2008 09 and 2009 10 school year data report for the rse tasc statewide meeting may 2010 l.
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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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the 2009 10 special education classification rate increased compared to the previous year
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

slide3

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

the special education classification rate is highest for black and american indian students
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

2006 2009 3 8 ela swd by nrc
2006-2009 3-8 ELA SWD BY NRC

Percentage of Students Scoring at Levels 3 and 4

slide8

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

2006 2009 by ethnicity
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.

slide10
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

slide12

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

slide13

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

percent of students with disabilities passing each regents competency test in 2009
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

slide16

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
the fifth year of school helps more students with disabilities to meet graduation requirements
The fifth year of school helps more students with disabilities to meet graduation requirements.

Students with Disabilities Graduation Rate

After Four Year Through June

slide18

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

slide19
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

slide20

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

slide23

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%

slide24
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

slide26
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.
slide28

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

slide29
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

slide30

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.

slide31
Indicator 11

Timely Evaluations of

Preschool and School-Age Students

for Special Education Eligibility

slide32

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%)
secondary transition percent of youth with ieps determined reasonable to meet post secondary goals

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
2010 11 districts needing assistance intervention
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

redesign of special education network
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
response to intervention
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
s tair project
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
slide40
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