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Results for Students with Disabilities

2008-09 and 2009-10 School Year Data Report for the RSE-TASC Statewide Meeting May 2010. Results for Students with Disabilities. The 2009-10 special education classification rate increased compared to the previous year. *Revised methodology.

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Results for Students with Disabilities

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  1. 2008-09 and 2009-10 School Year Data Report for the RSE-TASC Statewide Meeting May 2010 Results for Students with Disabilities

  2. The 2009-10 special education classification rate increased compared to the previous year. *Revised methodology **2007-08 was the first year classification rates were calculated based on students with disability counts collected through the Student Information Repository System (SIRS) Statewide Results - March 2010

  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. *Revised methodology **2007-08 was the first year classification rates were calculated based on students with disability counts collected through the Student Information Repository System (SIRS) Statewide Results - March 2010

  4. Special Education Disability Population by Year Statewide Results - March 2010

  5. The special education classification rate is highest for Black and American Indian students. Statewide Classification Rates of Students with Disabilities by Race/Ethnicity 2005-06 (December 1, 2005) – 2009-10 (October 7, 2009) **Includes Students with Disabilities reported as Multi-racial (none in 2005-06, 103 in 2006-07, 218 in 2007-08, 584 in 2008-09, 1099 in 2009-10) March 2010

  6. ELA Results

  7. 2006-2009 3-8 ELA SWD BY NRC Percentage of Students Scoring at Levels 3 and 4

  8. 2006 - 2009 English Language Arts (ELA)Students with Disabilities English Language LearnersThe 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. Number Tested 2005-06 Grade 3: 1,512 Grade 4: 1,858 Grade 5: 2,477 Grade 6: 2,246 Grade 7: 2,195 Grade 8: 2,194 Grades 3-8 Combined: 12,482 Number Tested 2006-07 Grade 3: 3,816 Grade 4: 3,783 Grade 5: 3,451 Grade 6: 2,935 Grade 7: 2,534 Grade 8: 2,433 Grades 3-8 Combined: 18,952 Number Tested 2007-08 Grade 3: 3,474 Grade 4: 3,606 Grade 5: 3,295 Grade 6: 2,841 Grade 7: 2,351 Grade 8: 1,933 Grades 3-8 Combined: 17,500 Number Tested 2008-09 Grade 3: 3,642 Grade 4: 3,712 Grade 5: 3,619 Grade 6: 3,160 Grade 7: 2,740 Grade 8: 2,410 Grades 3-8 Combined: 19,283 Percentage of Students Scoring at Levels 3 and 4

  9. 2006-2009 by Ethnicity 2006 to 2009 Students with Disabilities Grades 3-8 ELA by Ethnicity Level 3 or 4 - Statewide Percentage of Students Scoring at Level 3 or 4 2006 2007 2008 2009 2006 2007 2008 2009 2006 2007 2008 2009 2006 2007 2008 2009 2006 2007 2008 2009 Hispanic American Indian/Alaskan Native Asian/Pacific Islander Black White * 2007 – There were 42 Native Hawaiian/Other Pacific Islander students not included in above chart. 2008 – There were 44 Native Hawaiian/Other Pacific Islander students not included in above chart. 2009 – There were 49 Native Hawaiian/Other Pacific Islander students not included in above chart. ** 2007 – There were 4 Multi-racial students not included in the above chart. 2008 – There were 73 Multi-racial students not included in the above chart. 2009 – There were 265 Multi-racial students not included in the above chart.

  10. The majority of students with disabilities tested on the alternate assessment in ELA performed at an advanced level in all grades. Performance of Students with Disabilities inAlternate Assessments in ELA in 2008-09 School Year Number With Valid Scores 2,434 2,506 2,302 2,471 2,531 2,202 2,682 Final: April 2009

  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. 2009 Regents English Examination & Students with Disabilities Data represents Public Schools, Including Charter Schools

  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. Regents Performance in Selected Cohorts After 4 Years of School

  14. Percent of Students with Disabilities Passing each Regents Competency Test in 2009 • The Regents Competency Tests remain a tool for helping students with disabilities meet graduation requirements. • Approximately half of students with disabilities tested on the reading and math RCT passed it in 2009. Statewide Results - January 2010 Data represents Public Schools, including Charter Schools

  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. Students with Disabilities Outcomes Results After 4 Years, Through June GED 1.7% GED 1.4% GED 2.4% GED 1.3% GED 1.9% Cohort Membership • 28,906 • 26,678 • 28,390 • 31,252 • 32,058

  17. The fifth year of school helps more students with disabilities to meet graduation requirements. Students with Disabilities Graduation Rate After Four Year Through June

  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. 2005 Total Cohort after Four Years as of August Graduation, IEP Diploma and Dropout Rates 2005 Total Cohort 10,753 1,660 2,698 2,486 10,277 4,086 32,058

