Part B State Performance Plan (SPP) for 2005-2010

Overview of the State Performance Plan Development

See Overview of the State Performance Plan Development


Monitoring Priority:  FAPE in the LRE

 

Indicator #1:  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.

(20 U.S.C. 1416 (a)(3)(A))
 

Measurement:

Measurement for youth with IEPs should be the same measurement as for all youth.  Explain calculation.

 

New York State’s Measurement:

Percent of “graduation-rate cohort” of students with disabilities who graduate with a high school diploma (Regents or local diploma) within four years of first entering 9th grade or for ungraded students with disabilities, within four years of becoming 17 years of age.

 

NYS will use the same measurements as used for accountability reporting under the No Child Left Behind Act (NCLB).


New York State’s Calculation:

The number of students in the “graduation rate cohort” who earn a high school diploma as of August 31 of the fourth year divided by the total number of students in the graduation rate cohort, expressed as a percent.


Definition of Graduation-Rate Cohort:

The graduation-rate cohort includes all students in the accountability cohort plus all students excluded from that accountability cohort solely because they transferred to a program leading to a high school equivalency diploma (General Education Development (GED) program). The final date used to determine the members of the graduation-rate cohort is August 31 of the fourth year after a student first entered 9th grade.  For example, graduation-rate cohort membership would be determined on August 31, 2004 for a student who entered grade nine for the first time in the 2000-01 school year.


Definition of District Accountability Cohort:

2000 District Accountability Cohort.  The 2000 district accountability cohort consists of all students, regardless of their current grade status, who were enrolled in a district school or placed by the district CSE or a district official in an out-of-district placement  on October 2, 2002 (BEDS[1] day) and met one of the following conditions:

  • first entered grade 9 (anywhere) during the 2000–01 school year (July 1, 2000 through June 30, 2001); or

  • in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2000–01 schoolyear.

The Department will exclude the following students when reporting data on the 2000 district accountability cohort:

  1. students who transferred to a schoolin another district or state or transferred to a program leading to a high school equivalency diplomaafter BEDS day 2002;

  2. students who left the U.S. and its territories after BEDS day 2002; and

  3. students who died after BEDS day 2002.

  • Students who transferred into the district after BEDS day 2002 (October 2, 2002) will not be included in the 2000 district accountabilitycohort.

  • Students who move between district schools and out-of-district placements are included in the cohort, as long as the transfers are the decision of the CSE or a district official.

  • Students who have dropped out are included in the 2000 cohort. A dropoutis any student (regardless of age) who left the school districtprior to graduationfor any reason except death and was not documented to have entered another school or a program leading to a high school equivalency diploma.

Anticipated Change in definition of 2003 Graduation-Rate Cohort . Graduation rate of this cohort will be determined as of August 31, 2007:
The definition of graduation-rate cohort will be revised as follows, beginning with students who first entered 9th grade in 2003-04 or for ungraded students with disabilities who attained the age of 17 during the 2003-04 school year. (The definition of the current “Total Cohort” is similar to how the  definition will change for the 2003 Graduation Rate Cohort):

  • To determine the percentage of students in a school district who have graduated with a regular diploma in the standard number of years, or who have dropped out, the denominator (beginning with the students who first entered ninth grade in the 2003–04 school year, July 1–June 30) will be the count of students who meet Condition 1 and Condition 2 or 3 below:

1.     enrolled in ninth grade (anywhere) for the first time in a particular year (year 1) or, for ungraded students with disabilities, attained age 17 during that school year, AND

2.     were enrolled in the district/school for at least five continuous months during year 1, 2, 3, or 4 of high school (excluding July and August).

OR

3.     were enrolled for less than five months and reason for ending enrollment was “dropped out” or transferred to a GED program and the student’s previous enrollment record in the district (assuming one exists):

    • indicates that the student dropped out or transferred to a GED program, and
    • that the student was enrolled in the district/school for at least five months.

The only students who are excluded from the cohort are students who transfer to another diploma-granting program, leave the U.S., transferred by court order, or die. 

  • The graduation rate will be the percentage of the cohort who earned a regular high school diploma no later than by August 31 of the fourth year.  An exception will be made for high schools where a majority of students participate in a State-approved five-year program that results in the receipt of certification in a career or technology field in addition to a high school diploma.  For those schools, the graduation rate will be the percentage of those students defined in Conditions 1 and 2 who earned a regular high school diploma no later than the end of year 5. The public high school graduation rate will be used pursuant to §1111(b)(2)(1) of NCLB.


