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Results for Students with Disabilities

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Indicator 11 Timely Evaluations of Preschool and School-Age ... Through June GED 1.7% GED 2.4% Students with Disabilities Graduation Rate After Four Year ... – PowerPoint PPT presentation

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Title: Results for Students with Disabilities


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

2
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
3
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
4
Special Education Disability Population by Year
Statewide Results - March 2010
5
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
6
ELA Results

7
2006-2009 3-8 ELA SWD BY NRC
Percentage of Students Scoring at Levels 3 and 4
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.
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
9
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
2009
2006
2009
2006
2009
2007
2006
2009
2006
2009
2008
2007
2008
2007
2008
2007
2008
2007
2008
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.
10
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 in
Alternate Assessments in ELA in 2008-09 School
Year
Number With Valid Scores
2,202
2,434
2,506
2,302
2,471
2,531
2,682
Final April 2009
11
Regents and RCT Examination Results
12
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
13
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
Examination Percent Not Tested Percent Not Tested Students with Disabilities Percent Scoring Students with Disabilities Percent Scoring Students with Disabilities Percent Scoring Students with Disabilities Percent Scoring Students with Disabilities Percent Scoring Students with Disabilities Percent Scoring
Examination Percent Not Tested Percent Not Tested 0-54 0-54 55-64 55-64 65-100 65-100
Examination 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
14
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.

Data represents Public Schools, including
Charter Schools
Statewide Results - January 2010
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.
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

17
The fifth year of school helps more students with
disabilities to meet graduation requirements.
Students with Disabilities Graduation Rate After
Four Year Through June
18
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
19
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
20
In all need resource categories of school
districts except the low need districts, the
percentage of students earning an IEP diploma
exceeds the 1of 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
21
Selected State Performance Plan Indicators
22
Indicator 3Performance and AYP
23
Percent of School Districts Making Adequate
Yearly ProgressFor Students with Disabilities in
All Required Subjects and Grades
NYS exceeded the States Performance Plan AYP
target in 2008-09
Target 59
24
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 Lar
ge City 4 4 Urban-Suburban 43 43 Rural 123 121 A
verage 316 321 Low 118 119
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
  • 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
28
1996-97 Public and Private Special Education
Placements at Separate Sites for Each BOCES
Region and New York City
Least Restrictive Environment data for school-age
students continue to improve
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
29
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
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 11
  • Timely Evaluations of
  • Preschool and School-Age Students
  • for Special Education Eligibility

32
Percent of Preschool and School-age Referrals
for Special Education Receiving Timely
Evaluations (target is 100)
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 Center
  • www.nysrti.org
  • Guidance document
  • Parent guide
  • Program development grants to 14 schools/districts

39
S³TAIR 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

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
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