Summary of Special Education Annual Performance Report Data

Summary of Special Education Annual Performance Report

February 1, 2007

Following are data items excerpted from the State's IDEA Part B Annual Performance Report (APR), submitted to the U.S. Education Department on February 1, 2007. Where performance data are derived from long-standing data collection processes, both baseline and annual data are available for analysis and reporting of progress/slippage. Data is not yet available for the indicators involving total cohort graduation rates and drop-out rates, participation and performance on State assessments plus determinations of school districts making adequate yearly progress (AYP) for students with disabilities as a subgroup. Some indicators are noted as "new" meaning that the State collected or initiated baseline data collection beginning in 2005-06.

Indicator	Baseline	Progress toward Target	Major Activities
1. Graduation Rate	2004-05 data based on the Total Cohort 2001, who graduated within four years: All students: 64% Students with Disabilities: 37%	2005-06 Target for the 2002 Total Cohort is 37% Analysis is pending release of State data.	Using baseline data, in October 2006, SED identified 75 school districts, (New York City being counted as one) having the lowest performance on Indicators 1, 2 and 3, categorized their needs for assistance and targeted improvement activities based on the levels of intervention required. VESID has focused its improvement activities with school districts on three primary instructional areas: literacy, behavioral supports and effective special education services.
2. Drop-Out Rate	2004-05 data based on Total Cohort 2001, who dropped out: All students: 10.9% Students with Disabilities: 18.9%	2005-06 Target for the 2002 Cohort: 19% drop-out rate for students with disabilities. Analysis is pending release of State data.
3. Assessment	In 2004-05, results for students with disabilities subgroup: · In all subjects 48.3% of districts made AYP · In English language arts the AYP rates for grades 4, 8 and high school were 69.9%, 68.6% and 48.7% respectively. · In mathematics the AYP rates for grades 4, 8 and high school were 93.4%, 63.4% and 52.4% respectively. · Participation rates in State assessments in ELA and math at the high school level were below 95%. · The proficiency rate (defined as effective annual measurable objective or effective AMO score) was met only on the grade 4 math assessment.	Target is the same as used for accountability under the No Child Left Behind Act (NCLB). Analysis is pending release of State data.
4. Suspension (for more than 10 days out of school in a single school year)	4A. In 2004-05, 2.9% of all 684 districts identified by the State were identified as having a significant discrepancy* in the rates of suspensions and expulsions of students with disabilities for greater than 10 days in a school year (20 school districts). *significant discrepancy is defined as having a suspension rate of greater than three times the baseline statewide average (i.e., a rate of 4.0% or higher)	4A. Target was 2%. 2005-06 progress data: 2.5% of districts had a suspension rate of 4% or higher (17 school districts).	4A. Districts identified based on 2004-05 data are required to take corrective action based on the identification of compliance issues leading to the high suspension rates. Districts identified based on 2005-06 data will be required to review their policies, procedures and practices during this school year and report the results of the review to the State.
4B. (new indicator) In 2004-05, 1.5% of all 684 districts in the State were identified as having a significant discrepancy by race and ethnicity that is the result of inappropriate special education policies, practices or procedures (10 school districts).	4B. The target is set at 0%. Progress toward the target will be reported in 2/08.	4B. All school districts whose data indicated a significant disproportionality by race/ethnicity in their rates of long-term suspensions of students with disabilities must use 15% of their IDEA Part B funds to address the problem. All districts with inappropriate policies, procedures and practices must take corrective action and publicly report on their revised policies, procedures and practices.
5. Least Restrictive Environment – School Age	In 2004-05, · 53.6% of students with disabilities received their education in general education programs 80% or more daily · 27.3% of students with disabilities received their education in general education programs for less than 40% of the day. · 7% of students with disabilities were served in separate settings (e.g., private schools, residential placements, homebound or hospital placements).	The State exceeded its projected targets in all three areas: Target: 54% or more 2005-06 data: 54.5% Target: 27.3% or less 2005-06 data: 25.5% Target: 7.0% or less 2005-06 data: 6.9%	Continue providing targeted technical assistance, professional development, quality assurance reviews and regional space planning.
6. Least Restrictive Environment – Preschool	In 2004-05, 63.5% of preschoolers were in integrated natural settings or settings that include nondisabled children.	2005-06 Target: 64% 2005-06 progress data: 63% of preschoolers were in integrated natural settings or settings that include nondisabled children. While the State did not meet its State target, it exceeded the national average of 58%.	SED will continue to approve any new or expanded programs in settings which include only preschool children with disabilities in consideration of documentation of regional need to meet the demand for services for preschool children in the least restrictive environment.
7. Preschool Outcomes (new indicator)	In 2005-06, assessment data were collected at the point of entry into preschool special education programs to determine the functioning of preschool children with disabilities in relation to same-aged peers in three areas: · positive social emotional skills (including social relationships) · acquisition and use of knowledge and skills (including early language/communication and early literacy); and · use of appropriate behaviors to meet their needs.	Baseline data on the percent of preschool children who demonstrated improvement in these three areas and targets for improvement will be reported in 2/08.	Early Childhood Direction Centers will provide technical assistance to preschool programs designed to support progress on this indicator.
8. Parental Involvement (new indicator)	In 2005-06, 86.9% of parents with a child receiving special education services reported that schools facilitated parent involvement as a means of improving services and results for students with disabilities.	Target is set at 87% for 2006-07. Progress toward target will be reported in 2/08.	Results were based on surveys from 9,575 parents representing 113 schools including NYC. Districts with poor response rates and/or poor results will be required to conduct another survey of parents in subsequent years to demonstrate improvement. VESID funds three parent centers located in NYC, Long Island and Western NY. VESID plans to expand parent centers to other regions of the State within the next two years.