Overview of Issue/Description of System or Process

In New York State, a regular diploma is defined as a local or Regents diploma, including a Regents diploma with advanced designation requirements.  The course work for high school graduation requirements may be found at:

In 2005, the Board of Regents approved policy to phase in more challenging diploma requirements over the next few years.  The following chart displays the NYS diploma requirements that will be phased in over the next four years.

 

DIPLOMA REQUIREMENTS

 

Entering Freshman Class

Local Diploma Requirements

Regents Diploma Requirements

Regents Diploma with Advanced Designation Requirements

2005

Score 65 or above on 2 required Regents exams and score 55 or above on 3 required Regents exams. Earn 22 units of credit.

Score 65 or above on 5 required Regents exams. Earn 22 units of credit.

Score 65 or above on 8 required Regents exams. Earn 22 units of credit.

2006

Score 65 or above on 3 required Regents exams and score 55 or above on 2 required Regents exams. Earn 22 units of credit.

Score 65 or above on 5 required Regents exams. Earn 22 units of credit.

Score 65 or above on 8 required Regents exams. Earn 22 units of credit.

2007

Score 65 or above on 4 required Regents exams and score 55 or above on 1 required Regents exam. Earn 22 units of credit

Score 65 or above on 5 required Regents exams. Earn 22 units of credit.

Score 65 or above on 8 required Regents exams. Earn 22 units of credit.

2008

 

Score 65 or above on 5 required Regents exams. Earn 22 units of credit.

Score 65 or above on 8 required Regents exams. Earn 22 units of credit.

 

The safety net allows eligible students who fail a Regents examination required for graduation to meet the requirement for a local diploma by passing the Regents competency test(s) (RCT), or an approved RCT alternative, in that subject.  The student may take the RCT before or after taking the Regents examination.  The safety net is available to:

  1. any student who is classified as disabled by the CSE at any time; and
  2. students with disabilities who have been declassified at any time between grades 8 and 12, as recommended by the CSE at time of declassification; and 
  3. general education students identified under Section 504, as recommended in their 504 Accommodation Plan by the Multidisciplinary Team.

The RCT safety net for students with disabilities will continue to be available for students entering grade 9 prior to September 2010.  Students using this safety net will be eligible to receive a local diploma. Students with disabilities may also graduate with a local diploma if they score between 55 and 64 on the required Regents exams.

Baseline Data for 2000 Graduation-Rate Cohort as of August 31, 2004. This is FFY 2004 data for the 2004-05 school year. 

Fifty-three (53) percent of youth with IEPs in the 2000 graduation-rate cohort graduated from high school within four years (as of August) compared to 77 percent of all students in that cohort. The graduation rate cohort is the official cohort for accountability under NCLB.

 

Forty-six (46) percent of youth with IEPs in the 2000 total cohort graduated from high school within four years (as of June) compared to 67 percent of all students in that cohort. The “total cohort” includes more students than the graduation-rate cohort and the rules for being assigned to this cohort are similar to what the rules will be for the graduation–rate cohort beginning with students who entered 9th grade or for ungraded students with disabilities who became 17 years of age in the 2003-04 school year. 

Discussion of Baseline Data

NYS is following the performance of two cohorts until the definition of the graduation-rate cohort is revised to be similar to the definition of the total cohort. This is expected to occur with the 2003 graduation-rate cohort. The graduation-rate cohort will continue to include graduates as of August, unlike the total cohort results presented in this SPP, which include graduates as of June. The graduation-rate cohort is the official cohort of the State for accountability under NCLB, however, VESID has focused its school improvement activities by using data for the total cohort because the total cohort includes more students and is similar to how the graduation-rate cohort will be revised beginning with the 2003 cohort. 

