ESEA performance goals are the broad expression State Performance Goals–The of the desired results that States are working to meet. They cut across all of all the major ESEA programs and reflect the overall vision of the statute, which is to improve the achievement of all students. All States agreed to adopt a set of five performance goals in their approved Consolidated State Applications. States also have the option of establishing additional State goals for improving student achievement. ESEA performance indicators provide a way of Performance Indicators–The measuring whether States have made progress toward achieving each broad performance goal. As with the performance goals, the indicators cut across all major ESEA programs and reflect the overall vision of the statute. In 2002, all States agreed to adopt performance indicators that correspond to the 5 performance goals in their approved Consolidated State Applications. If a State has established additional State goals for improving student achievement, that State should also have established corresponding performance indicators. targets are the results States expect to achieve Performance Targets–Performance by a specified date with respect to each ESEA indicator. Each State was required, as part of the Consolidated State Application, to develop performance targets for each performance indicator. outcomes are the results the MEP Measurable Program Outcomes–Measurable hopes to achieve at the State and local operating agency level through the provision of specific educational or educationally related services. Measurable outcomes help the MEP determine whether and to what degree it has met the special educational needs of migrant children that the SEA identified through the comprehensive needs assessment. The measurable outcomes at both the State and local operating agency levels help migrant children achieve the State’s performance targets. (See section 1306(a)(1)(D) of the statute.) B2. How do these terms apply? An example of the application of each term is provided below. DESIRED RESULT ORGANIZATIONAL LEVEL Adopted or developed by the for students State all By 2013-2014, all students will reach high Established by the Performance Goal 1: standards, at a minimum attaining proficiency or better in Department to reflect reading/language arts and math. the requirements in the statute and by adopted the for all State children in its
State Performance Goals–The ESEA performance goals are the broad expression of the desired results that all States are working to meet. They cut across all of the major ESEA programs and reflect the overall vision of the statute, which is to improve the achievement of all students. All States agreed to adopt a set of five performance goals in their approved Consolidated State Applications. States also have the option of establishing additional State goals for improving student achievement. Performance Indicators–The ESEA performance indicators provide a way of measuring whether States have made progress toward achieving each broad performance goal. As with the performance goals, the indicators cut across all major ESEA programs and reflect the overall vision of the statute. In 2002, all States agreed to adopt performance indicators that correspond to the 5 performance goals in their approved Consolidated State Applications. If a State has established additional State goals for improving student achievement, that State should also have established corresponding performance indicators. Performance Targets–Performance targets are the results States expect to achieve by a specified date with respect to each ESEA indicator. Each State was required, as part of the Consolidated State Application, to develop performance targets for each performance indicator. Measurable Program Outcomes–Measurable outcomes are the results the MEP hopes to achieve at the State and local operating agency level through the provision of specific educational or educationally related services. Measurable outcomes help the MEP determine whether and to what degree it has met the special educational needs of migrant children that the SEA identified through the comprehensive needs assessment. The measurable outcomes at both the State and local operating agency levels help migrant children achieve the State’s performance targets. (See section 1306(a)(1)(D) of the statute.) B2. How do these terms apply? An example of the application of each term is provided below. DESIRED RESULT ORGANIZATIONAL LEVEL Adopted or developed by the State for all students Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and math. Established by the Department to reflect the requirements in the statute and adopted by the State for all children in its
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