Special Education Annual Performance Report - October 2009

 

Index of Slides : Text Only Version

  1. Presentation by Rebecca H. Cort, Deputy Commissioner Office of Vocational and Educational Services for Individuals with Disabilities
  2. Results
  3. Academic Outcomes and Students with Disabilities
  4. Trend in Percent of Students with Disabilities Graduating with Regents or Local Diploma After 4 Years as of June
  5. 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
  6. 2004 Total Cohort Status after Four Years as of June (n=31,252 students with disabilities)
  7. More students with disabilities graduate after 5 years.
  8. 2004 Total Cohort after Four Years as of June: Graduation, IEP Diploma and Dropout Rate
  9. Percentage of Students with Disabilities Dropping Out after Four Years as of June - Statewide
  10. Percentage of Students with Disabilities Dropping Out after Four Years as of June - Need Resource Categories
  11. Getting There from Here: Proficiency on State Assessments
  12. Participation Rate of Students with Disabilities Subgroup on State Assessments
  13. Percent of School Districts Making Adequate Yearly Progress For Students with Disabilities in All Required Subjects and Grades
  14. Getting There from Here - Grades 3-8 - English Language Arts (ELA)
  15. Increasingly students with disabilities are demonstrating proficiency by scoring at Levels 3 & 4 on Grade 3-8 ELA Assessments
  16. 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.
  17. Fewer students with disabilities are demonstrating serious academic difficulties by scoring at Level 1 on the ELA examinations
  18. 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.
  19. Proficiency continues to improve for students with disabilities in all racial/ethnic groups across Grades 3-8 ELA
  20. 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
  21. The gap between students with disabilities who were and were not ELL occurs even in Low Need districts
  22. 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.
  23. Getting There from Here: Grades 3-8 Math Proficiency
  24. Increasingly, students with disabilities are showing proficiency by scoring at levels 3 & 4 on the Grade 3-8 Mathematics assessment.
  25. 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.
  26. Students with Disabilities Scoring at Level 1 on 2009 Grades 3-8 Mathematics
  27. High School English and Math Proficiencies
  28. 2008 Regents English Examinations & Students with Disabilities
  29. Students with Disabilities taking Regents Examinations in Sequential Mathematics Course 1 or Math A
  30. Since higher standards were adopted in 1996, more than 13 times as many students with disabilities are earning Regents diplomas.
  31. Regents Competency Tests (RCTs) & Students with Disabilities
  32. Percent of Students with Disabilities Passing RCTs
  33. Suspensions of Students with Disabilities
  34. The number of school districts that suspend at least 2.7% of students with disabilities for more than 10 days is increasing.
  35. Percent of Students with Disabilities being Suspended More than 10 Days in a School Year By Need Resource Capacity of School Districts
  36. Least Restrictive Environment
  37. 1996-97 Public and Private Special Education Placements at Separate Sites for Each BOCES Region and New York City
  38. Students with Disabilities (Ages 4-21) in Separate Settings by BOCES Region and New York City Based on 2008-09 VR-5 Data
  39. Placement of School-Age Students with Disabilities in the Least Restrictive Environment
  40. Preschool Outcomes
  41. Preschool Special Education Program Outcome Measures percent of children entering below age expectations who, by the time of exit in 2007-08…
  42. Disproportionality by Race/Ethnicity
  43. The special education classification rate is increasing
  44. Classification rates vary by Need/Resource categories
  45. The special education classification rate is climbing for racial/ethnic groups, and highest for Black and American Indian students.
  46. Disproportionate Representation by Race/ Ethnicity, 2008-09 Scope of Disproportionality Within Districts
  47. Disproportionate Representation by Race/ Ethnicity, 2008-09: Duration of Disproportionality for Districts
  48. 2007-08 Statewide Data
  49. Initial Evaluations - Preschool and School age - Early Intervention to Preschool Services by the 3rd Birthday
  50. Timely Evaluations of Children Referred for Special Education (target is 100%)
  51. Early Childhood Transitions into Preschool Special Education (target is 100%)
  52. School to Post School Transition Planning
  53. Secondary Transition – Percent of Youth with IEPs Determined Reasonable to Meet Post Secondary Goals (target is 100%)
  54. 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)
  55. Post-High School Outcomes for Young Adults with Disabilities
  56. 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)
  57. Post-School Transition Status of Students with Disabilities 9-14 Months After Leaving High School in June 2007
  58. Number of and Percent of Individuals with Disabilities among the Total Enrollment in NYS Institutions of Higher Education
  59. Class of 2001 at 5 Years Post-High School: Post-Secondary Status for Regents & Local Diploma Recipients
  60. Class of 2001 at 5 Years Post-High School: Employment Status by Diploma
  61. Class of 2001 at 5 Years Beyond HS: Level of Employment in the Labor Market
  62. Implications of the Data
  63. Federal and State Policy Issues
  64. NCLB Reauthorization
  65. State Policy Issues
  66. Leading the way…. The future is what you cause it to be.

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