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School Report Card: An Overview. Students with Disabilities 2002-2003. Eliminate unneeded referrals to special education. Return students to general education where possible. Referral rates remain within one percentage point for the last seven years.

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School report card an overview l.jpg

School Report Card:An Overview

Students with Disabilities

2002-2003


Special education report card goals vs results l.jpg

Eliminate unneeded referrals to special education.

Return students to general education where possible.

Referral rates remain within one percentage point for the last seven years.

Preschool declassification is improving but school-age declassification is not.

Special Education Report CardGoals vs. Results


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Educate students in schools with their nondisabled peers.

Improve achievement of students with disabilities.

More preschool and school-age students are in regular classes.

Achievement is up in elementary and middle school Math, down in Grade 4 and 8 English. More taking Regents Exams; achievement is mixed. Graduation up. Regents Diplomas up. College rates up.

Special Education Report CardGoals vs. Results


Vocational rehabilitation report card goals vs results l.jpg

Place 20,000 people in jobs annually, with more in integrated settings.

Small increase in people getting jobs to over 15,000 annually and more in integrated settings but still short of goal.

Vocational Rehabilitation Report Card: Goals vs. Results


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The classification rate of students with disabilities rose slightly last year but has remained fairly constant for several years.

*The methodology to compute the total enrollment of all students was revised to reflect the

current availability of enrollment data from BEDS enrollment reports.


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The overrepresentation of Black students in special education did not increase, and for Hispanic students it declined.

Under

Over

Over

Under

Over


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The percentage of preschool students with disabilities declassified continues to increase, while school-age declassification remains the same.


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The percentage of preschool students with disabilities receiving special education services in integrated settings continues to increase and is above the national average.

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Integrated settings for preschool students with disabilities are those in which special education services are provided at home, part-time or full-time in typical early childhood programs.


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New York continues to surpass the national average: more school-age students with disabilities attend regular classes for 80+% of the school day.


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But more minority students are placed in more restrictive settings than are white students.

Placement of Students with Disabilities by Race/Ethnicity December 2, 2002


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Achievement of students with disabilities declined last year in elementary English.

2003 Elementary English Examination

Students with Disabilities tested

2003: 26,583

2002: 27,393

2001: 28,142

2000: 27,859

1999: 24,958



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Students with disabilities made good gains in elementary math. More met all standards (level 3, 4). Fewer showed serious academic difficulties (level 1).

Elementary Mathematics Examination

Students with Disabilities Tested

2003: 27,216

2002: 27,660

2001: 28,767

2000: 28,299

1999: 28,223


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The achievement gap is closing in elementary Math. math. More met all standards (level 3, 4). Fewer showed serious academic difficulties (level 1).


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Performance declined compared to the previous year in middle school English. However, significantly more students with disabilities participated.

Students with Disabilities Tested

2003: 30,172

2002: 28,483

2001: 26,554

2000: 25,734

1999: 23,753


Major achievement gap continues for poor minority students16 l.jpg
Major achievement gap continues for poor, minority students. school English. However, significantly more students with disabilities participated.


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For the past several years, fewer students have shown serious academic difficulties in middle school Math, scoring in level 1. And more students with disabilities are participating in the examination.

Students with Disabilities Tested

2003: 29,921

2002: 28,156

2001: 26,995

2000: 25,799

1999: 24,475




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Regents English Exam each year.

Since 1997, there has been a 269% increase in the number of students with disabilities tested. Of the students tested in 2003, 59% achieved a score between 55-100.


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Regents Math Exam each year.

Since 1997, there has been a 191% increase in the number of students with disabilities tested. Of the students tested in 2003, 46% achieved a score between 55-100.

*Results beginning in 1999 reflect students taking either of the two math examinations. Sequential Mathematics Course I examination

was discontinued in 2002.


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Regents Global History and Geography Exam each year.

