the State Performance Plan (SPP) and Annual Performance Report (APR), disaggregated by North Carolina district or charter school by June 1. These reports contain a breakdown of data for each federally required indicator.

FFY 2022 SPP/APR (submitted 02/21/2024)

NC General Supervision Paper

NC Data Rubric

FFY 2022 NC IDEA Part B Dispute Resolution

Reporting Aggregated by District or Charter School 

NCDPI Testing Dashboard

2022-2023 Disaggregated Performance Data

State Testing Results (Green Book)

Each year, the North Carolina Department of Public Instruction (NC DPI) posts reporting of the State Performance Plan (SPP) and Annual Performance Report (APR), disaggregated by North Carolina district or charter school by June 1. These reports contain a breakdown of data for each federally required indicator.

FFY 2021 SPP/APR (Submitted 02/01/2023)

NC General Supervision Paper

NC Data Rubric

NC IDEA Part B - Dispute Resolution School

Reporting Aggregated by District or Charter School

Each year, the North Carolina Department of Public Instruction (NC DPI) posts reporting of the State Performance Plan (SPP) and Annual Performance Report (APR), disaggregated by North Carolina district or charter school by June 1. These reports contain a breakdown of data for each federally required indicator.

FFY 2020 SPP/APR (submitted 02/01/2022)

NC General Supervision Paper

NC Data Rubric

NC IDEA Part B - Dispute ResolutionSchool

Reporting Aggregated by District or Charter School

Each year, the North Carolina Department of Public Instruction (NC DPI) posts reporting of the State Performance Plan (SPP) and Annual Performance Report (APR), disaggregated by North Carolina district or charter school by June 1. These reports contain a breakdown of data for each federally required indicator.

FFY 2019 SPP/APR (submitted 02/01/2021)

NC General Supervision Paper

NC Data Rubric

NC Dispute Resolution

NC-SSIP Phase 3

Reporting Aggregated by District or Charter School
 

Reporting Aggregated by District or Charter School (PDF Versions)

LEA APR A-C

LEA APR D-L

LEA APR M-S

LEA APR T-Z

Reporting by Indicator (PDF Versions)

Indicator 1

Indicator 2

Indicator 4a

Indicator 4b

Indicator 5

Indicator 6

Indicator 7a-c

Indicator 8

Indicator 9

Indicator 10

Indicator 11

Indicator 12

Indicator 13

Indicator 14

Part B SPP Indicators

The sections below provide a brief definition of each indicator. Additionally, you can find specific data as it relates to a given indicator within that indicator drop down.

Tab/Accordion Items

Indicator 1 provides information on how many students with disabilities graduate from high school with a regular diploma. This is a performance indicator. The State establishes the targets.

Indicator 2 provides information on how many students with disabilities dropped out of high school. This is a performance indicator. The State establishes the targets.

Indicator 3 calculates the number of students with disabilities who completed the statewide achievement test and gives information regarding their results. This is a performance indicator. The State establishes the targets.

Indicator 4 looks at incidents of discipline in excess of 10 days among students with disabilities across different races/ethnicities. This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Significant Discrepancy - Indicator 4 Lists

FY2022 Indictor 4 Districts

FY2021 Indicator 4 Districts

FY2020 Indicator 4 Districts 

Indicator 5 identifies the locations where students with disabilities (ages 6–21) are receiving their special education services. This is a performance indicator. The State establishes the targets.

Indicator 6 identifies the location where students with disabilities (ages 3–5) are receiving their special education services. This is a performance indicator. The State establishes the targets.

Indicator 7 measures improvements in preschool students with disabilities. Areas include social-emotional well-being, gaining and using new knowledge/skills, and the use of appropriate behaviors. This is a performance indicator. The State establishes the targets.

