Transcript Special Education Annual Performance Report February 2008

Targeted Activities to Improve Results for
Students with Disabilities
September 2009
Rebecca H. Cort, Deputy Commissioner
NYSED VESID
Presentation to NYS Staff / Curriculum Development Network
Academic
Outcomes and
Students with
Disabilities
 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%
55.0%
37.9%
37.5%
39.3%
41.3%
2001 Cohort 2002 Cohort 2003 Cohort 2004 Cohort
NYS
Graduation
Rate Goal
Board of Regents discussing
Trend in Percent of Students with Disabilities Graduating
with Regents or Local Diploma After 4 Years as of June
NYS
Graduation
Goal 2012
(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
Trend 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
New York City
Large City
2001 Cohort
Urban-Suburban
2002 Cohort
Rural
2003 Cohort
51.7%
45.6%
49.0%
36.1%
31.2%
35.9%
32.5%
31.7%
34.8%
28.8%
30.4%
26.3%
20.5%
22.5%
21.7%
22.6%
18.6%
19.8%
17.6%
48.1%
 Wide variations in outcomes across school districts
74.4%
74.0%
 High Need districts are improving but did not meet the target
74.1%
72.4%
 Average and Low Need districts exceeded the 38% target set
for the 2007-08 school year.
Average
Low
2004 Cohort
(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
2008 Regents English Examination & Students with Disabilities
Data represents Public Schools, Including Charter Schools
Number with Score of 65-100
25,046
Number with Score of 55-100
22,735
Total Number Tested
20,081
16,309
17,321
18,949
17,299
15,366
14,325
14,101
13,518
12,144
12,607
11,194
10,461
9,514
8,606
9,680
13,057
7,545
9,767
5,647
4,419
3,414
2,499
6,790
4,175
4,154
13,079
4,969
7,226
8,305
10,506
8,424
5,675
2,832
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Since 1997, there has been more than 567% increase in the number of students with
disabilities tested. Of the students tested in 2008, 69% achieved a score between 55-100.
Regents Diplomas Awarded in 2007-08 to Students with Disabilities
(Data represents Public Schools, including Charter Schools.)
Since higher standards were adopted in 1996,
more than 13 times as many students with
disabilities are earning Regents diplomas.
7,000
5,843
5,366
4,673
2,865
2,257
1,839
526
623
774
864
1,115
1,329
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
*Note: students that graduated with Regents diplomas in 2004-05 were required to pass five Regents examinations compared to eight required in previous years.
2004 Total Cohort Status after Four Years as of June
(n=31,252 students with disabilities)
Regents
Diploma
21%
Still Enrolled
after 4 Yrs.
28%
Local Diploma
21%
Dropped Out
16%
AHSEP
Transfers
2%
*AHSEP = Alternative High School Equivalency Preparation program
IEP Diploma
12%
2004 Total Cohort after Four Years as of June:
Graduation, IEP Diploma and Dropout Rates
74.4%
 There are wide variations across school districts in the
ways that students with disabilities leave school.
2004
Total
Cohort
New York
City
10,112
Large 4
Cities
1,612
Rural High
Need
Average
Need
Low Need
2,633
2,408
10,221
4,102
% IEP Diplomas
12.1%
16.0%
41.3%
3.8%
3.5%
11.3%
12.1%
Urban/
Suburban
% High School Diploma
NYSED, VESID APR 2009
20.3%
19.2%
36.1%
17.4%
16.6%
34.8%
31.5%
11.7%
26.3%
13.4%
21.6%
22.6%
51.7%
 Different types of exit have post school consequences for
young adults with disabilities.
Total Public
% Dropped Out
Indicators #1 & 2
Getting There from Here
Grades 3-8
English Language Arts (ELA)
2006
Grade 6
2007
Grade 7
2008
2009
2008
27,285
29,983
30,661
31,195
31,180
31,017
181,381
Grade 8
2009
27,702
29,562
31,410
31,021
31,840
31,312
182,847
20.2%
22.8%
27.9%
39.3%
2007
26,692
28,281
29,985
29,055
29,842
29,514
173,369
10.5%
15.6%
13.3%
24.9%
Grade 5
43.5%
26.6%
29.1%
40.7%
48.4%
Grade 4
16.1%
17.3%
29.4%
26.5%
27.6%
29.8%
37.5%
Grade 3
2006
23,811
26,474
28,987
28,883
29,237
29,119
166,511
16.8%
19.7%
23.9%
26.6%
28.0%
30.8%
36.6%
Percent of Students with Disabilities
at Levels 3-4 in ELA
Number Tested
Grade 3 =
Grade 4 =
Grade 5 =
Grade 6 =
Grade 7 =
Grade 8 =
Grades 3-8 =
44.3%
Increasingly students with disabilities are demonstrating proficiency
by scoring at Levels 3 & 4 on Grades 3-8 ELA examinations.
Grades 3-8
Fewer students with disabilities are demonstrating serious academic
difficulties by scoring at Level 1 on the ELA examinations.