Since 1997, there has been a 282% increase in the number of students with disabilities tested. Of the students with disabilities tested in 2003, 57% achieved a score between 55-100.

* The Global History and Geography examination replaced the Global Studies examination in 2000.

The numbers for 2000 include both examinations.


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Regents U.S. History and Government Exam each year.

Since 1997, there has been a 294% increase in the number of students with disabilities tested. Of the students tested in 2003, 75% achieved a score between 55-100.

* Numbers for 2001 reflect the administration of the old and revised U.S. History and Government examination.


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Regents Biology/Living Environment Exam each year.

Since 1997, there has been a 443 percent increase in the number of students with disabilities taking a science Regents examination. Of the students tested in 2003, 71.4 percent achieved a score between 55-100.


Cohort performance on regents english examination after four years of high school l.jpg

A smaller each year.percentage of students with disabilities passed the English Regents Exam at 55. But more students were counted and more are passing.

Cohort Performance on Regents English Examination After Four Years of High School

Students with Disabilities Enrollment in Cohort After Four Years

Students entered 9th grade in theseYears

1999: 16,878**

1998: 13,202**

1997: 12,060

1996: 10,838*

*The 1996 cohort excluded students working towards an IEP diploma.

**More students were reported in the new data system.

63% At 55-100

66% At 55-100

57% At 55-100

49% At 55-100


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A smaller each year.percentage of students with disabilities passed the Regents Math Exam. But more students were counted and more are passing.

Cohort Performance on Regents Mathematics Examination After Four Years of High School

Students with Disabilities Enrollment in Cohort After Four Years

Students entered 9th grade in these Years:

1999: 16,878**

1998: 13,202**

1997: 12,060

1996: 10,838*

*The 1996 cohort excluded students working towards an IEP diploma.

**More students were reported in the new data system.

38% At 55-100

51% At 55-100

44% At 55-100

40% At 55-100


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Achievement on the Regents Global History and Geography Exam remained relatively high.

Cohort Performance on Regents Global History and Geography after four years

Students with Disabilities Enrollment in Cohort After Four Years

1999: 16,878

1998: 13,202

*More students were reported in the new data system.

60% At 55-100

59% At 55-100


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A smaller remained relatively high. percentage of students with disabilities passed the Regents U.S. History and Government Exam, but more were counted and more passed.

Students with Disabilities Enrollment in Cohort After Four Years

Students entered 9th grade in these Years:

1999: 16,878*

1998: 13,202*

*More students were reported in the new data system.

Cohort Performance on Regents U.S. History and Government Examination After Four Years of High SchoolStudents with Disabilities

53% at 55-100

51% at 55-100


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54 percent of the 1999 cohort of students with disabilities achieved a score of 55-100 on the Regents Living Environment Exam after four years.

Cohort Performance on Regents Living Environment Examination After Four Years of High School

Students with Disabilities Enrollment in Cohort After Four Years

Students entered 9th grade in this year:

1999: 16,878

53.6% at 55-100


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Regents English Exam achieved a score of 55-100 on the Regents Living Environment Exam after four years.

49% of students with disabilities in the 1999 cohort scored 55 or above in four years, but the achievement gap is wide.


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The achievement gap continues in high school. achieved a score of 55-100 on the Regents Living Environment Exam after four years.


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Special Education in the Big 5 achieved a score of 55-100 on the Regents Living Environment Exam after four years.

How Students with Disabilities Are Doing Compared to the Rest of the State


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Minority students are concentrated in the Big Five Cities, where they constitute the majority.

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The classification rates of school-age students with disabilities in Buffalo, Rochester and Syracuse remain higher than in New York City and Yonkers.


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New York City provides special education services to the lowest percentages of preschool students with disabilities in integrated settings compared to other large cities. Most other Big 5 cities are well above the national average.

Integrated settings for preschool students with disabilities are those in which special education services are provided at home, part-time or full-time in typical early childhood programs.


