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 14:  Percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were:

  1. Enrolled in higher education within one year of leaving high school.
  2. Enrolled in higher education or competitively employed within one year of leaving high school.
  3. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

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

Measurement:

  1. Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
  2. Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (#of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
  3. Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Data Source:

New York State (NYS) continues to use a contractor to collect data for this indicator. The current contractor is Potsdam Institute for Applied Research at the State University in Potsdam, NY.  When possible, interviews with each identified Exiter were conducted by telephone, but the survey was available on the web and in hard copy by mail.  See http://www.p12.nysed.gov/specialed/spp/2012/ind14.htm.

Definitions:

Exiters are defined to include those students with disabilities who had IEPs and who completed the high school program with any diploma or certificate of completion (i.e., Regents or local diploma, IEP diploma, General Educational Development (GED) diploma), who completed school by reaching the maximum age to attend special education or those dropping out during the academic year being reviewed.

Survey pool is the total number of Exiters from the school districts surveyed in FFY 2011.

Response pool means those students from the survey pool who were able to be reached for an interview at least one year after leaving school.

Enrolled in higher education means youth have been enrolled on a full- or part-time basis in a community college (two-year program) or college/university (four or more year program) for at least one complete term, at any time in the year since leaving high school.

Enrolled in other postsecondary education or training means youth have been enrolled on a full- or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps; adult education; workforce development program; adult rehabilitation service programs; or other).  Part time is defined differently depending on the standard for the postsecondary school program.  For colleges, part-time course loads typically are defined as less than nine credit hours per semester.  Each person interviewed responds based on their understanding of what constitutes full or part time for the institution or program they are attending.  Interviewers are trained to provide guidance if requested or needed.  Enrolled in other postsecondary education or training also includes enrollment on a full- or part-time basis for at least one complete term at any time of the year since leaving high school in a vocational technical school that is less than a two-year program.

Some other employment means youth have worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school.  This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.)

Sampling Methodology
Data was collected from a statewide representative sample of school districts.  One-sixth of the school districts reported data on this indicator for FFY 2011.  For a detailed description of NYS’ sampling methodology, see: http://www.p12.nysed.gov/specialed/spp/2012/ind14.htm http://www.p12.nysed.gov/specialed/spp/2011/att2.htm.

 

Federal Fiscal Year (FFY) (school year students left) Measurable and Rigorous Target
FFY 2011
(2010-11 school year)
  1. 44 percent will be enrolled in higher education for at least one complete term;
  2. 65 percent will be enrolled either in higher education or being competitively employed (note: target for B includes target for A);
  3. 78 percent will be enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school (note: target C includes targets for B and A).

Actual Target Data for FFY 2011 (2010-11 School Year Exiters)

A Percent enrolled in higher education for at least one complete term 42%
(713/1695)
B Percent enrolled either in higher education or being competitively employed (note: target for B includes target for A); 68%
([713+447]/1695)
C Percent enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school (note: target C includes targets for B and A) 79% ([713+447+125+53]/1695)

The calculation of FFY 2011 outcomes was based on the following.  Each responder is counted once in the highest category. 

  • There were 26,586 Exiters in FFY 2011 from all school districts in NYS.
  • There were 3,820 Exiters in the survey pool for FFY 2011.
  • There were 1,695 responders.  Each responder is counted once in the highest category.
      • 713 were enrolled in higher education for at least one complete term.
      • 447 students were competitively employed.
      • 125 were in some other postsecondary education or training program.
      • 53 students were in some other employment.
      • 357 were not engaged in any of the above.

    Representativeness of FFY 2011 Response Pool

    Table 1 addresses the representativeness of the response pool compared with the VR-10 report about all Exiters.  The response pool is comprised of the Exiters who were able to be reached for an interview at least one year after leaving school.  The response pool is representative of gender and disability groups.  Minority and drop out students were significantly underrepresented in the response pool.  Factors contributing to underrepresentation by these groups include their over/underrepresentation in the survey pool of students referred by the schools for interview, and lower response rates in these groups to efforts made to contact former students for interview.

    Table 1: Representativeness of Response Pool Compared to Total Exiters for All NYS Schools
    During 2010-11, as reported in VR10 Data Reports
    Statewide Demographic Representativeness
    Statewide Learning Disabilities Emotional Disabilities Intellectual Disabilities All Other Disabilities Female Minority Dropout
    Census Representation (n = 26,586) 55.9% 11.0% 4.2% 28.9% 36.0% 47.6% 20.7%
    Response Pool Representation (n=1,695) 58.6% 8.8% 3.1% 29.6% 36.0% 36.6% 13.1%
    Difference 2.7% -2.2% -1.1% 0.7% 0.0% -11.0% -7.6%
    Note: Positive difference indicates overrepresentation; negative difference indicates underrepresentation in the interview pool.

