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THE STATE
EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF NEW YORK / ALBANY, NY 12234 |
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TO: |
The Honorable the Members of the Board of Regents |
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FROM: |
Rebecca H. Cort |
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SUBJECT: |
Results
for Students and Individuals with Disabilities – 2003-2004 |
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DATE: |
May 4, 2005 |
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STRATEGIC
GOAL: |
Goals 1 and
4 |
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AUTHORIZATION(S): |
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Executive Summary
Issues for Discussion
This report provides results for students and individuals with disabilities for the 2003-2004 year.
Reason for Consideration
Required by Federal statute and policy
review.
Proposed Handling
N/A
Procedural History
In 1996, the Board adopted six goals for reforming special education in New York State:
· Eliminate unnecessary referrals to special education.
· Ensure that students unnecessarily placed or who no longer need special education services are returned to a supportive general education environment.
· Hold special education services to high standards of accountability to improve results for students with disabilities.
· Ensure that students with disabilities are educated in settings with their non-disabled peers to the maximum extent appropriate to their individual needs.
· Provide mechanisms for school districts to develop or expand support and prevention services.
· Ensure that school personnel and families have the knowledge and skills, which enable them to effectively assist students with disabilities in attaining high standards.
Each year since then, we have reported on the progress in reaching these goals and associated key performance indicators.
Background Information
New York State continues to surpass the national average in serving preschool children in integrated settings and school-age students in regular school programs for at least 80 percent of the school day and has made substantial progress for students in separate settings. Overall, the performance of students with disabilities is improving with more students performing at Levels 3 and 4 and less at Level 1. Performance is improving in all need/resource capacity categories of schools and all minority groups. More students are gaining access to the general education curriculum and a greater percentage is aspiring to pursue postsecondary education. In spite of improved performance, gaps between need/resource capacity categories and students from minority backgrounds remain. Vocational rehabilitation is facing many challenges as well. However, VESID’s initiative “Designing Our Future” of vocational rehabilitation will explore all aspects of the service delivery system to enhance efficiency of services and positive outcomes.
Recommendations
· Align Part 200 Regulations with the Reauthorized Individuals with Disabilities Education Act (IDEA).
· Continue collaborations between Elementary, Middle, Secondary and Continuing Education (EMSC) and Vocational and Educational Services for Individuals with Disabilities (VESID).
· Complete the “Designing Our Future” initiative for the vocational rehabilitation program.
Timetable for Implementation
Reauthorized Individuals with
Disabilities Education Act (IDEA)
June 2005: Discussion of draft revisions to Part 200 Regulations to align with IDEA
September 2005: Final approval of Part 200 regulatory revisions
Designing
Our Future
May 2005: Discussion of status of “Designing Our Future” initiative
December 2005: Policy discussion on “Designing Our Future” recommendations
February 2006: Approval of final recommendations and implementation plan for “Designing Our Future”
REPORT TO THE
REGENTS - SUMMARY OF
RESULTS FOR STUDENTS AND INDIVIDUALS WITH DISABILITIES – 2003-2004
The following data analyses indicate that we are continuing to make progress in key areas for individuals with disabilities. However, significant challenges remain.
Classification
·
The Statewide
classification rate increased to 12.2 percent, representing a 1.7 percentage
point increase over ten years, since 1993-94. The classification rates in several of
the large five cities (Buffalo, Rochester and Syracuse) are significantly higher
than the rates in New York City and Yonkers. Over the last four years, the
classification rate in Buffalo has increased from 16.5 percent to 18.5 percent,
in Rochester from 14.4 percent to 15.3 percent and in Syracuse from 16.5 percent
to 18.2 percent.
·
The 2003-04
data indicate that the statewide gap in over-identification of Black and
Hispanic students continues to decrease.
Declassification
· The declassification rate for preschool students with disabilities is much higher compared to the rate for school-age students, which was 10.7 percent in 2003-04. This rate, however, has been declining over the last two years.
·
The
declassification rate for school-age students with disabilities is very low and
has decreased from 3.6 percent in 1998-99 to 3.3 percent in 2003-04,
contributing to the increased classification rate.
Preschool
Integration
·
The percentage
of preschool children with disabilities provided special education services in
integrated settings has increased for the eighth year in a row from 32.3 percent
in 1995-96 to 60 percent in 2003-04. New York State surpasses the 2003-04
national average of 53.3 percent.
