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 6:  Percent of children aged 3 through 5 with individualized education programs (IEPs) attending a:

  1. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
  2. Separate special education class, separate school or residential facility.
    (20 U.S.C. 1416(a)(3)(A))

Measurement:

  1. Percent = [(# of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program) divided by the (total # of children aged 3 through 5 with IEPs)] times 100.
  2. Percent = [(# of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility) divided by the (total # of children aged 3 through 5 with IEPs)] times 100.

Data Source:
The Student Information Repository System (SIRS) is used to collect individual student data on all students.  New York State (NYS) will use the data collected and reported annually to the United States Department of Education (USDOE) in the 618 report on Table 3 of Information Collection 1820-0517 (Part B, Individuals with Disabilities Education Act Implementation of FAPE Requirements).  These data are also provided to USDOE in the appropriately formatted EDFacts files.

Federal Fiscal Year (FFY) Measurable and Rigorous Target
FFY 2012
(2012-13 school year)
Measurement A:  42.7 percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.
Measurement B:  26.3 percent of children aged 3 through 5 with IEPs attending a separate special education class, separate school, or residential facility.

Actual Target Data for FFY 2012:

Measurement A:  43.7 percent of children aged 3 through 5 with IEPs received the majority of their special education and related services in the regular early childhood program.  NYS exceeded its target for this measurement.

Measurement B: 23.5 percent of children aged 3 through 5 with IEPs attended a separate special education class, separate school or residential facility.  NYS exceeded its target for this measurement.

Number of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program Total # of children aged 3 through 5 with IEPs Percent
28,269  (26,467 1 + 1,802)2 65,031 43.47%

Number of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility Total # of children aged 3 through 5 with IEPs Percent
15,292  (11,567 3+ 3,722 4+ 3 5) 65,031 23.514%

In FFY 2011, there were 64,032 children ages 3-5 with IEPs.  In FFY 2012, there were 65,031 children ages 3-5 with IEPs.  Despite the increase in numbers of preschool students, the State increased the percent of students receiving special education services in the regular early childhood program by 1.2 percentage points and decreased the percent of students placed in separate classes and schools by 3.2 percentage points.

Analysis by geographic regions indicates wide differences.  The following maps, by Board of Cooperative Educational Services (BOCES) regions, display regional disaggregation of the data.  In FFY 2011, seven regions of the State served less than 19.3 percent of the preschool students in regular early childhood settings; in FFY 2012, there were six regions in this category.  In both FFY 2011 and FFY 2012, there were six regions that placed more than 22.2 percent of preschool students in separate classes or schools.

Percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving services in the regular early childhood program (2012-13) - Measurement A Map - Word Word Document (97 KB)

Percent of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility (2012-13) - Measurement B Map - Word Word Document (97 KB)

Discussion of Improvement Activities and Explanation of Slippage, if the State did not meet its target, that occurred for FFY 2012:

NYS met, and exceeded, its targets for both Measurement A and Measurement BHowever, because of the regional variability of the data across NYS, the State Education Department will conduct regional discussions to ascertain regional root cause analysis and engage stakeholders to reach consensus on recommendations to address regional disparities in placement of students in separate classes and schools.

The proposed timeline to conduct regional stakeholder meetings to address the regional variations in preschool LRE has been revised to begin in January 2014 and continue throughout the 2014-15 and 2015-16 school years. 

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2013 [If applicable]  

None


1 Number attending a regular early childhood program 10 hours or more a week and receiving the majority of special education and related services in the regular early childhood program

2 Number attending a regular early childhood program less than 10 hours a week and receiving the majority of special education and related services in the regular early childhood program

3 Number placed in a special class

4 Number placed in a separate school

5 Number placed in a residential school

Last Updated: February 6, 2014