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 5:  Percent of children with individualized education programs (IEPs) aged 6 through 21 served:

A.  Inside the regular class 80% or more of the day;
B.  Inside the regular class less than 40% of the day; and
C.  In separate schools, residential facilities, or homebound/hospital placements.
(20 U.S.C. 1416(a)(3)(A))

Measurement:

  1. Percent = [(# of children with IEPs served inside the regular class 80 percent or more of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
  2. Percent = [(# of children with IEPs served inside the regular class less than 40 percent of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
  3. Percent = [(# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the total (# of students aged 6 through 21 with IEPs)] times 100.

Data Source:

The Student Information Repository System (SIRS) used to collect individual student data on all students.

New York State (NYS) will use data collected for Table 3 of Information Collection 1820-0517 (Part B, Individuals with Disabilities Education Act Implementation of FAPE Requirements) and reported annually in the 618 report to the United States Education Department (USED).  These data are also provided to USED in the corresponding EDFacts files.

Federal Fiscal Year (FFY) Measurable and Rigorous Target
FFY 2011
(2011-12 school year)

The statewide percent of students with disabilities, ages 6-21, served inside the regular class 80 percent or more of the day will be greater than 57 percent.

The statewide percent of students with disabilities, ages 6-21, served inside the regular class less than 40 percent of the day will be less than 22percent.
The statewide percent of students with disabilities, ages 6-21, served in separate schools, residential placements, or homebound/hospital placements will be less than 6 percent.

Actual Target Data for FFY 2011:

In FFY 2011, the statewide percent of students with disabilities, ages 6-21, served inside regular classrooms 80 percent or more of the school day was 56.9 percent.

In FFY 2011, the statewide percent of students with disabilities, ages 6-21, served inside regular classrooms for less than 40 percent of the school day was 22.0 percent.

In FFY 2011, the statewide percent of students with disabilities, ages 6-21, served in public or private separate schools, residential placements, or homebound or hospital placements was 6.4 percent.

Statewide Trend Data: LRE for School-Age Students with Disabilities
School Year Number of Students Ages 6-21, on December 1 of the School year or first Wednesday in October Beginning in 2008-09 School Year Percent of School Day that Students are in Regular Classes Percent of Students in Separate Settings Percent of Students in Other Specific Settings*
80% or More 40% to 80% Less than 40%
2004-05 (Baseline Year for APR) 391,595 53.6% 12.0% 27.3% 7.0%  
2005-06 389,125 54.5% 13.1% 25.5% 6.9%  
2006-07 391,773 53.1% 12.9% 24.6% 6.8% 2.6%
2007-08 390,550 54.2% 12.4% 24.1% 6.5% 2.7%
2008-09 382,540 55.4% 12.2% 23.6% 6.0% 2.8%
2009-10 396,567 55.2% 11.6% 23.0% 6.4% 3.8%
2010-11 389,619 55.9% 11.8% 22.9% 6.4% 3.1%
2011-12 388,237 56.9% 11.6% 22.0% 6.4% 3.0%
*Other specific settings include students who are home schooled, parentally placed in nonpublic schools or incarcerated.

 

Big Five Cities’ Combined Trend Data: LRE for School-Age Students with Disabilities
School Year Number of Students Ages 6-21, on December 1 of the School year or first Wednesday in October Beginning in 2008-09 School Year Percent of School Day that Students are in Regular Classes Percent of Students in Separate Settings Percent of Students in Other Specific Settings*
80% or More 40% to 80% Less than 40%
2004-05 165,795 49.9% 2.1% 39.3% 8.8%  
2005-06 164,462 51.3% 4.8% 35.2% 8.7%  
2006-07 169,394 49.7% 4.8% 33.5% 9.0% 3.1%
2007-08 172,979 51.5% 4.5% 31.9% 8.5% 3.6%
2008-09 169,737 53.1% 4.4% 31.1% 7.9% 3.6%
2009-10 185,188 53.7% 3.8% 29.2% 8.2% 5.2%
2010-11 180,857 54.9% 4.1% 29.2% 8.3% 3.4%
2011-12 183,841 56.5% 4.5% 27.5% 8.1% 3.2%
*Other specific settings include students who are home schooled, parentally placed in nonpublic schools or incarcerated.

Comparison of 2011-12 data with the prior year’s data by Need Resource Capacity of school districts requires two tables as follows. 