·
Of the large
five cities, New York City serves the lowest percentage of preschool children in
integrated settings (41.5 percent) and Syracuse serves 100 percent of preschool
children in integrated settings.
School-age
Integration
·
New York State
continues to surpass the national average in providing special education
services to 53.4 percent of school-age students with disabilities (ages 6-21) in
general education programs for 80 percent or more of the school day. Nationally,
49.9 percent of students with disabilities are in such settings. Of the large
five cities, only New York City lags behind the national average and serves 48.7
percent of students in this setting. The urban/suburban high need districts also
lag behind the national average by serving 46 percent of students in this
setting.
·
In 2003-04,
New York State provided special education to 27.0 percent of school-age students
with disabilities who were in general education programs for less than 40
percent of the school day, compared to 18.5 percent of students with
disabilities nationwide. Most of the large five cities use this setting for a
much larger percentage of school-age students compared to the rest of the school
districts in the State. For example, 40.6 percent in New York City, 35.4 percent
in Rochester, 26.4 percent in Syracuse and 52 percent of students with
disabilities in Yonkers are provided special education in this setting compared
to 18.7 percent of students outside the large five cities. The urban/suburban
high need districts use this setting for 28.9 percent of students with
disabilities.
- New York State continues to reduce the
percentage of school-age students with disabilities who are provided special
education in separate settings, apart from their non-disabled peers. In
2003-04, 7.3 percent of students with disabilities were in such settings; this
is a decline from 10.2 percent in 1996-97.
- New York City and the large four cities
had the greatest percentage of students with disabilities tested using the New
York State English as a Second Language Achievement Test (4.5 percent and 7.5
percent, respectively) compared to other need/resource categories of school
districts, reflecting the diversity of the population.
- Statewide, the performance of students
with disabilities at or above Level 3 on the Grade 4 English Language Arts
examination declined, as compared to the previous year from 22.6 percent to
22.2 percent.
- Since 1999, in the large five cities, there has been significant progress in decreasing the percentages of students with disabilities performing in the lowest level (Level 1). For example, New York City reduced its percentage from 51.2 percent in 1999 to 36.3 percent and the large four cities decreased from 43.3 percent to 34 percent.
- There
are significant gaps in performance of students with disabilities from
minority backgrounds compared to White students reflecting the lower
performance in the large cities.
Grade 4 Mathematics
Assessment
·
Statewide, the
performance of students with disabilities on the Grade 4 Mathematics assessment
continues to improve. In 2004, 48.5 percent of students with disabilities
performed at proficient levels (Levels 3 and 4). Also, the percentage of
students performing at the lowest level (Level 1) continued to decline: from
20.2 percent in 2003 to 17.4 percent in 2004.
·
Since 1999,
there are dramatic improvements in the percentage of students with disabilities
demonstrating proficiency in each of the large five cities and the percentage of
students with disabilities performing in the lowest level (Level 1) has
decreased dramatically.
- The percentage of students with
disabilities achieving all the standards has increased significantly in every
need/resource capacity (n/rc) category.
·
There are significant
gaps in performance of students with disabilities from minority backgrounds
compared to White students.
Grade 8 English Language Arts
Assessment
·
Statewide, compared to
the previous year, greater numbers of students with disabilities were absent
from testing or had invalid scores; (2,118 compared to 1,783) and as a result,
the participation rate in assessments for this grade and subject was lower (from
94.8 percent to 94.0 percent).
·
Statewide more
students with disabilities participated in the 8th Grade English Language Arts
assessment, 31,024 students in 2004 compared to 23,753 students in 1999. The
performance of students with disabilities on this assessment improved at every
level in 2004, compared to the previous year; however, very low percentages of
students achieved proficiency (8.4 percent at Levels 3-4).
·
There are significant
gaps in performance of students with disabilities from minority backgrounds
compared to White students. The percentage of minority students performing at
the lowest level (Level 1) has been decreasing, which has resulted in a smaller
gap in performance at or above Level 2.
Grade 8 Mathematics
Assessment
·
Statewide, compared to
the previous year, greater numbers of students with disabilities were absent
from testing or had invalid scores; (2,713 compared to 1,799) and as a result,
the participation rate in assessments for this grade and subject was lower (from
94.6 percent to 92.2 percent).
·
Statewide, the
performance of students with disabilities on the Grade 8 Mathematics assessment
continues to improve, and more students with disabilities are tested. In 2004,
19.2 percent of students with disabilities achieved proficiency by scoring at
Levels 3 and 4. Also, the trend continues with lower percentages of students
scoring at Level 1.
- There is steady improvement in the
performance of students with disabilities in each n/rc category in the
percentage of students scoring at Levels 3-4. However, despite improvement in the
large cities, relatively few students are performing at a proficient level.
For example, since 1999, New York City improved from 2.1 percent to 8.1
percent; the large four cities improved from 5.5 percent to 11.5 percent; the
urban-suburban districts improved from 3.4 percent to 15.7 percent, the rural
districts improved from 6.5 percent to 18.4 percent, the average need
districts improved from 9.5 percent to 24.1 percent; and the low need
districts improved from 22.9 percent to 43.0 percent.
·
There are significant
gaps in performance of students with disabilities from minority backgrounds
compared to White students.
English Regents
Examination
·
The number of
students with disabilities tested on the English Regents examination continues
to increase. Since 1997, there has been an almost 300 percent increase in the
number of students with disabilities tested. Of the students tested in 2004, 65
percent achieved a score between 55-100. More than twice as many students
achieved a score between 55-100 in 2004 than took the examination in 1997.
Mathematics Regents
Examination
·
Each year
between 1997 and 2001, there were increasing numbers of students with
disabilities participating in Mathematics Regents examinations. In 2001, the
number participating rose to 18,468 but declined to 13,016 in 2002. This decline
may have been attributed to changes in curriculum for the Math A test. In 2004,
the number of students with disabilities participating in the Math A examination
increased to 19,015. Of the students tested in 2004, 72 percent achieved a score
between 55-100. More than twice as many students achieved a score between 55-100
in 2004 than took Mathematics Regents examinations in 1997.
Diplomas
- A greater percentage of students with
disabilities who earned some credential (IEP or high school diploma) or
reached maximum age earned the Regents diploma in 2003-04 (14.8 percent),
compared to 13.5 percent in 2002-03, and 4.4 percent in 1995-96.
·
Students with
disabilities in the low need school districts have surpassed the target of 80
percent of students with disabilities earning a high school diploma. The average
n/rc districts are close to meeting this goal and are at 77.7 percent. However,
in New York City, even though there was improvement compared to the previous
year, only 52.7 percent of students with disabilities earned high school
diplomas in 2003-04. The rate in New York City the previous year was 49.1
percent.
Total State Cohort of Students with
Disabilities
The total State 2000 cohort of students with
disabilities includes 21,262 students with disabilities, compared to the 2000
accountability cohort of 18,065. It
is this smaller cohort that is reflected in the data
below.
·
Significantly
greater percentages of students with disabilities were not tested on the English
Regents examination within four years in the high need school districts (46.1
percent to 68.8 percent) compared to students with disabilities in the low need
(17.5 percent) and average need (35.9 percent) school
districts.
·
Significantly
lower percentages of students with disabilities achieved a score of 55 or higher
on the English Regents examination within four years in the high need school
districts (16.7 percent to 34.2 percent) compared to students with disabilities
in the low need (71.1 percent) and average need (44.1 percent) school
districts.
·
Significantly
greater percentages of students with disabilities were not tested on the
Mathematics Regents examination within four years in the high need school
districts (48.3 percent to 68.8 percent) compared to students with disabilities
in the low need (19.1 percent) and average need (36.8 percent) school
districts.
·
Significantly
lower percentages of students with disabilities achieved a score of 55 or higher
on the Mathematics Regents examination within four years in the high need school
districts (10.8 percent to 28.5 percent) compared to students with disabilities
in the low need (64.6 percent) and average need (36.6 percent) school
districts.
·
Almost half
(46 percent) of the 2000 cohort of students with disabilities graduated with a
Regents or local diploma after four years; 1.8 percent had transferred to GED
programs; 13.8 percent left with an IEP Diploma or local certificate; 25.6
percent were still enrolled; and 13.0 percent had dropped
out.
State Accountability
Results
·
In 2003-04,
Statewide, the students with disabilities accountability group met the 95
percent participation requirement in Elementary-Level English Language Arts and
Mathematics, but not in Middle-Level English and Mathematics.
·
In 2003-04,
Statewide, the students with disabilities accountability group did not make
adequate yearly progress (AYP) at the elementary, middle or secondary levels in
English and Mathematics.
·
The 2000
accountability cohort of students with disabilities is 50 percent larger than
the 1997 cohort.