The tables below provide several years of data for the two cohorts. The graduation rate for students with disabilities in the 2000 graduation-rate cohort was 53 percent, lower than the graduation rates of the 1999 and 1998 graduation-rate cohorts. However, it should be noted that each year, more students with disabilities were included in the cohort. The 2000 graduation-rate cohort, for example, had 18,909 students with disabilities or 32 percent more students with disabilities than in the 1998 graduation-rate cohort with 14,306 students with disabilities. The increase in the number of students with disabilities in the graduation-rate cohort is indicative of better understanding among school districts of reporting requirements and also to some changes in the definitions of these cohorts. For the definition of each year’s accountability cohort and graduation-rate cohort, see the 2005-06 STEP reporting manual at http://www.p12.nysed.gov/irs/STEP/2006/STEPManual-2006.doc and the Student Information Reporting System (SIRS) User Manual at http://www.p12.nysed.gov/irs/SIRS/documentation/UserManual.doc. The graduation rate of the 2001 total cohort was lower than the graduation rate of the 2000 total cohort; however, the 2001 total cohort had 26,281 students with disabilities compared to 21,262 students with disabilities in the 2000 total cohort or 24 percent more students with disabilities. The additional students in the 2001 total cohort are reflective of improvements in the State’s system of data collection that captures the results of more students, especially students who drop out of school, as well as a better understanding among school districts of reporting requirements.  

 

The data for each graduation-rate cohort includes the summer graduates, as of August 31. The data for each total cohort includes graduates as of June 30. The years that are highlighted in the tables below represent the base year data for New York State. New York is revising its targets for the students with disabilities graduation rate to reflect the total cohort data. Once the total cohort data includes graduates as of August, NYS will consider revising its targets again for subsequent years.


Graduation-Rate Cohort
as of August 31, Four Years Later

Cohort Year

All Students

Students with Disabilities

 

# in Cohort

Graduation Rate

# in Cohort

Graduation Rate

1998

165,226

77%

14,306

55%

1999

173,978

76%

15,056

58%

2000 (old baseline)

179,092

77%

18,909

53%

 

Total Cohort, As of June 30, Four Years Later

Cohort Year

All Students

Students with Disabilities

 

# in Cohort

Graduation Rate

# in Cohort

Graduation Rate

2000

199,312

67%

21,262

46%

2001 (new baseline)

212,135

66.1%

26,281

37.9%

Note:  The data and projected targets presented in the 2004 APR were based on the annual exiters of students with disabilities who earned a local, Regents and High School Equivalency (HSE) diploma as a percentage of the total number of students with disabilities who earned a local, Regents, HSE and IEP diploma or who reached maximum age.  These data did not consider the number of years it took to graduate nor were students with disabilities who dropped out of school included in the calculation.  In addition, these data were not compared to all students or general education students. 

Measurable and Rigorous Targets
 

FFY

Measurable and Rigorous Target

2005

(2005-06)

(2002 total cohort)

The percent of youth with IEPs graduating from high school within four years as of June with a regular high school diploma will be 37 percent.

2006*

(2006-07)

(2003 total cohort)

The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of June will be 37 percent.

2007

(2007-08)

(2004 cohort)

The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of June will be 38 percent.

 

2008

2008-09

(2005 cohort)

The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of June will be 44 percent.

 

2009

2009-10

(2006 cohort)

The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of June will be 49 percent.

 

2010

2010-11

(2007 cohort)

The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of June will be 52 percent.

* Year definitions of accountability and graduation cohorts will change

 

Improvement Activities/Timelines/Resources

Activity

Timelines Resources

Beginning in 2006-07:

School districts with graduation rates of higher than 18.5 percent, but less than or equal to 35 percent were identified as districts “in need of assistance.”

School districts with graduation rates of 18.5 percent or less were identified as “districts in need of intervention.”

Each school district, as a result of this designation, was required to engage in one or more of the following activities to improve its graduation rates:

  • Conduct a focused review

  • Work with one of the State’s funded technical assistance networks

  • Use a portion of its IDEA Part B funds to address the area of concern

  • Redirect its fiscal or human resources

  • Conduct a self-review of its policies, procedures and practices

  • Develop improvement plans

2006-11

Special Education Quality Assurance (SEQA) Regional Offices

42 Special Education Training and Resource Centers (SETRC)

 

For schools also identified under NCLB: 7 Regional School Support Centers (RSSC) - RSSC includes a full-time special education specialist on staff funded by IDEA discretionary funds

Beginning in 2006-07, conduct “IDEA Effective Instructional Practices” focused reviews of school districts identified as in need of intervention (see above). The review protocol targets requirements most directly related to improved instructional practices, with emphasis on:

  • Individual evaluations and eligibility determinations

  • IEP development and implementation

  • Appropriate instruction from qualified staff

  • Access to, participation and progress in the general education curriculum

  • Specially designed instruction

  • Instruction in literacy

  • Behavioral supports

  • Parental involvement

2006-11

SEQA Regional Offices

42 SETRCs

 