Indicator 9 compares the races/ethnicities of students with disabilities to the races/ethnicities of students without disabilities in a school district. This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Disproportionate Representation - Indicator 9 Lists

Indicator 9 FY2022 (2022-2023 data)

Indicator 9 FY2021 (2021-2022 data)

Indicator 9 FY2020 (2020-2021 data) * No Districts identified with Disproportionate Representation 

Indicator 10 looks at different racial/ethnic categories in a Public Education Agency (PEA). Within each category, Indicator 10 will then compare the disability category of students. This is a compliance indicator. Targets are set by the Office of Special Education at 0%.

Disproportionate Representation - Indicator 10 Lists

Indicator 10 FY2022 (2022-2023)

Indicator 10 FY2021 (2021-2022)

Indicator 10 FY2020 (2020-2021) 

Indicator 11 measures the percentage of students who received an initial evaluation for special education within 60 days of a parent giving consent. This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indictor 11 - Corrective Actions

Indicator 12 looks at children (ages 0–2) who may qualify for special education services. If they qualify, Indicator 12 measures the percentage of students who have a formal plan ready by their third birthday. This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indicator 12 - Part C to Part B Timely Referral

Indicator 12 will be submitted on spreadsheets by all PSUs. Charter Schools do not need to submit an Indicator 12 spreadsheet this year. The Indicator 12 spreadsheet has a tab with helpful clarifications to assist PSUs in entering their data and can be found below. The spreadsheet can be submitted at any time prior to the due date of October 31, 2024. Your cooperation in meeting the deadline for data submission is greatly appreciated. Please email all Indicator 12 spreadsheets to ecindicators@dpi.nc.gov.

Indicator 12 Data Submission Form

Indicator 12 Excel Submission Form

Child Find Calculator

The Child Find Calculator (CFC) is an optional tool for individual PSUs to track preschool data collection and analysis. This resource was revised in July 2024 to incorporate the Third Party Notification Response guidance issued by NCDPI ECEC in the spring of 2024. In addition, edits have been made throughout to instructions, clarifications, and column headers to match language of NC Policies and to enhance clarity and understanding of the tool. The CFC spreadsheet is provided in both Google Sheets and Microsoft Excel versions. 

Note: Please do not Submit the CFC spreadsheet as your Indicator 12 data submission. To maintain confidentiality, data from the CFC Indicator 12 tab must be transferred to the Indicator 12 Data Submission Form.

Indicator 13 calculates the percentage of students with disabilities (ages 16+) that have certain components in their educational plan. Their plan must include appropriate goals, transition information, services, and courses. This is a compliance indicator. Targets are set by the Office of Special Education at 100%.

Indicator 14 provides the status regarding employment or higher education of students with disabilities one year after the student leaves high school. This is a performance indicator. The State establishes the targets.

Indicator 14 - Post School Outcomes

Note: 
This plan is for use for districts and charters beginning in the spring of 2022. Districts on the list for 2020-21 will use the 2021 Exit data and begin calls in May of 2022.

Indicator 15 measures the percentage of problems that are solved through resolution sessions. If a parent has an issue regarding special education services, for example, the parent and school may have a resolution session wherein they meet and try to come to an agreement. This is a performance indicator. The State establishes the targets.

Indicator 16 measures the percentage of problems that are solved through mediation. If a parent has an issue regarding special education, for example, the parent and school may have a mediator (an unbiased third party) assist in coming up with an agreement. This is a performance indicator. The State establishes the targets.

Indicator 17 includes a multi-year plan called the SSIP. This plan is designed to improve results for students with disabilities. In North Carolina, the goal is to close 4th grade reading opportunity gaps. This is a performance indicator. The State establishes the targets.

Indicator 18 measures the percentage of findings of noncompliance that are corrected within one year of identification of the noncompliance.

Significant Disproportionality

Significant Disproportionality is a risk ratio calculated in the areas of identification, placement, and discipline. A risk ratio is a numerical comparison between the risk of a specific outcome for a specific racial or ethnic group in a PSU and the risk of that same outcome for all other children in the PSU. Significant disproportionality is based on a 3-year data trend. IDEA does not define significant disproportionality, however OSEP requires states to use a standard methodology for analysis of disproportionality, including setting risk ratio threshold for each area. 

