Overview of the Annual Performance Report Development:

See Overview of the Development of the Annual Performance Report on page 1.

Monitoring Priority: FAPE in the LRE

Indicator #1: 

Percent of youth with 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) as of August 31 after four years of first entering 9th grade or for ungraded students with disabilities, after 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 (NCLB) Act.

New York State’s Calculation:

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

Definition of District Accountability Cohort: (Cohort is defined in Section 100.2 (p) (16) of the Commissioner’s Regulations):

The 2001 ”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 Committee on Special Education or a district official in an out-of-district placement on October 8, 2003 (BEDS[1] day) and met one of the following conditions:

  • first entered 9th grade (anywhere) during the 2001–02 school year (July 1, 2001 through June 30, 2002); or

  • in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2001–02 school year.

The Department will exclude the following students when reporting data on the 2001 district accountability cohort:

    1. students who transferred to a school in another district or state or transferred to a program leading to a high school equivalency diploma after BEDS day 2003;
    2. students who left the U.S. and its territories after BEDS day 2003; and
    3. students who died after BEDS day 2003. 
  • Students who transferred into the district after BEDS day 2003 (October 8, 2003) will not be included in the 2001 district accountability cohort.
  • Students who move between district schools and out-of-district placements are not excluded from the cohort, as long as the transfers are the decision of the District Committee on Special Education (CSE) or a district official.
  • Students who have dropped out may not be excluded from the 2001 cohort. A dropout is any student (regardless of age) who left your school prior to graduation for any reason except death and was not documented to have entered another school or a program leading to a high school equivalency diploma.
  • Limited English proficient students and students with disabilities eligible to take the New York State Alternate Assessment (NYSAA) are not excluded from the 2001 cohort.

Definition of 2001 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, 2005 for a student who entered 9th grade for the first time in the 2001-02 school year.

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 (anywhere) in 2003-04 school year or for ungraded students with disabilities who reached the age of 17 during the 2003-04 school year:

  • The 2003 Graduation-Rate Cohort will consist of students who meet Condition 1 and Condition 2 or 3 below:
    1. enrolled in 9th grade (anywhere) for the first time in a particular year (year 1) or, for ungraded students with disabilities, reached 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
    1. 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 these students who earned a regular high school diploma no later than the end of year 4.  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.

Definition of Total Cohort:

The definition of the “2001 total cohort” and “2002 total cohort” is similar to how the definition of the 2003 graduation-rate cohort is anticipated to be revised as explained above.

FFY

Measurable and Rigorous Target

2005

(School Year 2005-06 data is based on 2002 Total Cohort)

The percent of youth with IEPs graduating from high school within four years as of June 30 with a regular high school diploma will be 37 percent.


Actual Target Data for FFY 2005:

In 2005-06, the graduation after four years for the cohort of students with disabilities who first entered 9th grade in 2002 or if ungraded became 17 years of age during the 2002-03 school year was 37.5 percent. The State met its 2005-06 school year target of 37 percent. The charts on the next page display the graduation rate of the “Graduation- Rate Cohort” for the same year of 49 percent. While this is the State’s accountability statistic under the No Child Left Behind (NCLB) Act, the State established its targets based on the “total cohort”, which includes more students with disabilities (27,453 in the total cohort and 19,504 in the graduation rate cohort).

As displayed in the tables that follow, there was a wide variation in the 2005-06 graduation rate among school districts of different Need Resource Capacity categories. For example, the graduation rate in NYC was 18.6 percent, in the large four cities (Buffalo, Syracuse, Rochester, and Yonkers) 20.5 percent, in average need districts 45.6 percent and in the low need districts 74.1 percent.

Also as displayed in the tables that follow, students with disabilities are more than twice as likely to graduate with a high school diploma from school districts outside the large five cities. The graduation rate of the 2002 cohort of students with disabilities in the large five cities combined was 19 percent compared to 44.7 percent in rest of the State.

 

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 data)

179,092

77%

18,909

53%

2001

181,848

77%

19,504

49%

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 data)

212,135

66%

26,281

38%

2002

210,910

67%

27,453

37%

Total Cohort Analysis of Students with Disabilities’ (SWD) Graduation Rates for New York City, Large Four Cities Combined and Rest of School Districts

Need/Resource Capacity Category

2001 Total Cohort of SWD

2002 Total Cohort of SWD

# in Cohort

Graduation Rate

# in Cohort

Graduation Rate

New York City

7,627

17.6%

7,587

18.6%

Large Four Cities

1,784

21.7%

1,862

20.5%

Urban/Suburban High Need Districts

2,487

30.4%

2,619

28.8%

Rural High Need Districts

2,165

32.5%

2,240

31.2%

Average Need Districts

8,733

48.1%

9,366

45.6%

Low Need Districts

3,459

74.0%

3,740

74.1%

Charter Schools

11

15.4%

39

15.9%

Total State

26,281

37.9%

27,452

37.5%

 

