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

1

Results for Students with Disabilities

2008-09 and 2009-10 School Year Data

Report for the RSE-TASC Statewide MeetingMay 2010

2

Classification Rates for School-Age Students with Disabilities in New York State

11.1%11.6% 11.7% 11.8% 11.8% 11.9% 11.8% 12.0% 12.2% 12.1% 12.3% 12.6% 12.9% 13.0% 13.3%

0%

2%

4%

6%

8%

10%

12%

14%19

95-9

6

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

2001

-02

2002

-03*

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08*

*

2008

-09

2009

-10

Per

cen

tag

e

*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 2009-10 special education classification rate increased compared to the previous year.

3

Number of School-Age Students with Disabilities in New York State

362,

202

380,

320

389,

887

398,

920

401,

568

406,

841

404,

210

403,

260

405,

444

409,

791

407,

000

409,

149

410,

330

404,

902

405,

632

200,000

250,000

300,000

350,000

400,000

450,000

500,00019

95-9

6

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

2001

-02

2002

-03*

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08*

*

2008

-09

2009

-10

Per

cen

tag

e

*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

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.

4

NYC and Rest Of State School-Age Special Education Disability Population by Year

158,004

175,229

159,951153,371

148,593150,685

230,403

246,898250,379255,778

258,407259,106

140,000

150,000

160,000

170,000

180,000

190,000

200,000

210,000

220,000

230,000

240,000

250,000

260,000

270,000

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

NYC Rest of State

Statewide Results - March 2010

Special Education Disability Population by Year

5

11.7

% 13.7

%

16.6

%

12.3

%

16.6

%

14.4

%

5.0%

15.9

%

11.7

%

15.4

%

5.5%

11.8

%

17.0

%

15.8

%

5.5%

19.0

%

13.0

%

11.9

%

17.6

%

16.4

%

5.7%

19.6

%

13.3

%15.1

%

4.7%

12.6

%

11.9

%

19.5

%

12.9

%

16.7

%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

White Black Hispanic Asian American Indian StatewideAverage*

2005-06 Classification Rate 2006-07 Classification Rate2007-08 Classification Rate 2008-09 Classification Rate2009-10 Classification Rate

March 2010

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)

The special education classification rate is highest for Black and American Indian students.

6

ELA Results

7

15.2

%

13.3

%

15.2

%

13.3

% 22.3

%

40.2

%

20.2

%

17.5

%

10.6

%

17.1

%

17.0

% 26.0

%

44.5

%

22.8

%

23.3

%

16.1

%

21.4

%

20.9

% 30.4

%

48.9

%

27.9

%35.2

%

25.0

%

31.6

%

30.7

% 42.4

%

60.5

%

39.3

%

New York City Large City Urban-Suburban

Rural Average Low Total Public

2006 2007 2008 2009

Percentage of Students Scoring at Levels 3 and 4

2006-2009 3-8 ELA SWD BY NRC

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.

13.1

%

10.3

%

9.6%

4.1%

3.2%

1.1% 6.

5%14.1

%

11.0

%

9.8%

5.0%

3.6%

2.5% 8.

4%15.2

%

14.1

%

19.4

%

5.6% 7.6%

1.7%

11.7

%23.7

%

21.3

%

27.3

%

21.1

%

15.0

%

5.4%

20.0

%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8

2005-06 ELL SWD 2006-07 ELL SWD

2007-08 ELL SWD 2008-09 ELL SWD

Percentage of Students Scoring at Levels 3 and 4

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

9

2006-2009 by Ethnicity2006 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

11

.8%

14

.2%

13

.3%

26

.5%

19

.2%

21

.8%

35

.3%

29

.4%

32

.7%

33

.9%

47

.5%

27

.1%

30

.7%

17

.0%

15

.7%

13

.2%

28

.5%

21

.4%

35

.3%

48

.6%

2006 2009 2006 2009 2006 20092007 2006 2009 2006 2009

* 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.

