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

SUBJECT:

Results for Students and Individuals with Disabilities – 2003-2004

 

 

DATE:

May 4, 2005

 

STRATEGIC GOAL:

Goals 1 and 4

 

AUTHORIZATION(S):

 

 

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.

 

 

Grade 4 English Language Arts Assessment

 

 

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.

·       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 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

·       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:

 

 

 

 

 

 

 

·       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.

 

 

 

·       Finalize VESID’s “Designing Our Future” initiative to streamline processes and improve job placement outcomes for vocational rehabilitation consumers.

 

·       Strengthen relationships with workforce partners such as the Department of Labor and local One-Stop Centers to maximize Statewide resources and increase employment levels for individuals with disabilities.