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The State of Special Education October 2009. Presentation by Rebecca H. Cort, Deputy Commissioner Office of Vocational and Educational Services for Individuals with Disabilities. Statewide Briefing, October 2009. Performance Indicators Graduation rates Drop out rates

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slide1

The State of Special EducationOctober 2009

Presentation by Rebecca H. Cort, Deputy CommissionerOffice of Vocational and Educational Services for Individuals with Disabilities

Statewide Briefing, October 2009

results
Performance Indicators

Graduation rates

Drop out rates

Participation & performance on State Assessments

High suspension rates

Placements in least restrictive environment

Preschool outcomes

Parental involvement

Post school outcomes

Results

Compliance Indicators

  • Timely evaluations
  • Timely services
  • Transition planning
  • Disproportionality by race/ethnicity due to inappropriate policies and procedures
slide4

Trend in Percent of Students with Disabilities Graduating

with Regents or Local Diploma After 4 Years as of June

  • 2004 cohort results of 41.3% exceeded the IDEA target of 38%
  • Future targets are more rigorous:

2008-09 target is 44%

2009-10 target will be 49%

2010-11 target will be 52%

(This slide presents data available when each APR was prepared. Later changes made by SED to 2001 and 2002 total cohort data are not reflected here.)

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #1

slide5

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

  • Average and Low Need districts exceeded the 38% target set for the 2007-08 school year.
  • High Need districts are improving but did not meet the target
  • Wide variations in outcomes across school districts

(This slide presents data available when each APR was prepared. Later changes made by SED to 2001 and 2002 total cohort data are not reflected here.)

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #1

2004 total cohort status after four years as of june n 31 252 students with disabilities
2004 Total Cohort Status after Four Years as of June(n=31,252 students with disabilities)

*AHSEP = Alternative High School Equivalency Preparation program

more students with disabilities graduate after 5 years
More students with disabilities graduate after 5 years.

Percent of Students with Disabilities Graduating with

Regents or Local Diploma After 4, 5 and 6 Years - Through June

slide8

2004 Total Cohort after Four Years as of June:

Graduation, IEP Diploma and Dropout Rates

  • There are wide variations across school districts in the ways that students with disabilities leave school.
  • Different types of exit have post school consequences for young adults with disabilities.

2004

Total

Cohort

10,112

2,408

1,612

2,633

10,221

4,102

NYSED, VESID APR February 2009, Indicators #1 & 2)

slide9

Percentage of Students with Disabilities Dropping Out

after Four Years as of June

  • 2007-08 Statewide results of 16% exceeded the target that no more than 19% would drop out.

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #2

slide10

Percentage of Students with Disabilities Dropping Out

after Four Years as of June

  • All Need Resource Categories show significant improvement, but not all met the 2007-08 target to reduce to 19% or below, particularly in the Large 4 Cities.
  • Future targets will be more rigorous
    • 2008-09 target is no more than 18%
    • 2009-10 target will be no more than 16%
    • 2010-11 target will be no more than 15%

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #2

participation rate of students with disabilities subgroup on state assessments
Participation Rate of Students with Disabilities Subgroup on State Assessments

NYS achieved the participation rate target for all grades and subjects except high school ELA in 2007-08.

Target

95%

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #3

slide13
Percent of School Districts Making Adequate Yearly ProgressFor Students with Disabilities in All Required Subjects and Grades

NYS exceeded the SPP AYP target in 2007-08.

Target 58%

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #3

slide14

Getting There from Here

Grades 3-8 English Language Arts (ELA)

slide15

Increasingly students with disabilities are demonstrating proficiency by scoring at Levels 3 & 4 on Grade 3-8 ELA assessments.

Percent of Students with Disabilities

at Levels 3-4 in ELA

slide16

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.

Percent of Students with Disabilities

at Levels 3-4 in Grades 3-8 ELA

slide17

Fewer students with disabilities are demonstrating serious academic difficulties by scoring at Level 1 on the ELA examinations.

Percent of Students with Disabilities at Level 1 in ELA

slide18

Fewer students with disabilities 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.

Percentage of Students with Disabilities Scoring at Level 1 in Grades 3-8 ELA

slide19

Proficiency continues to improve for students with disabilities in all racial/ethnic groups across Grades 3-8 ELA.

Percent of Students with Disabilities at Levels 3-4 in ELA

slide20

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

Percent of ELL Students with Disabilities at Levels 3 and 4 in ELA

slide21

The gap between students with disabilities who were and were not English language learners (ELL) occurs even in Low Need districts.

