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 Department of Education (USDOE) 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 USDOE 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 or exited 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:

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 Department of Education (USDOE) 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 USDOE 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 or exited 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 are generated using the federally developed Child Outcomes Summary Form (COSF), developed by the Early Childhood Outcomes Center (ECO).  Annually, NYS requires a representative sample of one sixth of the school districts in the State to report progress data on this indicator through the SIRS.  NYS’ sampling plan is such that over the six-year SPP cycle, every school district will have submitted progress data on preschool outcomes at least once.  New York City (NYC) is the only district with a total enrollment of over 50,000 students and submits data for every special education indicator every year.  Every school district except NYC reported progress data on all eligible preschool children.  NYC reports progress data on a representative sample of students.  In 2012-13, 111 districts reported progress data.

Measurable and Rigorous Targets FFY 2012:

Summary Statements Targets
FFY 2012
Outcome A: Positive social-emotional skills (including social relationships)
  1. Of those preschool children who entered or exited the preschool 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.
85.5%
  1. The percent of preschool children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.
55.7%
Outcome B: Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
  1. Of those preschool children who entered or exited the preschool 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.
87%
  1. The percent of preschool children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program.
55.6%
Outcome C: Use of appropriate behaviors to meet their needs
  1. Of those preschool children who entered or exited the preschool 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.
84.5%
  1. The percent of preschool children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program.
63.5%

Actual Target Data FFY 2012:

At the end of the 2012-13 school year, 111 school districts reported progress data on 3,422 1 preschool students with disabilities in each of the three early childhood outcome areas.  The data represent school district data on the functional level of preschool children on the COSF in the three early childhood outcome areas upon initial evaluation for preschool special education services and upon exit from preschool special education.  The 3,422 students left preschool special education programs and/or services during the 2012-13 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 is 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 2011-12 2012-13
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 42 1.0% 10 0.3%
b. Improved - not sufficient to move nearer to same-aged peers 394 9.0% 259 7.6%
c. Improved - nearer to same-aged peers 1826 41.6% 1,504 44.0%
d. Improved - reached functioning to same-aged peers 1541 35.1% 1,173 34.3%
e. Maintained functioning as same-aged  peers 585 13.3% 476 13.9%
 Total A 4388 100.0% 3,422 100.0%
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy) a. Did not improve functioning 36 0.8% 13 0.4%
b.Improved - not sufficient to move nearer to same-aged peers 414 9.4% 221 6.5%
c.Improved - nearer to same-aged peers 1778 40.5% 1,518 44.4%
d.Improved - reached functioning to same-aged peers 1623 37.0% 1,212 35.4%
e.Maintained functioning as same-aged peers

537 12.2% 458 13.4%
Total B 4388 100.0% 3,422 100.0%
C. Use of appropriate behaviors to meet their needs a. Did not improve functioning 50 1.1% 11 0.3%
b. Improved - not sufficient to move nearer to same-aged peers 411 9.4% 239 7.0%
c. Improved - nearer to same -aged peers 1491 34.0% 1,277 37.3%
d. Improved - reached functioning to same-aged peers

1515 34.5% 1,272 37.2%
e. Maintained functioning as same-aged  peers 921 21.0% 623 18.2%
 Total C 4388 100.0% 3,422 100.0%

 

Indicator 7 Preschool Outcomes Data By Summary Outcome Statements
Summary Statements 2010-11 2011-12
# and % of Children # and % of Children
Outcome A: Positive social-emotional skills (including social relationships)
  1. Of those preschool children who entered or exited the preschool 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.
4,468/5,109 (87.5%) 3,367/3,803
(88.5%)
  1. The percent of preschool children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.
3,053/6,011 (50.8%) 2,126/4,388
(48.5%)

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

  1. Of those preschool children who entered or exited the preschool 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.
4,614/5,183 (89.0%) 3,401/3,851
(88.3%)
  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
3,033/6,011 (50.5%) 2,160/4,388
(29.2%)

Outcome C: Use of appropriate behaviors to meet their needs

  1. Of those preschool children who entered or exited the preschool 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.
4,028/4,614 (87.3%) 3,006/3,467
(86.7%)
  1. The percent of preschool children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program.
3,378/6,011 (56.2%) 2,436/4,388
(55.5%)

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

Explanation of Progress or Slippage

The State demonstrated progress and met its targets for the percent of preschool children who entered or exited the preschool program below age expectations who substantially increased their rate of growth by the time they turned 6 years of age or exited the program in Outcomes A, B and C.

The State demonstrated slippage and did not meet its targets, for the percent of preschool children who were functioning within age expectations by the time they turned 6 years of age or exited the program in Outcomes A, B and C.  Data from this indicator is based on a different representative sample of districts each year and therefore, while each sample is representative of the State, we expect results to vary somewhat each year.  New York City (NYC) is included in the sample each year.  NYC’s data showed improvement in all three outcome areas.  The slippage was primarily due to the results in two regions of the State (Eastern and Long Island). 

Additional Information Required by the Office of Special Education Programs (OSEP) APR Response Table

Statement from the OSEP Response Table State’s Response
The State must report progress data and actual target data for FFY 2011 with the FFY 2011 APR. The State reported above on the progress data and actual target data for FFY 2011.

Improvement Activities Completed during 2011-12

None

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

  • The NYS Education Department is increasing its amount of IDEA discretionary funds, beginning in 2013, to each of the Early Childhood Direction Centers to increase resources available statewide to provide technical assistance and support to parents, districts and preschool providers.
  • A new Preschool Special Education Unit has been established, beginning in January 2013, to provide a more dedicated focus on issues relating to preschool special education.
  • The State will provide professional development on systems of Response and Recognition, a preschool version of response to intervention practices, through its State Response to Intervention (RtI) Technical Assistance Center (nysrti.org) and newly established regional RtI professional development centers.  This initiative is funded through the State’s federal State Personnel Development Grant.

1 The decrease in the "n" of preschool students with disabilities from 4,388 in 2011-12 to 3,422 in 2012-13 is due to the inclusion of Buffalo in the 2011-12 sample.  In 2012-13, the sample included none of the other Large Cities (Buffalo, Rochester, Syracuse and Yonkers)

Last Updated: February 6, 2014