Total Cohort Analysis of Students with Disabilities (SWD) Graduation Rate by Need/Resource Capacity Category of School Districts

Group of School Districts

2001 Total Cohort of SWD

2002 Total Cohort of SWD

# in Cohort

Graduation Rate

# in Cohort

Graduation Rate

Big Five Cities

9,411

18.4%

9,449

19.0%

Rest of State

16,870

48.7%

19,866

44.7%

Total State

26,281

37.9%

27,453

37.5%

Discussion of Improvement Activities Completed
In order to focus the State’s technical assistance efforts and improve performance of students with disabilities in school districts that are the lowest performing school districts for students with disabilities, during the 2006-07 school year, the State notified 107 school districts (or 75 school districts if New York City is counted as a single district) based on their 2004-05 school year data that they were designated under IDEA as “in need of assistance” or “in need of intervention.”  The designations were based on graduation rates or drop-out rates of students with disabilities.  Six of the 107 school districts did not have sufficient numbers of students with disabilities in the 2001 total cohort to have a valid graduation or drop-out rate, so they were identified based on the performance of students with disabilities on grades 4 and 8 ELA and math assessments.

On October 5, 2006, the Commissioner of Education held a press conference and issued a press release to publicly announce this list of school districts. See press release at http://www.oms.nysed.gov/press/specialed100506.htm and public posting of list of school districts at http://www.p12.nysed.gov/specialed/swd-100506/swd-list.html .

The criteria used for designations were as follows:

and/or Based on the above criteria, school districts were designated as “in need of assistance.” However, school districts were designated as “in need of intervention” if they had PI’s below the State’s PI in all four areas and did not make AYP in any area for the students with disabilities subgroup.

Small District Criteria:

VESID plans to make the identification of lowest performing school districts for students with disabilities an annual process and will use criteria that are consistent with SPP goals and with the NCLB measures.

Explanation of Progress or Slippage that occurred for FFY 2005:

The graduation rate decreased from 37.9 percent for 2001 total cohort of students with disabilities to 37.5 percent for 2002 total cohort.  The State met its 2005-06 target of 37 percent. The State revised its 2004-05 baseline data from 37.0 percent to 37.9 percent. This revision was necessary due to more accurate data reported by school districts.

As displayed in the previous tables, some categories of school districts showed a slight improvement in their total cohort graduation rates, while other categories showed some declines, however, there is a wide variation in the graduation rates among school districts of different need/resource capacity categories. School district with high needs relative to their resource capacity to meet student needs have the lowest graduation rates. For example, in New York City, the graduation rate for the 2002 cohort of students with disabilities was 18.6 percent, in the large four cities combined (Buffalo, Syracuse, Rochester and Yonkers) it was 20.5 percent and in the low need school districts the rate was 74.1 percent.

Revisions, with Justification, to Proposed Targets/ Improvement Activities/ Timelines/ Resources for 2006-07 School Year:

Revision to Proposed Targets for FFY 2005:

NYS has revised its baseline data and targets for this indicator for the following reasons:

The revised targets for this indicator, based on the adjusted baseline data, are as follows:

FFY

Measurable and Rigorous Target

2005

(2005-06 School Year)

(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 School Year)

(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 School Year)

(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 School Year)

(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 School Year)

(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 School Year)

(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.


Revision to Improvement Activities:

Targeted improvement activities were added to directly impact on the graduation rate for students with disabilities:

1.     Identification of school districts with graduation rates below the State's target

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" and 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, are required to engage in one or more of the following activities to improve its graduation rates:

In addition to the above designations, the accountability requirements under NCLB for the students with disabilities subgroup are for every school district to achieve a graduation rate set by the Commissioner of Education or make a 1 percentage point improvement over the previous year’s rate in order to be able to use the safe-harbor criteria to demonstrate improvement in English and math. Currently the graduation rate criterion is set at a minimum of 55 percent of the graduation-rate cohort. These requirements will continue and all the required consequences for schools and school districts that do not meet these requirements will be applied.

2.     Development and implementation of a revised focused monitoring protocol

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:

3.     Directed technical assistance to improve instructional practices

Beginning in 2006-07, VESID redirected its funded networks to provide focused technical assistance to school districts to improve instruction in the areas of literacy, behavior and quality special education services.  VESID Special Education Quality Assurance (SEQA) Regional Offices developed regional work plans to direct and deploy regional office and Special Education Training and Resource Center (SETRC) professional development staff to support school improvement activities in the designated low performing districts.

VESID identified the immediate assistance and interventions that would be provided to these school districts, including:

To ensure that interventions with districts are research-based, consistent and effective, VESID is:

To ensure that technical assistance resources are available to identified school districts, VESID is adding SETRC personnel in New York City and in 15 regions of the State beginning with the 2007-08 school year.


[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.