Percentage of students with disabilities scoring at Level 3 and 4 in 2009 Grades 3-8 ELA

slide22

The gap between performance of students with disabilities and general education students at proficient levels in Grades 3-8 ELA is significant in all Need/Resource categories of school districts.

Percent of General Education and Students with Disabilities at Levels 3-4 in 2009 Grades 3-8 ELA

slide23

Getting There From Here:

Grades 3-8 Math Proficiency

slide24
Increasingly, students with disabilities are showing proficiency by scoring at levels 3 & 4 on the Grade 3-8 Mathematics assessment.

Percent of students with disabilities scoring at levels 3 or 4

slide25

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.

Percent of Students with Disabilities at Levels 3 and 4 in Math

students with disabilities scoring at level 1 on 2009 grades 3 8 mathematics
Students with Disabilities Scoring at Level 1on 2009 Grades 3-8 Mathematics
  • There is a substantial decease in the percentage of students with disabilities scoring at Level 1 in all grades in Mathematics in each of the past three years.
slide27

High School

English and Math Proficiencies

slide28

2008 Regents English Examination & Students with Disabilities

Data represents Public Schools, Including Charter Schools

  • More students passed in 2008 with a 65 than attempted this exam in 1997.
  • The number of students with disabilities tested has grown more than 5 times.
  • Of the students tested in 2008, more than 2/3 passed with a score of 55-100.
slide29

Students with Disabilities taking Regents Examinations in

Sequential Mathematics Course I or Math A

  • Since 1997, the number of students with disabilities tested has grown nearly 5 times.
  • In 2008, more than twice as many passed at 65 than attempted these examinations in 1997.

*Note: Beginning 1999, students took either the Math A or Sequential Mathematics Course I. The Course 1 examination ended in 2002.

School Report Card, 2007-08

slide30

Since higher standards were adopted in 1996, more than 13 times as many students with disabilities are earning Regents diplomas.

Regents Diplomas

Awarded to Students with Disabilities

slide31

Regents Competency Tests (RCTs) & Students with Disabilities

  • Large numbers of students with disabilities are tested on most RCT examinations.
  • From 2002 to 2008 the number of students tested in RCT for Reading increased by 76%; Writing by 66%; and Mathematics by 36%.

Public Schools, Including Charter Schools

slide32

Percent of Students with Disabilities Passing

Regents Competency Tests (RCTs)

  • The RCTs remain a tool for helping students with disabilities meet graduation requirements.
  • Lower percentages of students with disabilities pass the RCT in Mathematics compared to Reading and Writing.

6,146

7,212

6,456

6,137

6,404

3,723

4,737

5,861

4,950

3,968

11,159

5,839

6,308

6,309

5,967

7,187

10,030

8,163

8,083

7,519

7,152

Data represents Public Schools, including Charter Schools

slide34
The number of school districts that suspend at least 2.7% of students with disabilities for more than 10 days is increasing.

 111 additional districts in 2007-08 were so close to the cut point that they have been informed that they are at risk of future identification.

slide35

Percent of Students with Disabilities Being Suspended More than 10 Days in a School Year By Need Resource Capacity of School Districts

  • Buffalo, Rochester and Syracuse have a combined rate of suspensions more than 3 times the Statewide rate.
  • Urban-Suburban High Need districts are increasing their rates of long term suspensions, not decreasing them.

APR February 2009, Indicator #4A

slide37

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.

5/98

slide38

Students with Disabilities (Ages 4-21) in Separate Settings By BOCES Region and New York City Based on 2008-09 VR-5 Data

26 of 38 regions (68%) placed 4.3% or fewer Students with Disabilities

in Separate Sites in 2008-09 compared to only 28% in 1996-97

Only 2 of 38 regions (5%) placed 7% or more Students with

Disabilities in Separate Sites in 2008-09 compared to 72% in

1996-97

Less than 2% (17)

2-4.3% (9)

4.4-6.9% (11)

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

7/8/08

placement of school age students with disabilities in the least restrictive environment
Placement of School-Age Students with Disabilitiesin the Least Restrictive Environment

All targets were met but compare NYS on the 2nd & 3rd categories with national data.