Conduct focused “Exiting/Transition” monitoring reviews of selected school districts with graduation rates below the State targets.  School districts experiencing a higher dropout and/or lower graduation rate for students with disabilities are targeted for the exiting/transition review. 2005-11

SEQA Regional Offices

42 SETRCs

Transition Coordination Sites (TCSs)

7 RSSC - RSSC includes a full-time special education specialist on staff funded by IDEA discretionary funds

Conduct focused monitoring reviews of Board of Cooperative Educational Services (BOCES) to review student access and opportunities to participate in the general education curriculum and to receive course credit to meet the graduation requirements.

2005-11

SEQA Regional Offices, SETRC and RSSC
Develop regional workplans for each of the SEQA offices to direct SEQA resources and the VESID funded technical networks to work with low performing districts. 2006-11

SEQA Regional Offices

SETRC

TCSs

Provide Quality Assurance Review grants to large city school districts to offset the costs that these school districts may incur to participate in the focused monitoring reviews.

2005-11

IDEA Part B Discretionary Funds
Provide Quality Assurance Improvement grants to school districts to implement improvement activities identified through the focused review monitoring process.

2005-11

IDEA Part B Discretionary Funds
Use a data-driven strategic planning model to develop annual improvement plans for the Big Four Cities (Buffalo, Syracuse, Rochester and Yonkers) and to provide coordinated technical assistance and professional development programs within the cities.  2005-11 Urban Initiative

Provide “Destination Diploma” forums to bring together school districts with the lowest graduation rates and the highest proportion of students taking three or fewer Regents exams in four years.  “Destination Diploma” is designed to create a community of professional practice among school district teams, along with State and regional technical assistance providers and professional organizations.

2005-08

EMSC, SEQA, SETRC, RSSC
Partner with other State agencies to leverage local and State interagency funding to implement school-based collaborative efforts to improve results for students with disabilities. 2005-11

Task Force on School and Community Collaboration

http://www.ccf.state.ny.us/schoolcollab.html

Promote implementation of Positive Behavioral Intervention and Supports (PBIS) in school districts with graduation rates below the State target.

2005-11

PBIS project in collaboration with SED, NYS Office of Mental Health (OMH), NYS Department of Health (DOH), the Children’s School Health Network (CSHN) and Families Together NYS (FTNYS)
Support preservice and inservice staff development programs to enhance the knowledge and skills of general and special education teachers who provide instruction to students with disabilities.

2005-08

Contracts using Part B IDEA Discretionary funds for:

The Center for the Preparation of Educational Interpreters

Bilingual Paraprofessional Certification

Bilingual Personnel Development Center

Bilingual Special Education Personnel Preparation

United Federation of Teachers Special Education Support Program

Bilingual School Psychology and Speech and Language Program

Intensive Teacher Institute - Blind/Visually Impaired/Deaf/Hard of Hearing

Develop a network of institutions of higher education (IHEs) to enhance collaborations between school districts and IHEs to promote research based literacy instruction; positive behavioral supports and effective delivery of specially designed instruction to students with disabilities.  2005-11 Higher Education Support Center (HESC) -
IDEA discretionary funds

Increase student with disabilities’ participation in Career and Technical Education (CTE) Programs

  • The Regents policy for program approval will continue to be implemented and administered so that students have access to specialized courses that integrate academic and career and technical skill development.

  • A Career and Technical Education Resource Center (CTERC) has been established to increase graduation rates and support low performing schools. CTERC will provide training and technical assistance in CTE and academic integration.

2005-11

SED’s web site provides information on policy, guidance and
resources for CTE programs.

http://www.p12.nysed.gov/workforce/cte/cte.html

 

 

CTERC established at the Questar III BOCES.See http://www.p12.nysed.gov/workforce/
cteskillsachievementprofile/home.html

Promote use of high quality research-based instruction for students with disabilities

  • Convene a group of experts in reading and response-to- intervention models to assist the State in its development of State criteria to identify students with learning disabilities.

  • Develop guidance materials and resources on research-based reading instruction and response-to- intervention models.
  • Identify school districts with effective models of response-to-intervention.

  • Provide staff development and sharing of effective practices.
2005-09 IDEA Part B Discretionary Funds

 

 


[1] BEDS day is the first Wednesday in October and is the date that enrollment data for all students is collected in New York State.