  19. Since higher standards were adopted in 1996, more than 14 times as many students with disabilities are earning Regents diplomas. Regents Diplomas Awarded to Students with Disabilities

  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 usingresults on the NYSAA for accountability purposes. 2005 Total Cohort of All Students Earning an IEP Diploma after Four Years as of August 0.5% 2005 Total Cohort 77,378 8,983 16,964 14,758 72,316 33,616 224,822

  21. Selected State Performance Plan Indicators

  22. Indicator 3Performance and AYP

  23. NYS exceeded the State’s Performance Plan AYP target in 2008-09 Percent of School Districts Making Adequate Yearly ProgressFor Students with Disabilities in All Required Subjects and Grades Target 59%

  24. Percent of School Districts that Made AYP in All Subjects and Grades in Which they had 30 Students with Disabilities Very few of the districts in New York City and no large city is making AYP for the students with disabilities subgroup in all grades and subjects in which they have at least 30 students with disabilities. Number of Districts: 2003 2004 NYC: 32 32 Large City 4 4 Urban-Suburban 43 43 Rural 123 121 Average 316 321 Low 118 119

  25. Indicator 4Suspensions 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 • Percent of school districts with high rates of suspension decreased from 9.4% of all school districts to 5.9% of all school districts. • The number of school districts that suspended 2.7 % or more of students with disabilities for more than 10 days also decreased.

  27. Indicator 5Least Restrictive Setting forSchool-Age Students with Disabilities

  28. Least Restrictive Environment data for school-age students continue to improve… 1996-97 Public and Private Special Education Placements at Separate Sites for Each BOCES Region and New York City 2 Regions - Less than 2% at Separate Public Sites 9 Regions - 2-4.3% at Separate Public Sites National Average : 4.3 percent 12 Regions - 4.4-7% at Separate Public Sites 16 Regions - Over 7% at Separate Public Sites Separate Settings are defined as schools attended exclusively by students with disabilities; these settings include Chapter 853, Special Act, State Operated and State Supported schools, separate BOCES sites and New York City separate public schools. Indicator 5 5/98

  29. Students with Disabilities (Ages 4-21) in Separate SettingsBy BOCES Region and New York City Based on 2009-10 VR-5 Data 27 of 38 regions (71%) placed 4.3% or fewer Students with Disabilities in Separate Sites in 2009-10 compared to only 46% in 1999-2000 Only 2 of 38 regions (5%) placed 7% or more Students with Disabilities in Separate Sites in 2009-10 compared to 28% in 1999-2000 Less than 2% (17) 2-4.3% (10) 4.4-6.9% (9) More than 6.9% (2) GS Separate Settings are defined as schools attended exclusively by students with disabilities; these settings include Chapter 853, Special Act, State Operated and State Supported schools, separate BOCES sites and New York City separate public schools 3/24/10

  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. Indicator 11 Timely Evaluations of Preschool and School-Age Students for Special Education Eligibility

  32. NYS continues to make progress in the percent of preschool and school age students receiving timely initial evaluations. Percent of Preschool and School-age Referrals for Special Education Receiving Timely Evaluations (target is 100%)

  33. Indicator 13Transition IEPs of Youth Aged 15 or Older

  34. The percent of students aged 15 and over whose IEPs are in compliance with all 8 regulatory requirements has continued to improve over the years, with a different sample of school districts reporting these data annually. Secondary Transition – Percent of Youth with IEPs Determined Reasonable to Meet Post Secondary Goals

  35. Improvement Strategies

  36. 2010-11 Districts Needing Assistance / Intervention • 95* school districts (includes 32 in NYC) • 75 identified for high drop out rates • 55 identified for low graduation rates • 3 identified for AYP – 2 or more consecutive years (ELA) • 12 identified for continuing noncompliance • 39 school districts identified last year that received technical assistance are no longer identified. * Some districts identified for multiple issues

  37. Redesign of Special Education Network • 10 Regional Special Education Technical Assistance Support Centers (RSE-TASC) • School improvement specialists • Regional special education trainers • Behavior specialists (PBIS) • Transition specialists • Bilingual special education specialists • Nondistrict TA providers

  38. Response-to-Intervention • Required phase in by 2011-12 school year • State Technical Assistance Center www.nysrti.org • Guidance document • Parent guide • Program development grants to 14 schools/districts

  39. 44 Schools identified with effective practices 13 received grants to assist other districts Districts needing assistance / intervention for students with disabilities may apply for grant funds to replicate the effective practices S³TAIR Project

  40. And… • Special Education Parent Centers expanded to 14 statewide • 14 Early Childhood Direction Centers assist parents of preschool children and address timely evaluation / services issues • Collaborative work with institutions of higher education in low performing schools and to better prepare special education teachers

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