Tab/Accordion Items

Mandatory Comprehensive Coordinated Early Intervening Services (CCEIS)

The Equity in IDEA regulation on significant disproportionality requires the examination of data to determine if significant disproportionality based on race and ethnicity is occurring as described under §300.646(a)(1)(2)(3). The determination must be made with respect to:

  1. the Identification of students with disabilities, including specific disability categories;
  2. the placement of students with disabilities in particular educational settings; and
  3. the incident, duration, and type of disciplinary actions

The regulation further requires local educational agencies (LEAs) determined to have significant disproportionality as described under 34 CFR §300.646(b)(2)(d) to reserve the maximum amount of federal funds (15 percent) under section 613(f) of the Act to provide comprehensive coordinated early intervening services. The LEA may use funds reserved to serve children age 3 through grade 12, particularly, but not exclusively, children in those groups who are significantly overidentified, who are not currently identified as needing special education and related services, and children with disabilities. The provision of CCEIS may not be limited to children with disabilities. The LEA must identify and address the factors contributing to the significant disproportionality in its CCEIS plan within its VI-B Grant application. The regulation also requires the LEA to review and, if appropriate, revise policies, practices, and procedures to ensure compliance with the requirements of the Act and requires the LEA to report to the public on any revisions to the policies, practices, and procedures as described under 34 CFR §300.646(c)(1) of the IDEA regulations.

North Carolina's Defined Areas of Flexibility

Under the amended regulations, States have the flexibility to set some of the criteria for identifying LEAs for significant disproportionality. These include determining reasonable risk ratio thresholds, reasonable minimum n-size(s) and cell size(s), and the extent to which LEAs have made reasonable progress under §300.647(d)(2) in lowering their risk ratios or alternate risk ratios. Based on data analysis and stakeholder involvement, the North Carolina Department of Public Instruction has determined the areas of flexibility as:

Number of years of analysis = three consecutive years

Minimum cell size, number of students in a specific analysis category = 10

Minimum n-size, number of students for comparison = 30

Ratio threshold = three

Reasonable progress = If an LEA’s current risk ratio or alternate risk ratio has decreased, remained the same or increased by a ≤ 0.2 percentage point in each of the two prior consecutive years and the LEA now has a risk ratio or alternate risk ratio ≤ 5.0, the LEA has made reasonable progress and receives a warning for the current year and is in danger of having significant disproportionality in future years.

Knowing the Difference Between Voluntary CEIS & CCEIS

CEIS vs. CCEIS-one is voluntary, and one is required. This resource will walk LEAs and stakeholders through each type of service, describing when the service is voluntary and when it is required, and explain the fiscal components of each.

In December 2016, OSEP finalized new regulations on significant disproportionality (34 CFR §300.646). These regulations enforce the use of IDEA funds for mandatory CCEIS, which LEAs provide upon identification of significant disproportionality, and distinguish the use of funds for CCEIS from the use of IDEA funds for voluntary CEIS. The PDF below outlines the differences between CCEIS and voluntary CEIS.

CCEIS v. CEIS

Voluntary and comprehensive CEIS (CCEIS) are important for identifying and addressing learning and behavior difficulties early. Delays in providing support could result in a need for increased services at a greater cost to address a child’s learning difficulties. Both types of CEIS should help ensure that at-risk students are disciplined, placed, and referred properly.

Who can benefit from CEIS? Voluntary CEIS may be provided to children without a disability in grades K–12, emphasizing students in kindergarten through grade three. CCEIS may be provided to children with or without disabilities age 3 through grade 12, particularly, but not exclusively, children in racial/ethnic groups identified for significant disproportionality. CCEIS activities cannot be limited to only children with disabilities.

LEAs using voluntary CEIS or CCEIS funds must ensure the funds are used for permissible activities. Permissible activities include providing professional development and academic and behavior support, as well as planning around voluntary CEIS and CCEIS. For CCEIS, the LEA must also demonstrate to the NCDPI ED Division that it used the funds to address the policies, practices, and procedures that contributed to the identification of significant disproportionality.