2010-11 LRE Data for Students with Disabilities by Need Resource Capacity Category of School Districts
Need Resource Capacity Number of
Students
Ages 6-21, on First Wednesday
in October of the
School Year
Percent of School Day
that Students are in
Regular Classes
Percent of
Students in
Separate
Settings
Percent of
Students in
Other Specific Settings*
80%
or
More
40%
to
80%
Less
than
40%
New York City (NYC) 159,770 54.3% 3.5% 30.0% 8.4% 3.7%
Large 4 Cities 21,087 59.3% 8.9% 23.3% 7.4% 1.2%
Urban-Suburban High Need
School Districts
30,474 48.7% 16.4% 26.3% 5.7% 2.9%
Rural High Need School Districts 22,702 56.1% 20.6% 21.1% 1.6% 0.5%
Average Need School Districts 104,475 57.3% 19.8% 16.8% 3.8% 2.3%
Low Need School Districts 47,932 63.8% 16.9% 11.7% 4.4% 3.2%
*Other specific settings include students who are home schooled, parentally placed in nonpublic schools or incarcerated.

 

2011-12 LRE Data for Students with Disabilities by Need Resource Capacity Category of School Districts
Need Resource Capacity Number of
Students
Ages 6-21, on
First Wednesday
in October of the
School Year
Percent of School Day
that Students are in
Regular Classes
Percent of
Students in
Separate
Settings
Percent of
Students in
Other Specific Settings*
80%
or
More
40%
to
80%
Less
than
40%
New York City (NYC) 163,318 56.4% 3.7% 28.2% 8.2% 3.5%
Large 4 Cities 20,523 58.0% 10.4% 22.9% 7.5% 1.2%
Urban-Suburban High Need
School Districts
30,330 48.9% 17.0% 25.2% 5.9% 3.0%
Rural High Need School Districts 21,913 56.6% 20.3% 21.0% 1.6% 0.6%
Average Need School Districts 101,999 58.1% 18.8% 16.7% 4.1% 2.3%
Low Need School Districts 47,325 63.8% 17.1% 11.0% 4.9% 3.3%
*Other specific settings include students who are home schooled, parentally placed in nonpublic schools or incarcerated.

The following chart illustrates least restrictive environment placement data by Board of Cooperative Educational Services (BOCES) region and for New York City for children with disabilities, ages 4-21:

Students with Disabilities (Ages 4-21) in Separate Settings by BOCES Regions and New York City Based on 2011-12 VR-5 Data Map Word document(Word - 40 KB)

Discussion of Improvement Activities and Explanation of Slippage, if the State did not meet its target, that occurred for FFY 2011:

NYS narrowly missed its FFY 2011 targets for the percent of children with IEPs for all three measures and significant progress was made in two of the three target areas:

  • The percentage of students with disabilities who are in regular classes for 80 percent or more of the school day increased from 55.9 percent in the 2010-11 school year to 56.9 percent in the 2011-12 school year.  The State did not meet its target of more than 57 percent in 2011-12, but made a 1 percent improvement and came within 0.2 percent of the target.
  • The percent of students with disabilities who are in regular classes for less than 40 percent of the school day decreased from 22.9 percent in 2010-11 to 22.0 percent in 2011-12.  The State came within 0.1 percent of its target, which was to be below 22 percent in 2011-12.
  • The percent of students with disabilities who are educated in separate settings remained stable at 6.4 percent in 2010-11 and 2011-12 and was only 0.5 percentage points short of meeting the target to be below 6 percent.
  • The percentage of students in NYC who are in regular classes for less than 40 percent of the day decreased from 30.0 to 28.2 percent.  The 1.8 percent decrease from the previous year shows improvement, although it does not meet the target of less than 22 percent.
  • When comparing need/resource categories of school districts, NYC, at 8.2 percent, has the highest percentage of students with disabilities placed in separate education settings. The Large 4 Cities and Urban-Suburban High Need categories follow, with 7.5 percent and 5.9 percent, respectively.  The category with the lowest percentage (1.6 percent) is Rural High Need Districts.
  • The high need school districts tend to use the category of “in regular classes for less than 40 percent of the school day setting” for significantly greater percentages of students with disabilities compared to average or low-need school districts.

Improvement Activities Completed in 2011-12

  • State staff reviewed annual progress reports from each BOCES region on the extent to which they are meeting their benchmarks to ensure that 3.8 percent or fewer students with disabilities in each region of the State are placed in separate educational settings.
  • State staff met with leadership from the Big 4 districts to review continuum of service requirements, including consultant teacher and integrated co-teaching services.

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

None

Last Updated: March 6, 2013