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 1: Percent of youth with individualized education programs (IEPs) graduating from high school with a regular diploma.
(20 U.S.C. 1416 (a)(3)(A))
Measurement for youth with IEPs is the same measurement as for all youth. The calculation is explained below.
New York State’s (NYS) Measurement:
Percent of “total cohort” of students with disabilities who graduate with a high school diploma (Regents or local diploma) as of August after four years of first entering 9th grade or, for ungraded students with disabilities, after four years of becoming 17 years of age.
Note: The above measurement is the same as was used in the federal fiscal year (FFY) 2008 (2008-09) APR, but represents a change from the data provided in the FFY 2007, FFY 2006, and FFY 2005 APRs. In these earlier documents, the State reported results of the total cohort after four years as of June (or for ungraded students with disabilities, after four years from becoming 17 years of age). Based on a change in federal requirements for FFY 2008, which required the State to use the same data as are used under Title I of the Elementary and Secondary Education Act (ESEA), the change has been made to report results of the total cohort, four years later, as of August (or for ungraded students with disabilities, after four years from becoming 17 years of age).
NYS uses the same graduation rate calculation and timeline established by the United States Department of Education for accountability reporting under Title I of ESEA. At the beginning of the State Performance Plan in 2004-05, this was the percent of “graduation-rate cohort” of students with disabilities who graduated with a high school diploma (Regents or local diploma) as of August 31 of the fourth year after first entering 9th grade or for ungraded students with disabilities, after four years of becoming 17 years of age. In order to maintain consistency with ESEA in defining this measure, the definition for the graduation percent changed during school year 2005-06 to reference the “Total Cohort,” as described below.
Student Information Repository System (SIRS) for collecting graduation data for all students.
NYS’ Calculation for the 2011-12 School Year:
The denominator is the Total Cohort. See below for the definition of the 2007 district total cohort. NYS reports data on the 2007 total cohort graduates as of August 2011, which is during the 2011-12 school year.
The 2007 district total cohort consists of all students, regardless of their current grade level, who met one of the following conditions:
- First entered 9th grade at any time during the 2007-08 school year (July 1, 2007 through June 30, 2008); or, in the case of ungraded students with disabilities, reached their 17th birthday during the 2007-08 school year.
- Ungraded students are included in the 2007 cohort if their birth date is between July 1, 1990 and June 30, 1991 (inclusive).
Students who have spent at least one day in district schools or out-of-district placements during year 1, 2, 3, or 4 of high school are included in the district total cohort unless they transferred to another diploma-granting program outside the district. For the 2007 Total Cohort, years 1, 2, 3, and 4 are the 2007-08, 2008-09, 2009-10, and 2010-11 school years, respectively. Beginning with APR reporting in the 2011-12 school year, the five-month requirement changed to a one-day requirement for inclusion in the district total cohort (unless the student transferred to another diploma-granting program outside the district). This change applies to students with and without disabilities.
A student will be included in the district total cohort if the student’s enrollment record in the district shows that the student was enrolled for at least one day (not including July and August) and the reason for ending enrollment in the district was not one of the following: transferred to a school in another district, a nonpublic school, or a school outside New York; died; transferred by court order; or left the US.
The numerator for the calculation of graduation rate is the number of students with disabilities in the Total Cohort who graduated with a high school diploma (Regents or local diploma) as of August 2011 after four years of first entering 9th grade or, for ungraded students with disabilities, after four years of becoming 17 years of age.
Graduation rate data for students with disabilities is calculated the same as for all students. In NYS, students with disabilities must earn a Regents or local diploma to be included in the counts of graduating students. Students with disabilities who earn an IEP diploma are not considered high school graduates. Detailed information on graduation requirements can be found at http://www.p12.nysed.gov/ciai/gradreq/revisedgradreq3column.pdf.
For graduation requirements for students who first entered 9th grade in 2007, see http://www.p12.nysed.gov/ciai/gradreq/2007GradReqDetails.html.
|Federal Fiscal Year (FFY)||Measurable and Rigorous Target|
(2011-12 school year results)
(2007 total cohort, as of August, four years later)
|The percent of youth with IEPs graduating from high school with a regular high school diploma within four years as of August will be 55 percent.|
Actual Target Data for FFY 2012:
47.7 percent of youth with IEPs graduated from high school with a regular high school diploma within four years, as of August 2011.
Total Cohort, as of August, Four Years Later
|Cohort Year||All Students||Students with Disabilities|
|# in Cohort||Graduation Number & Rate||# in Cohort||Graduation Number & Rate|
|2007||222,349||n = 171,386
|32,690||n = 15,600
|2007 Total Cohort of SWD Four Years Later as of August|
|# in Cohort||Grad Rate1|
|New York City (NYC)||11,669||31.8%|
|Large Four Cities||1,750||30.4%|
High Need Districts
|Rural High Need Districts||2,170||47.7%|
|Average Need Districts||9,990||57.8%|
|Low Need Districts||4,695||76.7%|
Group of School Districts
|2007 Total Cohort of SWD Four Years Later as of August|
|# in Cohort||Grad Rate|
|Big Five Cities2||13,419||31.6%|
|Rest of State||19,271||58.9%|
Discussion of Improvement Activities and Explanation of Slippage, if the State did not meet its target, that occurred for FFY 2012:
In the 2011-12 school year, the State did not meet its target of 55 percent for this indicator. The 2011-12 (2007 cohort) graduation rate of 47.7 percent showed slight improvement compared to the 2010-11 (2006 cohort) graduation rate of 47.5 percent3. This slight improvement is significant, however, as it was achieved despite the implementation of the more stringent one-day rule for inclusion in the total cohort.
Improvement Activities Completed during 2012-13
- To the extent resources permitted, the State assigned a Special Education School Improvement Specialist (SESIS) from its State-funded Regional Special Education Technical Assistance Support Centers (RSE-TASC) to each district identified as needing assistance or intervention under the Individuals with Disabilities Education Act to determine the root cause of the results for the students with disabilities subgroup and inform the district’s development of a district Comprehensive Improvement Plan. Reviews were conducted using a revised Diagnostic Tool for School District Effectiveness rubric. See http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/home.html.
- During the 2012-13 school year, the Special Education Quality Assurance monitoring staff conducted focused reviews in 18 school districts that targeted policies, practices and procedures in key areas, including: individual evaluations and eligibility determinations; IEP development and implementation; appropriate instruction from qualified staff; access, participation and progress in the general education curriculum; instruction in literacy; behavioral support; and parental involvement.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2013: