THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:	The Honorable the Members of the Board of Regents
FROM:	Rebecca H. Cort
COMMITTEE:	EMSC-VESID
TITLE OF ITEM:	Revision of Strategic Plan Key Performance Indicators
DATE OF SUBMISSION:	December 17, 2003
PROPOSED HANDLING:	Discussion
RATIONALE FOR ITEM:	To discuss the proposed revisions in measuring results for individuals with disabilities
STRATEGIC GOAL:	Goals 1 - 6
AUTHORIZATION(S):

 

SUMMARY:

 

In 1994 the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) developed its first strategic plan. This strategic plan was based on stakeholder feedback, the new mission outlined for the office and the issues that were identified as part of our reform efforts in vocational rehabilitation and special education. For each of these goals, key performance indicators (KPIs) were established. These KPIs provided focus on our strategic priorities and directed, to a significant degree, our allocation of fiscal and staff resources.

 

Since then significant improvements in results have occurred. Over the years, KPIs have been revised when results exceeded the expectation. It is now time for VESID to revisit its strategic plan with stakeholders, to examine each of the key performance indicators and to establish interim benchmarks that will enable us to more closely monitor progress. This will aid us in sharpening our focus on specific regions of the State and for specific disaggregated subgroups of students with disabilities and consumers of vocational rehabilitation services. This report outlines the process that is under way to complete this readjustment of the strategic plan.

Strategic Plan Goals and Key Performance Indicators

for Measuring Results for Individuals with Disabilities

 

 

 

In 1994 the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) developed its first strategic plan. This strategic plan was based on what our customers, stakeholders and staff thought about our performance, the new mission outlined for the office and the issues that were identified as part of our reform efforts in vocational rehabilitation and, subsequently, special education. The strategic plan was consistent with and supported the Department’s Strategic Plan. VESID’s Strategic Plan focused on the following six goals:

 

1.      Students receiving special education services will meet high educational standards.

2.      Students with disabilities will be integrated with their nondisabled peers throughout their educational experience.

3.      Individuals with disabilities will participate successfully in postsecondary education.

4.      Individuals with disabilities will be employed in integrated work settings.

5.      All services for which VESID has responsibility will be cost effective.

6.      All services for which VESID has responsibility will meet high standards and continuously improve.

 

For each of these goals, key performance indicators (KPIs) were established. These KPIs provided focus on our strategic priorities and directed, to a significant degree, our allocation of fiscal and staff resources. Since 1996, VESID has reported the performance of students with disabilities and vocational rehabilitation outcomes for individuals with disabilities in a Pocketbook of Goals and Results for Individuals with Disabilities. We have republished this booklet each year to ensure that all stakeholders are regularly kept informed of progress in improving results. Over the years, data has been disaggregated by race and ethnicity, regional differences, resource capacity and need of school districts, cohort performance, trends over time, and type of educational settings. This allowed priorities, resources and staff to focus more strategically on the root causes of the issues identified in the data.

 

During this time, significant improvements in results have been documented. Over the years, these KPIs have been revised when results exceeded the expectation. For example, one of the KPIs for Goal 2 was “The percentage of preschool students receiving special education services (pursuant to Section 4410 of Education Law) in integrated settings will approximately equal the percentage of school-age students in integrated settings.” In 1995, the percentage of preschool children receiving services in integrated settings was 32.3 percent and in 2001-2002 it was 57.8 percent, which exceeded the national percentage of school-age students in integrated settings. As a result, the KPI for this goal was revised and the benchmark is now “75 percent of preschool students receiving special education services (pursuant to Section 4410 of Education Law) will be served in integrated settings.” Also, New York State now surpasses the national average rate of placing school-age students with disabilities in general education classrooms for 80 percent or more of the school day. More than one of every two students with disabilities (51.1 percent) was placed in such settings. The KPI that identified the national average as the benchmark no longer is applicable.

Similarly, targets in vocational rehabilitation goals require re-examination.  For example, 94.9 percent of all individuals with disabilities who achieved competitive employment after receiving vocational rehabilitation services from VESID in FFY 2002 were individuals with significant disabilities. This is significantly above the national standard of 62.4 percent.  VESID also continues to exceed the latest national standard for the rates at which individuals with disabilities from minority and non-minority backgrounds receive vocational rehabilitation services. There are a number of other KPIs that now require revision because the original benchmarks have been reached.

 

In other instances, KPIs need to be revised to come into alignment with policy changes in general education. For example, a KPI in Goal 1 focused on enhancing participation and performance in Workforce Preparation programs. This was measured by performance on the Occupational Education Programs examination and was compared to the performance of nondisabled peers.  The Department has made major changes in Career and Technical Education and the examinations that were used to measure participation and performance are no longer in use. Clearly, this KPI needs revision.

