Special Education

Annual Performance Report for 2008-09 - February 2010 - Indicator 8

Overview of the Annual Performance Report Development:

See Overview of the Development of the Annual Performance Report (APR) in the Introduction section, page 1.

Monitoring Priority: FAPE in the LRE

Indicator 8:  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.
(20 U.S.C. 1416(a)(3)(A))

Measurement:

Percent = [(# of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total # of respondent parents of children with disabilities)] times 100.

New York State’s (NYS)calculation:

NYS’ parent survey contains 25 questions. All surveys returned with at least 15 of the 25 questions answered are the denominator for the calculation. The numerator is the number of surveys with an overall positive parental involvement rating. These are surveys in which parents indicated that they “agree”, “strongly agree” or “very strongly agree” with at least 51% of the questions.

NYS' statewide calculation will use a weighted average to control for the required minimum sample size response from every school district. This is necessary because many school districts received a response that was well above the minimum sample size required and, in other school districts, the minimum response required was not achieved. In order to give each school district’s positive response rate a proportional weight relative to their sample size in the State’s average, the percent of positive responses was weighted by the sample size of each school district.  For example in one school district with a minimum sample size of 53, 30 surveys were returned with at least 15 questions answered with 18 of the 30 questions answered positively. This district’s weighting in the State’s average is 18/30*53 or 31.8 surveys with positive parental response.  As another example, in another school district with minimum sample size was 87, 172 surveys were returned with at least 15 questions answered with 148 of the 172 questions answered positively. This district’s weighting in the State’s average is 148/172*87 or 74.8 surveys with positive parental response. The weighting helps to achieve an equal contribution from every school district of their positive parental response rate.

Note:  When NYS reports school district data on this indicator as part of the public reporting requirement, weightings will not be used.  A school district’s actual data will be displayed.

Federal Fiscal Year (FFY)

Measurable and Rigorous Target

FFY 2008
(2008-09 school year)

88 percent of parents with a child receiving special education services will report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Actual Target Data for FFY 2008:

In the 2008-09 school year, 85.4 percent of parents with a child receiving special education services reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

During the 2008-09 school year, 115 school districts, including New York City (NYC) as a single district, were assigned to conduct a parent survey.  Sixty-one school districts achieved a minimum response rate while 54 school districts did not. The State will review the data from the 54 school districts and may reassign these school districts to conduct the survey again in a subsequent school year to improve their response rates and ensure there are valid results on this indicator.  The number of surveys returned was 8,042, with 7,798 surveys responding to at least 15 questions out of 25 questions on the survey. Of the surveys with responses to at least 15 questions, 7,159 provided a positive response on at least 51 percent of the questions.  This represents an unweighted positive response rate of 91.8 percent and a weighted positive response rate of 85.4 percent.  NYS uses a weighted average to control for the required minimum sample size response from every school district.  This is necessary because many school districts received a response that was well above the minimum sample size required, and in other school districts, the minimum sample size required was not achieved. In order to give each school district’s positive response rate a proportional weight relative to their sample size in the State’s average, the percent of positive responses was weighted by the sample size of each school district.

The 115 school districts are representative of NYS. See the State Performance Plan (SPP) for a discussion of how NYS assigned all school districts in the State into six representative samples for the purposes of collecting data on this Indicator.  Each group of school districts is required to submit data on one of the six sampling indicators each year such that within six years, all school districts will have submitted data on all six indicators.  NYC is the only school district with a total enrollment of over 50,000 students and therefore, is required to submit data on every indicator every year.

See http://www.p12.nysed.gov/specialed/spp/home.html for a schedule of the school years in which districts must submit data on these indicators.  The State has also developed a schedule of the years in which selected school districts are required to re-submit data on some indicators to document improvement in compliance rates or to achieve a sufficient response rate for an indicator.  The schedule of re-submissions is also posted at the same website as the schedule.

The parent survey that was used in the 2008-09 school year was the same as was used in the previous school years and is included in New York’s SPP. Each school district was required to over sample, and send the survey to all the parents of preschool and school-age students with disabilities or send the survey to ten times the required minimum sample size.  See the sampling calculator to determine the minimum sample size at http://eservices.nysed.gov/pdsystem/samplesizecalculator.jsp.

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2008:

Explanation of Progress or Slippage

The Statewide weighted result from the survey in the 2008-09 school year was that 85.4 percent of parents reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities.  This is 2.1 percentage points lower than was achieved last year and 2.6 percentage points lower than the FFY 2008 target rate of 88 percent.  However, the unweighted result in 2008-09 was 91.8 percent, which exceeds the established target.

The range of positive unweighted results in 2008-09 school year was 71.4 percent to 100 percent, which was better than the range in the 2007-08 school year of 53.8 percent to 100 percent.

Improvement Activities Completed in 2008-09

The Office of Vocational and Educational Services for Individuals with Disabilities (VESID) expanded the number of Parent Centers from 5 to 13 so that parents in every region in the State now have access to a State-funded Special Education Parent Center.  The Special Education Parent Centers provide parents of children with disabilities with information, resources, and strategies to:

  • promote their meaningful involvement in their children’s education programs, including information regarding the special education process (referrals, individual evaluations and individualized education program development and transition planning);
  • assist in understanding their children’s disabilities;
  • promote early resolution of disputes between parents and school districts;
  • promote the use of resolution sessions and special education mediation;
  • assist in understanding procedural due process rights, including the right to impartial hearings and appeals and the State complaint process; and
  • enhance parents’ skills and levels of confidence to communicate effectively and work collaboratively with other schools and other stakeholders to advocate and actively participate in their children’s education program.

See: http://www.p12.nysed.gov/specialed/publications/policy/parentcenter309.htm

  • Early Childhood Direction Centers (ECDCs) provided information and training to families to facilitate parental involvement in their child’s special education program and to provide them with information on due process, federal and State laws and regulation, transition planning, least restrictive environment (LRE) and other issues related to preschool children with disabilities.
  • A three-day Committee on Special Education (CSE)/Committee on Preschool Special Education (CPSE) Chairperson Training is being delivered statewide by the State’s funded regional special education trainers from the Regional Special Education Technical Assistance Support Centers (RSE-TASC). This training emphasizes meaningful and effective parent involvement in the IEP development process. 
  • A new contract with the New York State Dispute Resolution Center includes a required deliverable for 15 regional annual training sessions on early and nonadversarial dispute resolution among parents and school districts.  Representatives from the State’s Special Education Parent Centers are collaborating on the development and delivery of these sessions.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2008 [If applicable]

None.

Last Updated: June 30, 2010