Report for the RSE-TASC Statewide Meeting - May 2010


Index of Slides : Graphic Version 800x600

  1. Results for Students with Disabilities
  2. The 2009-10 special education classification rate increased compared to the previous year.
  3. Although the 2009-10 special education classification has increased compared to the previous years, the actual number of students with disabilities peaked in 2007-08.
  4. Special Education Disability Population by Year
  5. The special education classification rate is highest for Black and American Indian students.
  6. ELA Results
  7. 2006-2009 3-8 ELA SWD BY NRC
  8. 2006 - 2009 English Language Arts (ELA) Students with Disabilities English Language Learners The performance of students with disabilities in grades 3-8 who are also English Language Learners is very low, however, there were slight improvements in each grade.
  9. 2006-2009 by Ethnicity
  10. The majority of students with disabilities tested on the alternate assessment in ELA performed at an advanced level in all grades.
  11. Regents and RCT Examination Results
  12. In the 2009-10 school year, the number of students with disabilities tested on Regents examination in English decreased compared to a trend of increasing numbers since 2002.
  13. More students with disabilities in the 2005 cohort as compared to the 2001 cohort were tested and more passed each Regents exam, but too many students remain not tested within four years.
  14. Percent of Students with Disabilities Passing each Regents Competency Test in 2009
  15. Total Cohort Outcomes
  16. Although 4-year graduation rates for students with disabilities have not improved, more students are remaining in school and fewer are dropping out.
  17. The fifth year of school helps more students with disabilities to meet graduation requirements.
  18. In the High Need Districts (NYC, Large 4 Cities, Urban/Suburban and Rural High Need) graduation rates are lowest, dropout rates are highest and more students with disabilities earn an IEP diploma compared to Average or Low Need districts.
  19. Since higher standards were adopted in 1996, more than 14 times as many students with disabilities are earning Regents diplomas.
  20. In all need resource categories of school districts except the low need districts, the percentage of students earning an IEP diploma exceeds the 1% of students who can demonstrate proficiency on State assessments by using results on the NYSAA for accountability purposes.
  21. Selected State Performance Plan Indicators
  22. Indicator 3 Performance and AYP
  23. Percent of School Districts Making Adequate Yearly Progress For Students with Disabilities in All Required Subjects and Grades
  24. Percent of School Districts that Made AYP in All Subjects and Grades in Which they had 30 Students with Disabilities
  25. Indicator 4 Suspensions of Students with Disabilities for More than 10 Days Out-of-School
  26. The number of school districts that suspend at least 2.7% of students with disabilities for more than 10 days
  27. Indicator 5 Least Restrictive Setting for School-Age Students with Disabilities
  28. 1996-97 Public and Private Special Education Placements at Separate Sites for Each BOCES Region and New York City
  29. Students with Disabilities (Ages 4-21) in Separate Settings By BOCES Region and New York City Based on 2009-10 VR-5 Data
  30. In the Big Five cities, more than twice as many students with disabilities are placed in general education classrooms for less than 40 percent of the day compared to the national average.
  31. No Title
  32. Percent of Preschool and School-age Referrals for Special Education Receiving Timely Evaluations (target is 100%)
  33. Indicator 13 Transition IEPs of Youth Aged 15 or Older
  34. Secondary Transition – Percent of Youth with IEPs Determined Reasonable to Meet Post Secondary Goals
  35. Improvement Strategies
  36. 2010-11 Districts Needing Assistance / Intervention
  37. Redesign of Special Education Network
  38. Response-to-Intervention
  39. S³TAIR Project
  40. And…

Return to Format List