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))
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 (NYS) uses a modified version of the survey developed by the National Center for Special Education Accountability Measures (NCSEAM). 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 percent of the questions.
NYS' statewide calculation 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 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 a minimum sample size of 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 are not used. A school district’s actual data are displayed.
|Federal Fiscal Year (FFY)||Measurable and Rigorous Target|
(2009-10 school year)
|89 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 2009:
In the 2009-10 school year, 91.6 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 2009-10 school year, 115 school districts, including New York City (NYC) as a single district, were assigned to conduct a parent survey. Ninety-eight (98) school districts achieved a minimum response rate while 17 school districts did not. The State will review the data from the 17 school districts and may assign 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 9,529, with 9,479 surveys responding to at least 15 questions out of 25 questions on the survey. Of the surveys with responses to at least 15 questions, 8,694 provided a positive response on at least 51 percent of the questions. This represents an unweighted positive response rate of 91.7 percent and a weighted positive response rate of 91.6 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 some school districts are required to re-submit data 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 2009-10 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 2009:
Explanation of Progress or Slippage
The Statewide weighted result from the survey in the 2009-10 school year was that 91.6 percent of parents reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities. The unweighted response rate is 91.7 percent. NYS exceeded its FFY 2009 target of 89 percent by 2.6 percentage points.
The range of positive unweighted results in 2009-10 school year was 70 percent to 100 percent.
Improvement Activities Completed in 2009-10
- The Office of Special Education supports 13 regionally-based Special Education Parent Centers. 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 (IEP) 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.
- With input from the Special Education Parent Centers and the Regional Special Education Technical Assistance Support Centers (RSE-TASC) Special Education Training Specialists, the State developed standardized training for the additional parent member of the Committee on Special Education (CSE) and the Committee on Preschool Special Education (CPSE). The training is offered in each region of the State and is co-delivered by staff from the Special Education Parent Centers and the Regional Special Education Training Specialists.
- With input from the State center for mediation and dispute resolution and the Special Education Parent Centers, the State developed and delivered standardized, training on early dispute resolution and special education mediation. The training was offered in multiple regions of the State, and was delivered collaboratively by special education mediation staff and representatives from the State’s Special Education Parent Centers.
- The Early Childhood Direction Centers (ECDCs) continued to provide 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. ECDCs provided workshops and technical assistance on these topics for professionals who serve young children with disabilities and their families and collaborated with the State Education Department funded Special Education Parent Center and RSE-TASC network, Head Start, and regional early intervention and daycare programs to provide technical assistance and support to parents of preschool children.
- In 2009-10, 79 three-day training programs were delivered statewide to CSE/CPSE Chairpersons by the State’s funded RSE-TASC regional training specialists. This training emphasizes meaningful and effective parent involvement in the IEP development process.
- Bilingual Specialists from the RSE-TASC co-present with and provide technical assistance to staff from the Special Education Parent Centers, ECDCs, and Bilingual/English as Second Language Technical Assistance Centers so that parents who prefer to speak languages other than English receive information in their native languages about their due process rights and special education services for students with limited English proficiency. In 2009-10, bilingual specialists assisted in the delivery of seven training sessions for parents on topics that included the development and understanding of IEPs, CSE/CPSE Parent Member training, transition from early intervention to preschool and from preschool to school-age services, basic knowledge about disabilities, and services for English language learners with disabilities. Staff at the Special Education Parent Centers and ECDCs also received two training sessions on best practices in bilingual evaluations and regional resources for obtaining bilingual evaluations.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2009 [If applicable]