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New York City and the Urban-Suburban High Need districts are below the national average in serving school-age students with disabilities in integrated settings and they also place the greatest percentage of students with disabilities in separate education settings.

*The large 3 cities include Buffalo, Rochester and Syracuse. Yonkers data are under review.


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Here’s a look at each of the Big 5 compared to the rest of the State.

Percent of School-Aged Students with Disabilities (Ages 6-21)by Types of Education SettingsLarge Five Cities Compared to Other School Districts (2002-03)

* Yonkers data are under review.


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However, all of the Big 5 are placing more students in general education classes for more of the day.

Percent in General Education Programs for 80 Percent or More of the School Day

1999 2000 2001 2002

New York City 44.7 45.1 45.9 47.0

Buffalo 50.8 58.6 55.6 55.0

Rochester 38.8 47.1 56.9 60.1

Syracuse 50.1 49.3 54.1 53.7

Yonkers 30.9 NA* NA* NA*

Big Five Cities 44.6 45.6 46.8 47.9

New York State 44.6 49.5 51.1 51.8

National 47.3 46.5 48.4 48.2

*Yonkers data are under review.


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More minority students with disabilities receive special education services in more restrictive settings. This is due in large part to the service delivery systems in New York City and Rochester.

Placement of Students with Disabilities by Race/Ethnicity December 2, 2002


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Fewer Black and Hispanic students in New York City are placed in general education classes than are white students.


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Achievement of students with disabilities in elementary English is generally lower in the Big 5 than in the rest of the State, except in Yonkers.

Elementary English 2003Percentage at Level 3 and Above Comparison of General Education Studentsand Students with Disabilities


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Elementary English Exam- Students with Disabilities English is generally lower in the Big 5 than in the rest of the State, except in Yonkers.Percent at or Above Level 3

1999 2000 2001 2002 2003

New York City

Buffalo

Rochester

Syracuse

Yonkers

Other School

Districts

NYS-Public

7.8

9.5

11.5

14.7

15.2

16.1

17.1

15.8

20.2

12.1

7.5

12.9

21.1

32.8

14.9

12.1

13.6

14.8

16.4

23.1

28.2

29.6

29.9

32.0

8.7

26.0

37.2

36.7

40.3

28.0

19.0

25.6

25.6

29.7

22.6


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Students with disabilities score higher in elementary Math than English, but performance is still not good enough.

Elementary Math 2003Percentage at Level 3 and Above Comparison of General Education Studentsand Students with Disabilities


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Elementary Math Exam - Students with Disabilities than English, but performance is still not good enough.Percent at or Above Level 3

1999 2000 2001 2002 2003

New York City

Buffalo

Rochester

Syracuse

Yonkers

Other School

Districts

NYS-Public

17.2

14.2

19.0

19.7

31.8

32.5

25.0

32.8

28.7

37.2

21.0

17.7

28.6

35.3

37.7

31.7

23.2

32.4

32.0

51.4

24.5

28.5

33.8

35.2

48.1

49.4

50.1

54.2

49.6

59.1

36.0

35.1

38.8

37.2

47.8


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Special education and general education are linked: lower performance in general education is associated with low performance in special education. See the Big 5 especially.

Middle Level English 2003Percentage at Level 3 and Above Comparison of General Education Studentsand Students with Disabilities


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Middle level English Exam- Students with Disabilities performance in general education is associated with low performance in special education. See the Big 5 especially.Percent at or Above Level 3

1999 2000 2001 2002 2003

New York City

Buffalo

Rochester

Syracuse

Yonkers

Other School

Districts

NYS-Public

4.1

3.3

3.7

3.0

3.5

7.6

3.7

4.8

4.4

3.7

1.6

2.2

6.0

4.7

1.4

7.0

2.4

5.1

2.3

5.5

2.9

2.2

2.3

3.5

4.7

12.2

11.6

10.6

13.2

10.8

9.3

8.4

8.0

9.2

7.9


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Special education and general education are linked: lower performance in general education is associated with low performance in special education. See the Big 5 especially.