 

During this same period, changes in public policy and federal reporting requirements have compelled reexamination of goals related to both special education and vocational rehabilitation. Chapter 405 of the Laws of 1999, required the Department to identify school districts with high rates of identification, low rates of declassification, high rates of placement in separate sites and significant disproportion, based on race and ethnicity, in identification and placement in particular settings of students with disabilities. Based on this disaggregated data, the Department worked with the identified school districts to determine underlying causes and, if necessary, require the development of a corrective action plan. The passage of the No Child Left Behind Act (NCLB) placed increased emphasis on the need to disaggregate data to ensure that all children, including students with disabilities, reach proficiency on challenging State academic achievement standards and State academic assessments no later than the 2013-2014 school year. The impending reauthorization of the Individuals with Disabilities Education Act (IDEA) also strongly supports the goals, performance indicators and interim benchmarks to reinforce the importance of setting and reaching performance goals for students with disabilities.

 

In 2000, the federal Department of Education’s Rehabilitation Services Administration (RSA) issued national performance standards for vocational rehabilitation that were incorporated in the strategic plan.  States are responsible for reporting on six indicators reflecting employment outcomes including integration and earnings. RSA is considering additional indicators that will directly impact the goals and standards set by states. VESID’s partnership in the workforce investment system reflects the changing role of vocational rehabilitation.  In addition to providing direct services to individuals with significant disabilities, vocational rehabilitation is now a full partner in the efforts to raise the employment levels of all individuals with disabilities, which must be adequately reflected in VESID’s strategic plan.

 

 

The new reporting requirements of the federal Annual Performance Report for Special Education and RSA 911 Report for Vocational Rehabilitation have been changed to reflect the United States Department of Education’s similar shift to a focus on outcomes.  An important aspect of these reporting systems is that, in addition to numeric reporting on outcomes, states must discuss in much greater detail than has been required in the past the contributing factors to those outcomes.  The establishment of more precise targets and benchmarks in VESID’s Strategic Plan will enrich and enhance this process.

 

Revision of VESID’s Strategic Plan

 

            Clearly it is time for VESID to revise and update its strategic plan in partnership with its stakeholders. The current goals will remain largely unchanged since they continue to reflect the critical issues that must be addressed in the future. We will, however, examine these goals through our planning process internally and in collaboration with our stakeholders to ensure that we remain flexible enough to make modifications or additions if appropriate. The planning process will ensure that we examine each of the key performance indicators and establish targets and interim benchmarks that will enable us to more closely monitor progress in the future for specific regions of the State for specific disaggregated subgroups of students with disabilities and consumers of vocational rehabilitation services. For example, the targets in Goal 2 require such revision since several have been successfully met at a statewide level, but remain to be achieved in the Big 5 cities or by racial and/or ethnic minorities.  Additional vocational rehabilitation outcome measures are being reviewed to determine if there are other contributions that should be documented in addition to successful employment.  For example, individualized vocational rehabilitation services often also contribute to the individual’s increased independence or attainment of a postsecondary education credential, as well as integrated employment.  Another example is typified by community development work carried out by district office personnel serving on such interagency planning committees as Workforce Investment Boards.  These activities require a substantial investment of time and resources and contribute generally to improved employment for people with disabilities but are not considered in either our strategic performance measurements or federal reporting.

 

Next Steps

 

VESID began the strategic planning process this fall and it will continue through the spring of 2004.  As the first step, an internal work group of staff reviewed each goal, objective and key performance indicator in light of current data and federal and State legislative and policy changes and proposed possible changes.  As happened in the development of VESID’s first strategic plan, staff and stakeholders will be asked to provide feedback on proposed changes to KPIs and to the newly identified targets and intermediate benchmarks.  These conversations will take place during routinely scheduled meetings throughout the spring to promote dialogue about the changes and additional ideas suggested by stakeholders will be considered.  Simultaneously with development of the strategic plan, VESID is designing the future vocational rehabilitation delivery system to address outreach, service delivery, outcomes and customer satisfaction.  This will also be discussed with advisory groups such as the Commissioner’s Advisory Panel for Special Education, State Rehabilitation Council and State Independent Living Council as well as other stakeholder groups across the State as that development process unfolds.  VESID staff are benchmarking nationally to determine other data to consider in revising KPIs or to establish interim benchmarks.  This work will be completed for the annual presentation to the Board of Regents on results for individuals with disabilities.  This report is scheduled for May 2004.