2008 2007 2008 2007 2008 2007 2008 2007 2008

Asian/Pacific Islander Black Hispanic American Indian/Alaskan Native

White

10

7% 6% 4% 3% 1% 1%

4%

10%

12%

9%

16%

10%

8% 6%

16.0

%

19.0

%

33.0

%

22.0

%

14.0

%

18.0

%

20.0

%

67%

63%

54% 59

%

75%

73%

70%

Grade 3 ELA Grade 4 ELA Grade 5 ELA Grade 6 ELA Grade 7 ELA Grade 8 ELA High SchoolELA

Level 1 Level 2 Level 3 Level 4

2,202 2,434 2,506

2,302 2,471 2,531NumberWith Valid Scores 2,682

Final: April 2009

Performance of Students with Disabilities in Alternate Assessments in ELA in 2008-09 School Year

The majority of students with disabilities tested on the alternate assessment in ELA performed at an advanced level in all grades.

11

Regents and RCT Examination Results

12

12,94213,057

2,4994,154

4,969

2,832

6,7905,675

8,3057,226

8,4249,767

10,506

16,88317,299

3,414

9,514

7,545

4,175

10,4618,606

11,1949,680

12,14413,079

14,325

24,81525,046

4,4195,647

12,60713,518

15,366

17,321

14,101

16,309

18,94920,081

22,735

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Number with Score of 65-100

Number with Score of 55-100

Total Number Tested

2009 Regents English Examination & Students with Disabilities2009 Regents English Examination & Students with DisabilitiesData represents Public Schools, Including Charter Schools

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.

13

Examination

Percent Not Tested

Students with Disabilities Percent Scoring

0-54 55-64 65-100

2005 2001 2005 2001 2005 2001 2005 2001

English 38.3% 45.6% 16.0% 17.2% 8.8% 8.9% 36.8% 28.3%

Mathematics 35.3% 45.7% 16.9% 19.8% 10.6% 8.0% 37.1% 26.5%

Global History 35.3% 41.2% 21.4% 19.0% 11.4% 9.0% 32.0% 30.9%

U.S. History 42.7% 49.5% 11.0% 12.6% 8.2% 7.9% 38.1% 29.9%

Science 36.8% 41.9% 14.5% 12.4% 10.6% 8.4% 38.1% 37.4%

Regents Performance in Selected Cohorts After 4 Years of School

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.

14Data represents Public Schools, including Charter Schools

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

Percent of Students with Disabilities Passing each Regents Competency Test in 2009

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.

38.4% 43.0% 39.5% 41.5% 42.1%

13.7% 11.0% 9.9% 12.1% 11.5%

22.1% 24.5% 31.7% 28.6%

23.7% 19.6% 17.3% 16.0% 15.9%

28.0%

2001 2002 2003 2004 2005

Dropped Out

Transferred to GED Program

Still Enrolled

IEP Diploma

Graduated

GED 1.9%GED 1.3%

GED 1.4%

Cohort Membership

2001 28,906

2002 26,678

2003 28,390

2004 31,252

2005 32,058

Students with Disabilities Outcomes Results After 4 Years, Through June

GED 1.7% GED 2.4%

17

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

49.7

%

46.5

%

49.0

%

41.5

%

49.5

%

42.1

%

38.4

%

43.9

%

44.6

%

48.0

%

43.0

%

39.5

%

Four Years Five Years Six Years

2001 Cohort (28,906) 2002 Cohort (26,678) 2003 Cohort (28,390)

2004 Cohort (31,252) 2005 Cohort (32,058)

Students with Disabilities Graduation RateAfter Four Year Through June

18

44.0

%

15.9

%

75.5

%

54.9

%

39.8

%

39.8

%

25.5

%

26.6

%

11.4

%

10.4

%

18.2

%

14.8

%

15.4

%

12.1

%

4.1%

17.9

%

18.3

%29.8

%

21.0

%

11.9

%

4.4%

NYC Large 4 Cities Urban/Suburban Rural High Need Average Need Low Need Total Public

% High School Diploma % IEP Diplomas % Dropped Out

2005 Total Cohort 10,753 1,660 2,698 2,486 10,277 4,086

2005 Total Cohort after Four Years as of AugustGraduation, IEP Diploma and Dropout Rates

32,058

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.