LEAs must also track children who receive voluntary CEIS or CCEIS. LEAs should consider maintaining a child-level record to account for each child who received voluntary CEIS or CCEIS. For CCEIS, the LEA should demonstrate that it did not exclusively provide CCEIS to children with disabilities.

IDEA Grant Periods for CCEIS

LEAs may elect to set aside 15% of IDEA Part B Section 611 and 619 funds toward CCEIS from the previous Federal Fiscal Year’s (FFY’s) carry-over grant funds, the current FFY’s grant funds, or the upcoming FFY’s grant funds. The 15% of IDEA Part B funds cannot be split between grant periods.

Orientation to CCEIS Plan Development and Submission, April 27, 2023

CCEIS Orientation Recording

Password: dpiCCEIS23

Recording length: 1:25

North Carolina Significant Disproportionality Annual Reporting

Below you will find drop downs displaying Significant Disproportionality Mandatory and Warning Lists by school year.

Child Count

Tab/Accordion Items

This is an unduplicated count of all children with disabilities receiving services in North Carolina. The following chart identifies the exceptionality, timeline, reporting period, and the electronic or web-based system where data are maintained.

ExceptionalityTimelineFederalStateSystem
Children with disabilities who receive special education and related services according to an Individualized Education Plan (IEP) or Service PlanAnnuallyDecember 1April 1ECATS
Children who are academically or intellectually gifted (AIG) who have a Differentiated Education Plan (DEP)AnnuallyN/AApril 1PowerSchool
Children diagnosed with disabilities who are also academically or intellectually gifted (AIG)AnnuallyN/AApril 1ECATS

Children with disabilities ages 3-5 and 6-21 are reported according to their: (a) disability category and discrete age year based upon the child's age as of the data collection date; (b) race/ethnicity and disability category; (c) discrete age year and educational environment; and (d) race/ethnicity and educational environment. Data are analyzed and a December 1 Child Count Report is sent to WESTAT and the U.S. Department of Education, Office of Special Education Programs (OSEP) no later than February 1st.

The child count data are North Carolina's counts of children ages 3 through 21 (grouped by ages 3-5 and 6-21) receiving special education and related services under IDEA, Part B on December 1 of each year. The educational environments data are North Carolina's counts of the number of students, ages 3 through 21 (grouped separately for ages 3-5 and 6-21), served in each educational environment on December 1 of each year. These data provide a measure of the extent to which students with disabilities are educated with their non-disabled peers. The AIG child count data are North Carolina's children ages 5 through 20 receiving AIG services under a DEP on April 1 of each year.

DeafBlind Annual Performance Report (APR)

This section is currently under construction.

NCSIP Annual Performance Report (APR)

This section is currently under construction.

Additional Reports

In the section below you will find additional reports that are submitted annually with a description of each report.

Tab/Accordion Items

Federal Personnel Survey Data Collection

The Federal Personnel data collection for the 2023-24 school year will be submitted via a revised survey.  The link to access the survey is listed here: 

Federal Personnel Data Collection Survey

You may need to copy and paste this link into your browser to access the survey. The Federal Personnel Survey opened on January 17, 2024, and the due date for the Federal Personnel Survey is by close of business on March 29, 2024. Your cooperation in meeting this deadline for data submission is greatly appreciated.  

Review the Federal Personnel Survey training resources below for more information.

Federal Personnel Survey PPT 2024.pdf

Webex Recording:  Federal Personnel Survey Training 01/17/2024 
Password: zV5epBVK2022-23

2022-23

2022-2023 Personnel

2021-22

2021-2022 Personnel

2020-21

2020-2021 Personnel

2019-20

2019-2020 Personnel

2022-23

2022-2023 State Level Proficiency Data

2022-2023 Students with Disabilities Assessments With and Without Accommodations

2021-22

2021-2022 Assessment

2020-21

2020-2021 Assessment

2019-20

Assessment

  • No assessment data available for 2019-20 due to COVID-19