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #5

slide41

Preschool Special Education Program Outcome Measurespercent of children entering below age expectations who, by the time of exit in 2007-08…

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #7

the special education classification rate is increasing
The special education classification rate is increasing

*Methodology revised in 2002-03

**2007-08 was the first year classification rates were based on counts of students with disabilities collected through the Student Information Repository System (SIRS)

classification rates vary by need resource categories
Classification rates vary by Need/Resource categories

*Methodology revised in 2002-03

**2007-08 was the first year classification rates were based on counts of students with disabilities collected through the Student Information Repository System (SIRS)

slide45

The special education classification rate is climbing for racial/ethnic groups, and highest for Black and American Indian students.

slide46
Disproportionate Representation by Race/ Ethnicity, 2008-09Scope of Disproportionality Within Districts

Numbers of School Districts Identified by their Data as Having Disproportionate Representation by Race/Ethnicity or being At Risk on Key Indicators

slide47
Disproportionate Representation by Race/ Ethnicity, 2008-09:Duration of Disproportionality for Districts

Numbers of School Districts Identified by their Data as Having Disproportionate Representation by Race/Ethnicity or being At Risk on Key Indicators

2007 08 statewide data
2007-08 Statewide Data
  • Identification – 17 districts + 5 at risk
    • 13 Black students, 3 Hispanic, 1 American Indian
  • Classification – 18 districts
    • 14 for Black students – 8 – ED, 2 MR, 2 OHI, 2 LD
    • 3 for Hispanic students – 2 SLI, 1 MR
    • 1 for American Indian - LD
  • Placement – 5 districts + 4 at risk
    • 4 for placement of Black students in separate settings
    • 1 for placement of Black students for less than 40% in regular classes
  • Suspension – 21 districts + 10 at risk
    • 20 for suspension of Black students
    • 1 for American Indian students
slide49

Initial Evaluations – Preschool and School Age

Early Intervention to Preschool

Services by the 3rd birthday

timely evaluations of children referred for special education target is 100
Timely Evaluations of Children Referred for Special Education(target is 100%)

Percent of timely evaluations conducted for children referred

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #11

early childhood transitions into preschool special education target is 100
Early Childhood Transitions into Preschool Special Education(target is 100%)

Percent of Children Found Eligible Whose IEP is Implemented by Their 3rd Birthday

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #12

slide52

School to Post School

Transition Planning

slide53
Secondary Transition – Percent of Youth with IEPs Determined Reasonable to Meet Post Secondary Goals (target is 100%)

Percent of Youth Whose IEPs are in Compliance with all 8 Regulatory Requirements

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #13

slide54

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)

Source 2009 APR Data, Indicator #13; TCS Meeting, 2/24/09, DVJ

slide56

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)

Note: Exit subcategory of “Other” is too small to chart

NYSED, VESID APR Feb 2009 data as of 1/23/09, Indicator #14

slide57
Post-School Transition Status of Students with Disabilities 9-14 Months After Leaving High School in June 2007

Connected to Post- School Outcomes

Stayed Connected

APR February 2009, Indicator #14 Interview Data

slide58

Number of and Percent of Individuals with Disabilities among the

Total Enrollment in NYS Institutions of Higher Education*

The number of self-identified individuals with disabilities in New York State’s higher education programs is increasing.

3.6%

3.6%

3.5%

3.4%

3.4%

3.4%

3.3%

3.0%

2.8%

*Data for 1998 are not available

Source: OHE

slide59
Class of 2001 at 5 Years Post-High School: Post-Secondary Status for Regents & Local Diploma Recipients

NYSED VESID BOR, 11/17/08, DVJ

LPSI, Class of 2001, 5 years out 2008, DVJ

class of 2001 at 5 years post high school employment status by diploma
Class of 2001 at 5 Years Post-High School: Employment Status by Diploma

IEP diploma recipients are not engaged in the competitive labor market to the same degree as their peers.

NYSED VESID BOR, 11/17/08, DVJ

LPSI, Class of 2001, 5 years out 2008, DVJ

class of 2001 at 5 years beyond hs level of employment in the labor market
Class of 2001 at 5 Years Beyond HS:Level of Employment in the Labor Market

NYSED VESID BOR, 11/17/08, DVJ

LPSI, Class of 2001, 5 years out 2008, DVJ

implications of the data
Early supports and services

Appropriate referrals

Engaging instructional programs

Behavioral supports

IEP development

Transition planning and services

Post secondary supports

Parental Involvement

Keeping students in school beyond 4 years

Drop out prevention

Implications of the Data
nclb reauthorization
NCLB Reauthorization
  • Alignment of accountability requirements
  • Response to Intervention
  • Positive Behavioral Supports and Interventions
  • Modified assessment
  • 5 year graduation rate
state policy issues
State Policy Issues
  • Safety Net
  • IEP Diploma
  • Targets for graduation
  • Students with Disabilities Teacher Certification
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