    Post-School Outcomes by Type of Exit
    Table 2 displays post-school outcomes by Exit Type.  Those who graduated from high school with Regents, local or GED diplomas have the highest rates of participation in one of the four post-school outcomes at 87 percent.  Those who dropped out or have other exit reasons have the lowest rates at 55 and 52 percent, respectively.

    Table 2 – 2010-11 Post-School Outcomes by Type of Exit
    2010-11 Post-School Outcome* within one year of leaving high school Statewide Responses 2010-11 Diploma (Regents, Local, GED) Certificate or Modified Diploma (IEP Diploma) Dropped Out Other Exit Reasons**
    N % N % N % N % N %
    Total in category 1695 100% 1213 72% 239 14% 222 13% 21 1%
    All Post-school Outcomes 1338 79% 1057 87% 148 62% 122 55% 11 52%
    1.Enrolled in higher education 713 42% 686 57% 15 6% 9 4% 3 14%
    2.Competitively employed but not enrolled in higher education 447 26% 304 25% 65 27% 73 33% 5 24%
    3. Enrolled in some other postsecondary education or training program but neither enrolled in higher education nor competitively employed 125 7% 43 4% 53 22% 27 12% 2 10%
    4.  In some other employment, but neither enrolled in higher education, nor some other postsecondary education or training program and not competitively employed 53 3% 24 2% 15 6% 13 6% 1 5%
    None of the above 357 21% 156 13% 91 38% 100 45% 10 48%

    * “Post-school outcomes” are defined differently than in past years – see definition section of the State Performance Plan (SPP) for Indicator 14, which has been updated consistent with new federal definitions.  For example, higher education only includes two- and four-year colleges and competitive employment includes military service.

    ** “Other” may include that the student reached maximum age or that reasons were not reported.

    New York Statewide IDEA Part B SPP/APR Indicator 14: Post-school Outcomes for 2010-11 School Year Exiters - Chart Word document(105 KB)

    Examination of post-secondary participation shows that Exit Type significantly affects postsecondary education:

    • 57 percent of Exiters with Regents, Local or GED diplomas report they are in a two- or four-year college or university, and 4 percent report participation in other types of postsecondary education1.
    • 4 percent of those who dropped out report they are in a two- or four- year college or university, and 12 percent report participation in other types of postsecondary education.
    • For those with IEP diplomas, 6 percent report they are in a two- or four- year college or university, and 22 percent report participation in other types of postsecondary education or training programs.

    Examination of employment outcomes shows:

    • Only 33 percent of students exiting with IEP diplomas were competitively employed or employed in some other situation.
    • Only 39 percent of students who dropped out of school were competitively employed or employed in some other situation.

    Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for FFY 2011:

    Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for FFY 2011:

    Explanation of Progress or Slippage

    Compared to the data in 2009-10:

    • There was no change in the percent of students with disabilities enrolled in higher education for at least one complete term;
    • There was a one percentage point improvement in the percent of students with disabilities either in higher education or competitively employed; and
    • There was a one percentage point improvement in the percent of students enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school.

    Improvement Activities Completed during 2011-12

    • Three new professional development packages were developed on Transition Assessments, Transition for Families, and Transition in the IEP.  44 sessions on these topics were delivered statewide. 
    • Direct technical assistance was provided in 630 sessions statewide to assist districts in improving transition planning.  Topics included Transition in the IEP; Student Exit Summary; Importance of Interagency Collaboration; and Transition Assessments.
    • Transition Specialists facilitated 160 interagency meetings across the State to assist local partners with communication and understanding between and across the different systems.  Attendees included Adult Career and Continuing Education Services – Vocational Rehabilitation, the Office for People with Developmental Disabilities, Independent Living Centers. the Office of Mental Health, schools/districts, workforce development, parent agencies, post-secondary agencies, parents and local community agencies (such as community counseling centers).
        • Transition specialists collaborated with Special Education Parent Centers to provide 62 jointly-delivered training and or information sessions for parents on transition planning and services.
        • Overall, approximately 83 school districts and several schools in New York City (NYC) participated in professional development activities described above.
        • The Office of Special Education added two full-time transition specialists to the NYC RSE-TASC. 
    • A panel of students and parents presented to the State Education Department’s Board of Regents on school and vocational rehabilitation activities that facilitated successful post-school employment.

    Also see Indicator 13.

    Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2012 [If applicable]

    None

    1 Other postsecondary or training program includes Vocational Technology College (< two-year), Trade Apprenticeship, or WIA - One Stop, Job Corp, continuing education classes or Ameri Corps, GED or Adult Basic Education Program, College Preparatory, Rehabilitation Services and Other
Last Updated: March 7, 2013