19

Regents Diplomas Awarded to Students with Disabilities

774 864 1,115 1,3291,839

2,2572,865

4,673

5,3665,877

7,000

7,708

623526

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

Since higher standards were adopted in 1996, more than 14 times as many students with disabilities are earning Regents diplomas.

20

1.6

%

1.5

%

3.1

%

2.4

%

2.9

%

1.7

%

NYC Large 4 Cities Urban/Suburban Rural High Need Average Need Low Need Total Public

% IEP Diplomas

2005 Total Cohort 77,378 8,983 16,964 14,758 72,316 33,616

2005 Total Cohort of All Students Earning an IEP Diploma after Four Years as of August

224,822

0.5%

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.

21

Selected State Performance Plan Indicators

22

Indicator 3Performance and AYP

23

Percent of School Districts Making Adequate Yearly Progress

For Students with Disabilities in All Required Subjects and Grades

48.3%57.2%

75.5%71.3%

82.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Baseline2004-05(n=290

Districts)Grades 4, 8 &High School

2005-06(n=675

districts)Grades 3-8 &High School

2006-07(n=648

districts)Grades 3-8 &High School

2007-08(n=655

districts)Grades 3-8 &High School

2008-09(n=665

districts)Grades 3-8 &High School

Pe

rce

nt o

f Sch

oo

l Dis

tric

ts M

aki

ng

AY

PNYS exceeded the State’s Performance Plan AYP target in 2008-09

Target 59%

24

6.3%

0.0%

48.8

%

69.1

% 74.7

%

71.3

%

88.1

%

9.4%

0.0%

48.8

%

91.7

%

86.0

%

95.8

%

82.7

%

New York City Large City Urban-Suburban

Rural Average Low Total Public

2007-08 2008-09

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 32Large City 4 4Urban-Suburban 43 43Rural 123 121Average 316 321Low 118 119

Percent of School Districts that Made AYP in All Subjects and Grades in Which they had 30 Students with Disabilities

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

50

60 64

40

2005-06 Baseline 2006-07 2007-08 2008-09

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

285/98

2 Regions - Less than 2% at Separate Public Sites

9 Regions - 2-4.3% at Separate Public Sites

12 Regions - 4.4-7% at Separate Public Sites

16 Regions - Over 7% at Separate Public Sites

National Average : 4.3 percent

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

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

29

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

3/24/10

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

Less than 2% (17)

2-4.3% (10)

4.4-6.9% (9)

More than 6.9% (2)

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

GS

Students with Disabilities (Ages 4-21) in Separate SettingsBy BOCES Region and New York City Based on 2009-10 VR-5 Data

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 11Timely Evaluations of

Preschool and School-Age Studentsfor Special Education Eligibility

32

Percent of Preschool and School-age Referrals for Special Education Receiving Timely Evaluations

(target is 100%)

44.2%

78.4%

64.2%

48.5%

81.2%

67.4%61.3%

74.6%

84.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PreschoolChildren

School-AgeStudents

Total for AllChildren

Per

cen

t o

f T

imel

y E

valu

atio

ns

of

Ch

ild

ren

Ref

erre

d f

or

Sp

ecia

l E

du

cati

on

2006-07 baseline 2007-08 2008-09

NYS continues to make progress in the percent of preschool and school age

students receiving timely initial evaluations.

33

Indicator 13Transition IEPs of Youth Aged 15 or

Older

34

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.

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 Centerwww.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