Grade 5
2006
Grade 6
2007
Grade 7
2008
2009
Grade 8
34.6%
25.1%
17.6%
9.2%
7.8%
38.5%
25.4%
22.8%
8.7%
1.9%
32.9%
24.3%
12.4%
8.3%
0.7%
33.0%
Grade 4
8.9%
3.1%
38.6%
33.2%
31.7%
21.3%
Grade 3
28.0%
21.5%
37.3%
34.8%
26.7%
22.9%
Percent of Students with
Disabilities at Level 1 in ELA
Grades 3-8
The Call to Action
• Annual Targets for Improvement
– Graduation, Drop Out Rates
– Performance on State Assessments
– Effective Transition Planning
– Rates of Suspension
• Focused Monitoring
– Compliance in Areas most directly related to results (e.g.,
transition planning, timely evaluations)
• Technical Assistance to Improve Core Instructional
Practices
– Literacy, Behavior, Special Education Instructional Practices,
Transition Planning and Activities
School District Accountability
Determination Criteria
• Graduation Rates
• Drop Out Rates
• AYP & Combined
ELA/Math 3-8
Performance
• Compliance Rates
• Other factors
2009-10 Determinations
• 97 At Risk
• 41 Need Assistance
• 30 Need Intervention
Other Identifications
• High rates of longterm suspensions
• Disproportionality on
the basis of
race/ethnicity
Other Identifications
• 64 show high rates of
long-term suspensions
• 60 have data indicating
disproportionality on the
basis of race/ethnicity
Focus on the Instructional Core
• What is the instructional basis for schools identified
as needing assistance or intervention?
– How are students taught literacy across the grades?
– What behavioral supports are in place school-wide, in
classrooms, in small groups and for individual students?
– What is the quality of the special education instruction and
supports students are receiving?
– What instructional planning and supports need to be provided to
prepare students for post-secondary living, working and
education?
Technical Assistance (TA) Resources
 NEW Regional Special Education Technical Assistance
Support Centers (RSE-TASCs)
– Regional specialists (behavior, training, private schools, bilingual
special education, secondary transition)
– Special Education School Improvement Specialists
 13 Special Education Parent Centers
 TAC –Disproportionality (NYU Metro Center)
 Effective Practices - S³tair Project
 Higher Education Support Center
 Inclusive Schools
 Early Childhood Direction Centers
 Response to Intervention State TA Center
 Supporting grants to 14 schools
Restructuring of former SETRCs, Transition Coordination
Sites and PBIS Networks into 10 Regional Special
Education Technical Assistance Support Centers
Teams created in nine regions by Joint Management Team
plus New York City
RSE-TASC Coordinators
• Regional Specialists
–
–
–
–
–
Special education trainers
Behavior
Transition
Bilingual special education
Nondistrict program
technical assistance
providers
• Special Education School
Improvement Specialists
– Each BOCES region
– Each Big 5
Regional Planning Process
to Strategically Deploy TA Resources to those Districts Most in Need
Regional Special Education Technical Assistance Support Centers (RSE-TASC)
A VESID funded network supporting & improving instructional practices & outcomes for students with disabilities. RSE-TASCs are located in
nine Joint Management Team Regions of New York State and in New York City
Cyndi Besig
RSE-TASC Coordinator
Acts as a liaison between NYSED/VESID leaders, BOCES
District Superintendents, Big 5 District Superintendents, NYSED
Special Education Quality Assurance officials, regional
specialists & local SESIS and other NYSED funded technical
assistance networks
12
(Regional)
Special
Education
Training
Specialist
Provides
training &
information to
school
personnel
from multiple
school districts
in region
related to
special
education
compliance &
effective
practices
14
14
(Regional)
Transition
Specialist
Provides
training and
assistance to
school
districts
identified to
improve
transition
planning and
services
(Regional)
Behavior
Specialist
Provides
training and
technical
assistance to
districts on
positive
behavioral
supports and
establishing
& sustaining
PBIS
8
(Regional)
Bilingual
Special
Education
Specialist
Provides
regional
information
& technical
assistance
related to
effective
practices for
students with
disabilities
who are
bilingual/
English
language
learners
8
(Regional)
Nondistrict
Programs
Technical
Assistance
Specialist
Provides
training and
technical
assistance
on special
education to
selected
approved
private
schools and
other
nondistrict
programs
56 Regional Specialists Statewide – 13 NYC; 43 Rest of State
115
(Local)
Special Education
School
Improvement
Specialists
(SESIS)
Provide targeted
technical assistance
to school districts
designated by VESID
focusing on improving
instructional practices
for students with
disabilities in the
areas of literacy,
behavioral supports,
special education
instruction.
(42 SESIS
in NYC;
73 Rest of
State)
Supported by research-based tools and high
quality professional development
• Research-based Quality Indicator Review
and Resource Guides
• State Professional Development Centers
–
–
–
–
PBIS
Transition
School Improvement
Response to Intervention
Identifying and Promoting What Works
Effective Practices - S³tair Project
• Regional facilitators in 7 regions of the State to
identify and document practices of schools
with high quality, effective instructional
practices for students with disabilities.
• Grant funds to effective practice schools and
districts in need of assistance/intervention to
promote replication and mentoring
relationships among the schools.
Key State Policy Issues
• IEP diploma
• Safety net options for graduation with a
local diploma