·
A slightly
smaller percentage of the 2000 accountability cohort of high school students
with disabilities achieved a passing grade on the Mathematics examination
required for high school graduation (65.0 percent) compared to the 1999 cohort.
However, there were significantly more students with disabilities included in
the 2000 cohort (18,065) compared to the 1999 cohort (16,878).
·
A smaller
percentage of the 2000 accountability cohort of students with disabilities
achieved a passing score on the English Regents examination required for
graduation (58.7 percent) compared to the 1999 cohort (61.0 percent). However,
there were significantly more students with disabilities included in the 2000
cohort (18,065) compared to the 1999 cohort (16,878).
·
26.5 percent
of the 2000 accountability cohort of students with disabilities used the Regents
Competency Test (RCT) in Mathematics to meet the Mathematics graduation
requirement, while 12 percent of the cohort used the RCT to meet the English
graduation requirement.
·
9.2 percent of
the 2000 accountability cohort of students with disabilities used a score of
55-64 to meet the mathematics graduation requirement while 10 percent of the
cohort used this score range to meet the English graduation
requirement.
·
In 2004, 642
school buildings and 299 school districts out of 3,945 buildings and 712 school
districts had sufficient numbers of students with disabilities to be held
accountable for at least one accountability measure.
·
In 2004, 36
percent of school buildings and 25 percent of school districts that were held
accountable made AYP for students with disabilities.
·
In 2004, 181
school buildings (28 percent) and 77 school districts (26 percent) did not make
AYP for only the students with disabilities group.
Postsecondary Plans
·
The percentage
of students with disabilities planning to pursue education after high school
increased to 50.4 percent (this represents 40.2 percent of students leaving the
large five cities and 55.3 percent of students leaving other school
districts).
Participation in Postsecondary Education
·
In 2003, while
the percentage of self-identified individuals with disabilities participating in
New York State higher education programs remained the same at 3.4 percent, the
number of individuals increased to 38,027 from
37,793.
·
A slightly
larger percentage of full-time, first-time entrants into Associate degree
programs completed the program within three years from the same institution
(20.7 percent compared to 19.7 percent in the previous
year).
·
A slightly
smaller percentage of full-time, first-time entrants into Baccalaureate degree
programs completed the program within six years from the same institution (62.9
percent compared to 63.6 percent in the previous
year).
Results for Vocational Rehabilitation
·
In 2003, the
workforce development partners including VESID, Commission for the Blind and
Visually Handicapped and the Workforce Investment Act-One Stops, assisted 18,634
individuals with disabilities in achieving employment outcomes. Of these
individuals, 15,010 received services from VESID.
·
In Federal
Fiscal Year (FFY) 2004, 13,826 consumers achieved employment outcomes after
receiving services through VESID. The FFY number represents a decline of 8
percent from the previous FFY.
·
In State
Fiscal Year 2005, 30 percent of all consumers provided services were youth
(consumers below the age of 22 at application). This percentage has been rising
steadily over the last several years.
·
In FFY 2004, a
slightly lower percentage of individuals achieved an employment outcome compared
to the previous year (56.1 percent compared to 57.7
percent).
·
The ratio of
the service rate for minorities to the service rate for non-minorities improved
to 0.92 compared to 0.89 the previous year, surpassing the national standard of
0.80.
·
Individuals
with disabilities who achieved employment after receiving vocational
rehabilitation services represent $208 million dollars in annualized
earnings.
Next Steps
The Department continues its aggressive efforts to improve the academic performance and job placement of individuals with disabilities. Strategies being implemented include the following:
- Align NYS Laws
and Regulations with IDEA 2004, with particular emphasis on early intervening
services, response to intervention, literacy development, and
scientifically-based instruction.
- Continue
advocating for expanded program options for gap students, such as Career and
Technical Education (CTE) and well-designed transition
programs.
- Increase the
supply of qualified personnel and personnel development.
- Maximize
available resources in conjunction with comprehensive, data-driven school
improvement planning process.
- Enhance
network effectiveness through joint EMSC/VESID development of the Regional
Network Strategy, including clarification of the role of the BOCES District
Superintendent in school improvement.
- Continue
strengthening the quality assurance process to coordinate with professional
development and technical assistance systems.
·
Expand Mental Health
initiatives such as Coordinated Childrens Services Initiative (CCSI) and
Positive Behavioral Interventions and Supports (PBIS) to allow implementation in
all schools if desired.
- Continue and
expand, in collaboration with EMSC, the Urban Initiative to focus on the
unique needs and characteristics of cities.