Overview of the Annual Performance Report Development:
See Overview of the Development of the Annual Performance Report on page 1.
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Monitoring Priority: FAPE in the LRE |
Indicator #5: Percent of children with IEPs aged 6 through 21:
A. Removed from regular class less than 21% of the day;[2]
B. Removed from regular class greater than 60% of the day; or
C. Served in public or private separate schools, residential placements, or homebound or hospital placements.
(20 U.S.C. 1416(a)(3)(A))
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Measurement: A. Percent = [(# of children with IEPs removed from regular class less than 21% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100. B. Percent = [(# of children with IEPs removed from regular class greater than 60% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100. C. Percent = [(# of children with IEPs served in public or private separate schools, residential placements, or homebound or hospital placements) divided by the (total # of students aged 6 through 21 with IEPs)] times 100. |
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FFY |
Measurable and Rigorous Target |
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2005 (2005-06) |
The statewide percent of students with disabilities, ages 6-21, removed from regular class less than 21 percent of the day will be greater than 54 percent. The statewide percent of students with disabilities, ages 6-21, removed from regular class greater than 60 percent of the day will be less than 27.3 percent. The statewide percent of students with disabilities, ages 6-21, served in public or private separate schools, residential placements, or homebound or hospital placements will be less than 7.0 percent. |
Actual Target Data for FFY 2005:
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Statewide Trend Data: LRE for School Age Students |
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School Year |
Number of Students with Disabilities, Ages 6-21, on December 1 of the School year |
Percent of Day Students with Disabilities are Removed from Regular Classes |
Percent of Students with Disabilities in Separate Settings |
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Less than 21% |
21% to 60% |
Greater than 60% |
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1997-98 |
372,716 |
43.2% |
12.9% |
34.8% |
9.1% |
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1998-99 |
381,342 |
44.7% |
12.9% |
33.5% |
8.9% |
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1999-00 |
384,352 |
47.6% |
13.2% |
30.7% |
8.5% |
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2000-01 |
389,668 |
49.5% |
12.9% |
29.8% |
7.7% |
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2001-02 |
387,014 |
51.1% |
12.9% |
28.6% |
7.4% |
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2002-03 |
386,082 |
51.8% |
13.9% |
27.0% |
7.4% |
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2003-04 |
387,633 |
53.4% |
12.4% |
27.0% |
7.3% |
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2004-05 (Baseline Year for APR) |
391,595 |
53.6% |
12.0% |
27.3% |
7.0% |
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2005-06 |
389,125 |
54.5% |
13.1% |
25.5% |
6.9% |
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Big Five Cities’ Combined Trend Data: LRE for School Age Students |
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School Year |
Number of Students with Disabilities, Ages 6-21, on December 1 of the School year |
Percent of Day Students with Disabilities are Removed from Regular Classes |
Percent of Students with Disabilities in Separate Settings |
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Less than 21% |
21% to 60% |
Greater than 60% |
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2002-03 |
160,410 |
47.9% |
5.4% |
38.1% |
8.6% |
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2003-04 |
161,347 |
49.5% |
2.5% |
39.0% |
9.0% |
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2004-05 |
165,795 |
49.9% |
2.1% |
39.3% |
8.8% |
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2005-06 |
164,462 |
51.3% |
4.8% |
35.2% |
8.7% |
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2005-06 LRE Data by Need Resource Capacity Category of School Districts |
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Need Resource Capacity |
Number of Students with Disabilities, Ages 6-21, on December 1 of the School year |
Percent of Day Students with Disabilities are Removed from Regular Classes |
Percent of Students with Disabilities in Separate Settings |
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Less than 21% |
21% to 60% |
Greater than 60% |
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New York City |
141,627 |
50.7% |
4.1% |
36.2% |
9.0% |
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Large 4 Cities |
22,835 |
55.2% |
9.2% |
29.4% |
6.3% |
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Urban-Suburban High Need School Districts |
35,055 |
48.6% |
15.5% |
29.3% |
6.6% |
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Rural High Need School Districts |
25,544 |
53.6% |
22.9% |
21.7% |
1.9% |
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Average Need School Districts |
110,738 |
57.4% |
20.8% |
17.5% |
4.4% |
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Low Need School Districts |
48,515 |
66.8% |
16.9% |
11.0% |
5.4% |
2005-06 LRE Data by Board of Cooperative Educational Services (BOCES) Regions for Separate Settings:
Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for FFY 2005:
The State met its targets in all three settings:
The percentage of students with disabilities who are removed from regular classes for less than 21 percent of the day increased from 53.6 percent in 2004-05 school year to 54.5 percent in 2005-06 school year.
The percent of students with disabilities who are removed from regular classes for more than 60 percent of the day decreased from 27.3 percent in 2004-05 to 25.5 percent in 2005-06.
The percent of students with disabilities who are educated in separate settings decreased from 7.0 percent in 2004-05 to 6.9 percent in 2005-06.
As shown in the map above, only 2 of the 39 Board of Cooperative Educational Services (BOCES) regions (15%) placed 7% or more students with disabilities in separate settings in 2005-06 compared to 28% in 1999-2000.
The large five cities’ (New York City, Buffalo, Rochester, Syracuse and Yonkers) data combined contributed to the State meeting its goals in every LRE setting category.
NYC uses the separate settings placements category to a much greater extent than other categories of school districts.
The high need school districts tend to use the “removed from regular classrooms for more than 60 percent of the day” setting for significantly greater percentages of students with disabilities compared to the average or low-need school districts.
Revisions, with Justification, to Proposed Targets/ Improvement Activities/ Timeline / Resources for FFY 2005
None.
[2] At the time of the release of this package, revised forms for collection of 618 State reported data had not yet been approved. Indicators will be revised as needed to align with language in the 2005-2006 State reported data collections.