Special Education

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 7:  Percent of preschool children aged 3 through 5 with individualized education programs (IEPs) who demonstrate improved:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
  3. Use of appropriate behaviors to meet their needs.

(20 U.S.C. 1416 (a)(3)(A))

Measurement:

Outcomes:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
  3. Use of appropriate behaviors to meet their needs.

Progress Categories for Outcomes A, B, and C:

The following definitions of Progress Categories are based on United States Education Department (USED) guidance issued in March 2009 and represent a consolidation of language that was used in previous State Performance Plans (SPPs) and APRs.  There is no change in Progress Categories used for this Indicator.

  1. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100.
  2. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.
  3. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100.
  4. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.
  5. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

Summary Statements for Each of the Three Outcomes A, B, and C
The following represents new language provided by USED in March 2009 to help organize the data and set targets in the February 2010 SPP.

Summary Statement 1: Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 1:  Percent = # of preschool children reported in progress category (c) plus # of preschool children reported in category (d) divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100.

Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 2: Percent = # of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e) divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100.

Data Source:
Beginning with the 2006-07 school year, the PD-10 report was used to collect progress data on preschool outcomes during the 2006-07 school year via a web-based data reporting system. The PD-10 report is available at http://www.p12.nysed.gov/sedcar/archived/0607pdrpts.htm.  Beginning in the 2007-08 school year, these data are collected at the individual student level through the State’s Student Information Repository System (SIRS). The most current SIRS manual is available at:  http://www.p12.nysed.gov/irs/sirs/.  The data is based on using the federally developed Child Outcomes Survey Form (COSF).

Measurable and Rigorous Targets FFY 2009:

Summary Statements Targets
FFY 2009
Outcome A: Positive social-emotional skills (including social relationships)
  1. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they exited the program.
84%
  1. The percent of children who were functioning within age expectations in Outcome A by the time they exited the program.
55.4%
Outcome B: Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
  1. Of those children who entered the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they exited the program
85.5%
  1. The percent of children who were functioning within age expectations in Outcome B by the time they exited the program
55.3%
Outcome C: Use of appropriate behaviors to meet their needs
  1. Of those children who entered the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they exited the program
83%
  1. The percent of children who were functioning within age expectations in Outcome C by the time they exited the program
63.2%

Actual Target Data FFY 2009

At the end of the 2009-10 school year, 116 school districts reported progress data on 2,444 preschool students with disabilities in each of the three early childhood outcome areas.  One (1) school district’s data was missing at the time this report was prepared. The 2,444 students left preschool special education programs and/or services during the 2009-10 school year after receiving special education services for at least six months. The amount of progress these students made in the three early childhood outcome areas are reported below.

The formulas for calculating summary statements, which are displayed in the second Table below, are based on the progress data displayed in the first Table below.  Letters a, b, c, d and e are described in the first Table and the formulas for the summary statements are as follows:

Summary Statement 1 = (c+d)/(a+b+c+d)
Summary Statement 2 = (d+e)/(a+b+c+d+e)

Indicator 7 Preschool Outcomes By Progress Categories

Early Childhood Outcome Area Progress Category 2008-09 2009-10
Number of Preschool Students Percent of Students Number of Preschool Students Percent of Students
A. Positive social-emotional skills (including social relationships) a. Did not improve functioning 47 2.0% 30 1.2%
b. Improved - not sufficient to move nearer to same-aged peers 253 10.7% 241 9.9%
c. Improved - nearer to same aged peers 750 31.8% 827 33.8%
d. Improved - reached functioning to same-aged peers 806 34.2% 874 35.8%
e. Maintained functioning as same-aged  peers 500 21.2% 472
(rev. 4/11)
19.3%
 Total A 2,356 100.0% 2,444 100.0%
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy) a. Did not improve functioning 30 1.3% 18 0.7%
b.Improved - not sufficient to move nearer to same-aged peers 257 10.9% 256 10.5%
c.Improved - nearer to same-aged peers 767 32.6% 876 35.8%
d.Improved - reached functioning to same-aged peers 899 38.2% 908 37.2%
e.Maintained functioning as same-aged peers

403 17.1% 386 15.8%
Total B 2,356 100.0% 2,444 100.0%
C. Use of appropriate behaviors to meet their needs a. Did not improve functioning 47 2.0% 28 1.1%
b. Improved - not sufficient to move nearer to same-aged peers 240 10.2% 260 10.6%
c. Improved - nearer to same -aged peers 581 24.7% 731 29.9%
d. Improved - reached functioning to same-aged peers

799 33.9% 790 32.3%
e. Maintained functioning as same-aged  peers 689 29.2% 635 26.0%
 Total C 2,356 100.0% 2,444 100.0%

 

Indicator 7 Preschool Outcomes Data By Summary Outcome Statements
Summary Statements 2008-09 2009-10
% of Children # and % of Children
Outcome A: Positive social-emotional skills (including social relationships)
  1. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. 
83.8% 1,701/1,972 (86.3%)
  1. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.
55.4% 1,346 /2,444 (55.1%)

Outcome B: Acquisition and use of knowledge and skills (including early language/ communication and early literacy)

  1. Of those children who entered the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program
85.3% 1,784/2,058 (86.7%)
  1. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program
55.3% 1,294/2,444 (52.9%)

Outcome C: Use of appropriate behaviors to meet their needs

  1. Of those children who entered the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program
82.8% 1,521/1,809 (84.1%)
  1. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program
63.2% 1,425/2,444 (58.3%)

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2009:

Explanation of Progress or Slippage

New York State (NYS) demonstrated progress and exceeded its FFY 2009 target for the first summary statement in each early childhood outcome area (“Of those preschool children who entered the preschool program below age expectations, the percent who substantially increased their rate of growth by the time they exited the program”):

  • In the area of positive social, emotional skills (including social relationships), the FFY 2009 target was 84 percent, actual data was 86.3 percent, which was an improvement over last year’s baseline data of 83.8 percent.
  • In the area of acquisition of knowledge and skills, the FFY 2009 target was 85.5 percent, actual data was 86.7 percent, which was an improvement over last year’s baseline data of 85.3 percent.
  • In the area of use of appropriate behaviors to meet their needs, the FFY 2009 target was 83 percent, actual data was 84.1 percent, which was an improvement over last year’s baseline data of 82.8 percent.

NYS did not achieve its target in any early childhood outcome for the second summary statement (“The percent of preschool children who were functioning within age expectations by the time they exited the program”):

  • In the areas of positive social, emotional skills (including social relationships), the FFY 2009 target was 55.4 percent, actual data was 55.1 percent, which represents slippage from last year’s data of 55.4 percent.
  • In the area of use of acquisition of knowledge and skills, the FFY 2009 target was 55.3 percent, actual data was 52.9 percent, which represents slippage from last year’s data of 55.3 percent.
  • In the area of use of appropriate behaviors to meet their needs, the FFY 2009 target was 63.2 percent, actual data was 58.3 percent, which represents slippage from last year’s data of 63.2 percent.

Improvement Activities Completed during 2009-10

Seventy-nine (79) regional training sessions for Chairpersons on Committees on Special Education and Committees on Preschool Special Education were conducted relating to IEP development.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2009 [If applicable]

Not applicable.

Last Updated: April 20, 2011