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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


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    1. School Report Card:An Overview Students with Disabilities 2002-2003

    2. 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

    3. 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

    4. 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

    5. 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.

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

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

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

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

    10. 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

    11. 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

    12. Major achievement gap continues for poor, minority students.

    13. 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

    14. The achievement gap is closing in elementary Math.

    15. 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

    16. Major achievement gap continues for poor, minority students.

    17. 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

    18. Achievement gap improves slightly in middle school Math, but performance is still too low

    19. More students are taking & passing Regents Exams overall each year.

    20. Regents English Exam 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.

    21. Regents Math Exam 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.

    22. Regents Global History and Geography Exam 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.

    23. Regents U.S. History and Government Exam 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.

    24. Regents Biology/Living Environment Exam 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.

    25. A smaller 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

    26. A smaller 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

    27. 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

    28. A smaller 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

    29. 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

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

    31. The achievement gap continues in high school.

    32. Special Education in the Big 5 How Students with Disabilities Are Doing Compared to the Rest of the State

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

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

    35. 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.

    36. 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.

    37. 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.

    38. 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.

    39. 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

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

    41. 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

    42. Elementary English Exam- Students with DisabilitiesPercent 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

    43. 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

    44. Elementary Math Exam - Students with DisabilitiesPercent 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

    45. 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

    46. Middle level English Exam- Students with DisabilitiesPercent 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

    47. 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

    48. Middle level Math Exam - Students with DisabilitiesPercent 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

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

    50. Graduation and Beyond