Middle Level Math 2003Percentage at Level 3 and Above Comparison of General Education Studentsand Students with Disabilities


Middle level math exam students with disabilities percent at or above level 3 l.jpg
Middle level Math Exam - Students with Disabilities performance in general education is associated with low performance in special education. See thePercent at or Above Level 3

1999 2000 2001 2002 2003

New York City

Buffalo

Rochester

Syracuse

Yonkers

Other School

Districts

NYS-Public

2.1

2.0

2.0

3.6

5.0

8.7

3.3

5.8

13.1

12.5

3.1

2.1

3.4

4.4

3.1

2.7

5.1

6.4

8.2

15.5

3.6

2.8

2.9

11.9

15.0

11.0

14.4

14.3

21.6

23.5

7.8

9.8

9.5

14.7

16.4


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Fewer students with disabilities pass the RCT examinations in the Big 5 than in the Rest of the State.

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Rest of State

Big Five Cities


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Graduation and Beyond in the Big 5 than in the Rest of the State.


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High School Completers in the Big 5 than in the Rest of the State.The number of students with disabilities graduating with Regents, local or IEP diplomas increased between 1995-96 and 2002-03. The number of graduates also increased as a percentage of enrollment.

Students with Disabilities

Counts for 1995–96 to 2000–01 include January, June, and August graduates of the reporting year. Counts for 2001–02 and subsequent years include diplomas issued between July 1 and June 30 of the reporting period.


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Regents and Local Diplomas in the Big 5 than in the Rest of the State.Since higher standards were adopted in 1996, the number of students with disabilities earning local or Regents diplomas has increased steadily.

Students with Disabilities

Counts for 1995–96 to 2000–01 include January, June, and August graduates of the reporting year. Counts for 2001–02 and subsequent years include diplomas issued between July 1 and June 30 of the reporting period.


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Regents Diplomas in the Big 5 than in the Rest of the State.Since higher standards were adopted in 1996, the number of students with disabilities earning Regents diplomas (requiring eight Regents Exams) has more than quadrupled.

Students with Disabilities

Counts for 1995–96 to 2000–01 include January, June, and August graduates of the reporting year. Counts for 2001–02 and subsequent years include diplomas issued between July 1 and June 30 of the reporting period.


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The enrollment of self-identified students with disabilities in higher education programs has been increasing steadily.

3.5%

3.4%

3.3%

3.0%

2.8%

*Data for 1998 are not available

Source: OHE


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Employment Gains - People with Disabilities in higher education programs has been increasing steadily.

17,365 people with disabilities achieved competitive employment with the help of several agencies.

Note: The 2002 time period is defined differently by each agency.


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Challenges and Strategies in higher education programs has been increasing steadily.


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Some Basic Conclusions in higher education programs has been increasing steadily.

  • Special education and general education are linked: low performance in general education is associated with low performance in special education.

  • More preschool and school-age students are in regular classes and more are in integrated settings, but in some cities especially, results are still too low.

  • Minority students especially are in more restricted settings and performance is low. This is primarily due to the low performance of the Cities, where most minority students live.


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Strategies to Improve Education for Students with Disabilities

  • Adopt the Regents State Aid reform proposal to get funds to the neediest children.

  • Use funding from Reading First and the Reading and Math Improvement Initiatives, targeted to needy districts, to help avoid unnecessary referrals to special education and improve achievement of all students.


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Strategies to Improve Education for Students with Disabilities

  • Use all available strategies to end the teacher shortage (alternative pathways to certification, Teachers for Tomorrow, etc.)

  • Partnerships between the Big 5 and the State mean extra help for students, professional development, movement of students into general education classes, and more access to a higher standards curriculum and general education classes.


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School Report Card: Disabilities

Students with Disabilities

2002-2003


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