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Vocational and Educational Services for Individuals with Disabilities (VESID)
Special Education and Vocational Rehabilitation Services


                                  

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New York State Education Department

 

 

IDEA Part B State Performance Plan

2005-2010

 

 

 

Office Of Vocational And Educational Services For Individuals With Disabilities

 

 

December 2005


Available in PDF Format for Printing

 



 

THE UNIVERSITY OF THE STATE OF NEW YORK

 

Regents of The University

 

Robert M. Bennett, Chancellor, B.A., M.S. .......................................................................

Tonawanda
Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. ................................................   Hollis
Saul B. Cohen, B.A., M.A., Ph.D.........................................................................................     New Rochelle
James C. Dawson, A.A., B.A., M.S., Ph.D. .........................................................................    Peru
Anthony S. Bottar, B.A., J.D. .............................................................................................   North Syracuse
Merryl H. Tisch, B.A., M.A., Ed.D. ....................................................................................    New York
Geraldine D. Chapey, B.A., M.A., Ed.D. .......................................................................... Belle Harbor
Arnold B. Gardner, B.A., LL.B...........................................................................................   Buffalo
Harry Phillips, 3rd, B.A., M.S.F.S. .................................................................................... Hartsdale
Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D................................................. Albany
Lorraine A. CortÉs-VÁzquez, B.A., M.P.A......................................................................   Bronx
James R. Tallon, Jr., B.A., M.A.  ......................................................................................... Binghamton
Milton L. Cofield,  B.S., M.B.A., Ph.D. .............................................................................     Rochester
John Brademas, B.A., Ph.D. .................................................................................................   New York
Carol Bellamy, A.B., J.D......................................................................................................    Brooklyn
Roger B. Tilles, B.A., J.D.......................................................................................................    Great Neck

 

President of The University and Commissioner of Education
Richard P. Mills

Deputy Commissioner
Office of Vocational and Educational Services for Individuals with Disabilities

Rebecca H. Cort

Statewide Coordinator for Special Education
James P. DeLorenzo
 

 

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities.  Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request.  Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.

 




OVERVIEW

Public Law 108-446, the Individuals with Disabilities Education Act (IDEA) 2004, requires the State Education Department (SED) to develop and submit a six year State Performance Plan (SPP) to the Office of Special Education Programs (OSEP) at the U.S. Department of Education (USDOE).  The SPP is designed to evaluate the State's efforts to implement the requirements and purposes of IDEA and describe how the State will improve results.  OSEP has identified three monitoring priorities and 20 indicators relating to the priority areas that must be reported in the SPP.  For each of the indicators, the State must establish measurable and rigorous targets and improvement activities for a six-year period of time.  The priority areas and indicators addressed in the SPP for 2005-2010 are as follows:

Priority: Free Appropriate Public Education in the Least Restrictive Environment

  1. Percent of youth with individualized education programs (IEPs) graduating from high school with a regular diploma compared to percent of all youth in the State graduating with a regular diploma.
     

  2. Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school.
     

  3. Participation and performance of children with disabilities on statewide assessments:

  1. Rates of suspension and expulsion:
  1. Percent of children with IEPs ages 6 through 21:
  1. Percent of preschool children with IEPs who receive special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).

  1. Percent of preschool children with IEPs who demonstrate improved:
  1. Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Priority:  Disproportionality

  1. Percent of districts identified with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. 
     

  2. Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. 

Priority:  Effective General Supervision Part B

Child Find and Effective Transitions

  1. Percent of children with parental consent to evaluate, who were evaluated and eligibility determined within 60 days.
     

  2. Percent of children referred by Part C (Early Intervention Services) prior to age three (3), who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. 

  1. Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. 

  1. Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

General Supervision

  1. General supervision system (including monitoring, complaints, hearings, etc.) identifies and corrects noncompliance as soon as possible but in no case later than one year from identification. 
     

  2. Percent of signed written complaints with reports issued that were resolved within 60-day timeline or a timeline extended for exceptional circumstances with respect to a particular complaint. 

  1. Percent of fully adjudicated due process hearing requests that were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party. 
     

  2. Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements. 
     

  3. Percent of mediations held that resulted in mediation agreements. 
     
  4. State reported data (618) and SPP and Annual Performance Report are timely and accurate. 

        The State must report annually to the public and OSEP on the State’s performance on each target for all 20 of the indicators in the SPP.  Furthermore the State must also report annually to the public on each local educational agency’s (LEA) performance on the targets for the first 14 indicators.  The first annual performance report (APR) is due on February 1, 2007.

          Questions regarding the SPP may be directed to the New York State Education Department, Office of Vocational and Educational Services (VESID), Special Education Services at 518-473-2878.  For more information on these federal requirements see: www.ed.gov/policy/speced/guid/idea/bapr/index.html


 


TABLE OF CONTENTS 

Overview of the State Performance Plan Development

Indicator 1: Graduation Rates

Indicator 2: Drop-Out Rates

Indicator 3: Assessment

Indicator 4: Suspension/Expulsion

Indicator 5: Least Restrictive Environment – School Age

Indicator 6: Least Restrictive Environment – Preschool

Indicator 7: Preschool Outcomes

Indicator 8: Parental Involvement

Indicator 9: Disproportionality in Special Education by Race/Ethnicity

Indicator 10: Disproportionality in Classification/Placement by Race/Ethnicity

Indicator 11: Child Find

Indicator 12: Early Childhood Transition

Indicator 13: Secondary Transition

Indicator 14: Post-School Outcomes

Indicator 15: Identification and Correction of Noncompliance

Indicator 16: Complaint Timelines

Indicator 17: Due Process Timelines

Indicator 18: Hearing Requests Resolved by Resolution Session

Indicator 19: Mediation Agreements

Indicator 20: State Reported Data

Attachment 1:  Report of Dispute Resolution

Attachment 2: Overview of NYS Sampling Methodology