Index of Slides : Graphic Version 800x600
- Presentation by Rebecca H. Cort, Deputy Commissioner Office of Vocational and Educational Services for Individuals with Disabilities
- Results
- Academic Outcomes and Students with Disabilities
- Trend in Percent of Students with Disabilities Graduating with Regents or Local Diploma After 4 Years as of June
- Trends in Percent of Students with Disabilities Graduating with regents or Local Diploma After 4 Years as of June By Need Resource Capacity of School Districts
- 2004 Total Cohort Status after Four Years as of June (n=31,252 students with disabilities)
- More students with disabilities graduate after 5 years.
- 2004 Total Cohort after Four Years as of June: Graduation, IEP Diploma and Dropout Rate
- Percentage of Students with Disabilities Dropping Out after Four Years as of June - Statewide
- Percentage of Students with Disabilities Dropping Out after Four Years as of June - Need Resource Categories
- Getting There from Here: Proficiency on State Assessments
- Participation Rate of Students with Disabilities Subgroup on State Assessments
- Percent of School Districts Making Adequate Yearly Progress For Students with Disabilities in All Required Subjects and Grades
- Getting There from Here - Grades 3-8 - English Language Arts (ELA)
- Increasingly students with disabilities are demonstrating proficiency by scoring at Levels 3 & 4 on Grade 3-8 ELA Assessments
- Proficiency is improving in every Need/Resource Capacity category of school districts on Grade 3-8 ELA assessments. But Gaps among school districts in these categories persist.
- Fewer students with disabilities are demonstrating serious academic difficulties by scoring at Level 1 on the ELA examinations
- Fewer students with disabilities are demonstrate serious academic difficulties in each of the Big Five Cities. But, more students in Big Five Cities score at level 1 compared to rest of school districts.
- Proficiency continues to improve for students with disabilities in all racial/ethnic groups across Grades 3-8 ELA
- There were slight improvements in every grade on the Grade 3-8 ELA, but the performance of students with disabilities who are also English language learners (ELL) is very low
- The gap between students with disabilities who were and were not ELL occurs even in Low Need districts
- The gap between performance of students with disabilities and general education students at proficient levels in Grades 3-8 ELA is significant in all New/Resource categories of school districts.
- Getting There from Here: Grades 3-8 Math Proficiency
- Increasingly, students with disabilities are showing proficiency by scoring at levels 3 & 4 on the Grade 3-8 Mathematics assessment.
- Proficiency of students with disabilities in Grades 3-8 math improved in each of the Big Five Cities. But, fewer students in Big Five Cities demonstrate proficiency compared to rest of school districts.
- Students with Disabilities Scoring at Level 1 on 2009 Grades 3-8 Mathematics
- High School English and Math Proficiencies
- 2008 Regents English Examinations & Students with Disabilities
- Students with Disabilities taking Regents Examinations in Sequential Mathematics Course 1 or Math A
- Since higher standards were adopted in 1996, more than 13 times as many students with disabilities are earning Regents diplomas.
- Regents Competency Tests (RCTs) & Students with Disabilities
- Percent of Students with Disabilities Passing RCTs
- Suspensions of Students with Disabilities
- The number of school districts that suspend at least 2.7% of students with disabilities for more than 10 days is increasing.
- Percent of Students with Disabilities being Suspended More than 10 Days in a School Year By Need Resource Capacity of School Districts
- Least Restrictive Environment
- 1996-97 Public and Private Special Education Placements at Separate Sites for Each BOCES Region and New York City
- Students with Disabilities (Ages 4-21) in Separate Settings by BOCES Region and New York City Based on 2008-09 VR-5 Data
- Placement of School-Age Students with Disabilities in the Least Restrictive Environment
- Preschool Outcomes
- Preschool Special Education Program Outcome Measures percent of children entering below age expectations who, by the time of exit in 2007-08…
- Disproportionality by Race/Ethnicity
- The special education classification rate is increasing
- Classification rates vary by Need/Resource categories
- The special education classification rate is climbing for racial/ethnic groups, and highest for Black and American Indian students.
- Disproportionate Representation by Race/ Ethnicity, 2008-09 Scope of Disproportionality Within Districts
- Disproportionate Representation by Race/ Ethnicity, 2008-09: Duration of Disproportionality for Districts
- 2007-08 Statewide Data
- Initial Evaluations - Preschool and School age - Early Intervention to Preschool Services by the 3rd Birthday
- Timely Evaluations of Children Referred for Special Education (target is 100%)
- Early Childhood Transitions into Preschool Special Education (target is 100%)
- School to Post School Transition Planning
- Secondary Transition – Percent of Youth with IEPs Determined Reasonable to Meet Post Secondary Goals (target is 100%)
- Trends in Compliance on Specific Requirements Related to Appropriate Content in IEPs of Youth in Transition (Compliance is expected to be 100% for every student with a disability)
- Post-High School Outcomes for Young Adults with Disabilities
- 2007-08 Post-School Outcomes of Students with Disabilities at Any Point within 1 Year of Leaving High School in 2006-07 (outcomes exclude Military Service)
- Post-School Transition Status of Students with Disabilities 9-14 Months After Leaving High School in June 2007
- Number of and Percent of Individuals with Disabilities among the Total Enrollment in NYS Institutions of Higher Education
- Class of 2001 at 5 Years Post-High School: Post-Secondary Status for Regents & Local Diploma Recipients
- Class of 2001 at 5 Years Post-High School: Employment Status by Diploma
- Class of 2001 at 5 Years Beyond HS: Level of Employment in the Labor Market
- Implications of the Data
- Federal and State Policy Issues
- NCLB Reauthorization
- State Policy Issues
- Leading the way…. The future is what you cause it to be
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