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Vocational and Educational Services for Individuals
with Disabilities (VESID)
Special Education and
Vocational Rehabilitation Services
New York State Education Department
IDEA Part B State Performance Plan
2005-2010
Office Of Vocational And Educational Services For Individuals With Disabilities
December 2005
(REVISED June 2007)
Available in PDF Format for Printing
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
Robert M. Bennett, Chancellor, B.A., M.S. ....................................................................... | Tonawanda |
Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. ................................................ | Hollis |
Saul B. Cohen, B.A., M.A., Ph.D......................................................................................... | New Rochelle |
James C. Dawson, A.A., B.A., M.S., Ph.D. ......................................................................... | Peru |
Anthony S. Bottar, B.A., J.D. ............................................................................................. | North Syracuse |
Merryl H. Tisch, B.A., M.A., Ed.D. .................................................................................... | New York |
Geraldine D. Chapey, B.A., M.A., Ed.D. .......................................................................... | Belle Harbor |
Arnold B. Gardner, B.A., LL.B........................................................................................... | Buffalo |
Harry Phillips, 3rd, B.A., M.S.F.S. .................................................................................... | Hartsdale |
Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D................................................. | Albany |
Lorraine A. CortÉs-VÁzquez, B.A., M.P.A...................................................................... | Bronx |
James R. Tallon, Jr., B.A., M.A. ......................................................................................... | Binghamton |
Milton L. Cofield, B.S., M.B.A., Ph.D. ............................................................................. | Rochester |
John Brademas, B.A., Ph.D. ................................................................................................. | New York |
Roger B. Tilles, B.A., J.D....................................................................................................... | Great Neck |
KAREN BROOKS HOPKINS, B.A., M.F.A................................................................................... | Brooklyn |
President of The University and Commissioner
of Education
Richard P. Mills
Deputy
Commissioner
Office of Vocational and Educational Services for Individuals with
Disabilities
Rebecca H. Cort
Statewide
Coordinator for Special Education
James P. DeLorenzo
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.
OVERVIEW
Public Law 108-446, the Individuals with Disabilities Education Act (IDEA) 2004, requires the State Education Department (SED) to develop and submit a six year State Performance Plan (SPP) to the Office of Special Education Programs (OSEP) at the U.S. Education Department (USED). The SPP is designed to evaluate the State's efforts to implement the requirements and purposes of IDEA and describe how the State will improve results. OSEP has identified three monitoring priorities and 20 indicators relating to the priority areas that must be reported in the SPP. For each of the indicators, the State must establish measurable and rigorous targets and improvement activities for a six-year period of time. The priority areas and indicators addressed in the SPP for 2005-2010 are as follows:
Priority: Free Appropriate Public Education in the Least Restrictive Environment
Percent of youth with individualized education programs (IEPs) graduating
from high school with a regular diploma compared to percent of all youth in
the State graduating with a regular diploma.
Percent of youth with IEPs dropping out of high school compared to the
percent of all youth in the State dropping out of high school.
Participation and performance of children with disabilities on statewide assessments:
Percent of districts meeting the State’s annual yearly progress (AYP) objectives for progress for disability subgroup.
Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards.
Proficiency rate for children with IEPs against grade level standards and alternate achievement standards.
Percent of districts identified by the State as having a significant discrepancy in the rate of suspensions and expulsions of children with disabilities for greater than 10 days in a school year; and
Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity.
Removed from regular class less than 21 percent of the day;
- Removed from regular class greater than 60 percent of the day; or
Served in either public/private separate schools, residential placements or in homebound or hospital placements.
Percent of preschool children with IEPs who receive special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).
- positive social-emotional skills (including social relationships);
acquisition and use of knowledge and skills (including early language/communication and early literacy); and
- use of appropriate behaviors to meet their needs.
Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
Priority: Disproportionality
Percent of
districts identified with disproportionate representation of racial and ethnic
groups in special education and related services that is the result of
inappropriate identification.
Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
Priority: Effective
General Supervision Part B
Child Find and Effective Transitions
Percent of children with parental consent to evaluate, who were
evaluated and eligibility determined within 60 days.
Percent of children referred by Part C (Early Intervention Services) prior to age three (3), who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.
General
supervision system (including monitoring, complaints, hearings, etc.)
identifies and corrects noncompliance as soon as possible but in no case later
than one year from identification.
Percent of signed written complaints with reports issued that were resolved within 60-day timeline or a timeline extended for exceptional circumstances with respect to a particular complaint.
Percent of
fully adjudicated due process hearing requests that were fully adjudicated
within the 45-day timeline or a timeline that is properly extended by the
hearing officer at the request of either party.
Percent of
hearing requests that went to resolution sessions that were resolved through
resolution session settlement agreements.
The State must report annually to the
public and OSEP on the State’s performance on each target for all 20 of the
indicators in the SPP. Furthermore the State must also report annually to the
public on each local educational agency’s (LEA) performance on the targets for
the first 14 indicators. The first annual performance report (APR) is due on
February 1, 2007.
Questions regarding the SPP may be directed
to the New York State Education Department, Office of Vocational and
Educational Services for Individuals with Disabilities (VESID), Special Education Services at 518-473-2878. For
more information on these federal requirements see:
www.ed.gov/policy/speced/guid/idea/bapr/index.html
Overview of the State Performance Plan Development
Indicator 1: Graduation Rates (Revised 6/07)
Indicator 2: Drop-Out Rates (Revised 6/07)
Indicator 3: Assessment (Revised 6/07)
Indicator 4: Suspension/Expulsion
Indicator 5: Least Restrictive Environment – School Age
Indicator 6: Least Restrictive Environment – Preschool
Indicator 7: Preschool Outcomes
Indicator 8: Parental Involvement
Indicator 9: Disproportionality in Special Education by Race/Ethnicity
Indicator 10: Disproportionality in Classification/Placement by Race/Ethnicity
Indicator 12: Early Childhood Transition
Indicator 13: Secondary Transition
Indicator 14: Post-School Outcomes
Indicator 15: Identification and Correction of Noncompliance
Indicator 16: Complaint Timelines
Indicator 17: Due Process Timelines
Indicator 18: Hearing Requests Resolved by Resolution Session
Indicator 19: Mediation Agreements
Indicator 20: State Reported Data
Attachment 1: Report of Dispute Resolution
Attachment 2: Overview of NYS Sampling Methodology