Overview of the Annual Performance Report Development:
See Overview of the Development of the Annual Performance Report in the Introduction section, page 1.
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Monitoring Priority: FAPE in the LRE |
Indicator 6: Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (i.e., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).
(20 U.S.C. 1416(a)(3)(A))
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Measurement: Percent = [(# of preschool children with IEPs who received special education services in settings with typically developing peers) divided by the (total # of preschool children with IEPs)] times 100. |
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FFY |
Measurable and Rigorous Target |
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FFY 2006 |
NYS will need to set new targets based on changes that are being made in the federal measure for this indicator. |
Actual Target Data for FFY 2006:
Not applicable.
Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2006:
Improvement Activities Completed in 2006-07
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2006 [If applicable]
Not applicable. Reporting on this
indicator is not required for the FFY 2006 APR due February 1, 2008. This is
because changes were made recently by USED in the 618 State-reported data collection
requirements, affecting the data being gathered for FFY 2006. The new baseline
and targets will be reported in the FFY 2007 APR due February 1, 2009.
Overview of the Annual Performance Report Development:
See Overview of the Development
of the Annual Performance Report in the Introduction section, page 1.
|
Monitoring Priority: FAPE in the LRE |
Indicator 7: Percent of preschool children with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
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Measurement: A. Positive social-emotional skills (including social relationships): a. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100. b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100. d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. If a + b + c + d + e does not sum to 100%, explain the difference. B. Acquisition and use of knowledge and skills (including early language/communication and early literacy): a. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100. b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100. d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. If a + b + c + d + e does not sum to 100%, explain the difference. C. Use of appropriate behaviors to meet their needs: a. Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100. b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100. d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100. If a + b + c + d + e does not sum to 100%, explain the difference. |
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FFY |
Measurable and Rigorous Target |
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FFY 2006 (School Year 2005-06) |
None this year. Only progress data and improvement activities are required this year. States are not required to report baseline and targets until February 2010. See State Performance Plan for discussion of progress data and improvement activities. |
Actual Target Data for FFY 2006:
Progress data are provided in the SPP.
Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2006:
Improvement activities are reported in the SPP.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2006 [If applicable]
Not applicable.