9. Disproportionality in Special Education by Race/Ethnicity (new indicator)	In 2005-06, 0.9% of school districts in the State (6 school districts)* were found to have disproportionate identification of students as students with disabilities as a result of inappropriate special education policies, practices and procedures. * Four additional districts whose data indicated disproportionality are under monitoring review to determine if the data is the result of inappropriate policies, procedures and practices.	Target is 0%. Progress toward target will be reported in 2/08.	Annual data analysis identifies school districts that may have a problem in disproportionality of identification, classification, and/or placement. All districts whose data indicates disproportionality must use 15% of its IDEA Part B funds to address the problem leading to the disproportionality. SED requires districts to review special education policies, practices and procedures, and requires districts with inappropriate policies, procedures and practices to take corrective actions and publicly report the corrections. NYS contracts with New York University (Metro Center) to assist the State in addressing issues of disproportionality in special education.
10. Disproportionality in Classifications* and Placements by Race Ethnicity (new indicator) *by disability categories of learning disability, emotional disturbance, mental retardation, speech and language impairment, autism and other health impairment.	In 2005-06, 0.9% of school districts (6 school districts)* were identified as having disproportionate classification resulting from inappropriate policies, practices and procedures. In 2005-06, 0.6% of school districts (4 school districts)* were identified as having disproportionate placements resulting from inappropriate policies, practices and procedures. *Six additional districts whose data indicated disproportionality are under monitoring review to determine if the data is the result of inappropriate policies, procedures and practices.	Target is 0%. Progress toward target will be reported in 2/08.
11. Child Find (new indicator) - Evaluations and eligibility determined within State required timelines.	In 2005-06, 67.6% of students received their initial evaluations to determine eligibility for special education within State required timelines. · 78.3% for school-age students · 53.4% for preschool children	Target is 100%. Progress toward target will be reported in 2/08.	Districts with less than 100% compliance will be required to take corrective actions to ensure all evaluations are completed within the State required timelines. The data submitted included reasons for delays in meeting the timelines. These reasons are being analyzed to inform policy and State improvement activities.
12. Early Childhood Transition (new indicator)	86.5% of children in the State who were referred by early intervention (EI) (Part C) prior to age 3 and who were found eligible for preschool special education (Part B), had an IEP developed and implemented by their third birthday, after accounting for all the legitimate reasons for delays in determination of eligibility and implementation of IEPs.	Target is 100%. Progress toward target will be reported in 2/08.	Districts found to have less than 100% compliance will be required to take corrective actions to improve compliance rates and report improvement to the State. Information collected, including reasons for the delays, is being analyzed to plan policy clarifications, provision of technical assistance and examine needs for program development.
13. Secondary Transition (new indicator)	32.2% of youth aged 15 and above had an IEP that included coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.	Target is 100%. Progress toward target will be reported in 2/08.	A monitoring review was conducted of 3,541 IEPs from a representative sample of 1/6 of the school districts in the State (108 school districts, including NYC counted as one school district). Schools reporting less than 100% compliance are required to take corrective action. The State's funded Transition Coordination Sites are working with schools on improvement activities.
14. Post-School Outcomes (new indicator)	Baseline data is being collected to report the percent of youth in the State who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.	Not yet applicable.	A representative sample of students who exited school in 2005-06, will be interviewed in spring 2007 to determine their post-school outcomes. Baseline data will be reported in 2/08.
15. General Supervision System (including monitoring, complaints, hearings, etc.) identifies and corrects noncompliance as soon as possible but in no case later than one year from identification	In 2004-05, 81.20% of compliance issues were corrected within one year.	Target is 100%. In 2005-06, 83.71% of compliance issues were corrected within one year.	A new web-based Comprehensive Special Education Information System (CSEIS) was developed to provide easily retrievable data regarding the status of complaints and provide managers and all regional staff with readily accessible status reports and timely notice of upcoming due dates. The new Nondistrict Unit to monitor private schools was operationalized in 2006.
16. Resolution of State Complaints	2004-05: 94.8% of written signed complaints were fully processed within the 60-day timeline or approved extension.	Target is 100%. 2005-06: 95.34% of written signed complaints fully processed within the 60-day timeline or approved extension.	VESID has implemented CSEIS to provide easily retrievable data regarding the status of complaints to internally track resolution of State complaints.
17. Timeliness of Impartial Hearings	2004-05: 83.5% of fully adjudicated due process hearing requests were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party.	Target is 100%. 2005-06: 83.4% of fully adjudicated due process hearing requests were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party.	VESID increased its monitoring of the timelines for hearings. In April of 2006 NYS implemented the revision to the Impartial Hearing Reporting System (IHRS) to collect resolution session information and to begin monitoring the July 2004 NYS regulatory change that limited the length of extensions to a maximum of 30 days. This change is expected to have a significant effect on the timeliness of impartial hearings
18. Resolution Sessions (new indicator)	Based on data collected for one quarter of the school year in 2005-06, 17.73% of hearing requests that went to resolution sessions were resolved through resolution session settlement agreements.	A target for improvement for 2006-07 has been set for a 1 percentage point increase annually. Progress data will be reported in 2008.	Resolution sessions were added to the State's due process complaint system beginning in the 2005-06 school year based on the passage of IDEA 2004. Policy and guidance on resolution sessions will be issued in 2006-07.
19. Mediation	In 2004-05, 95.5% of mediations held resulted in mediation agreements.	The target for improvement is 95%. In 2005-06, 95.0% of mediations held resulted in mediation agreements.	As the use of resolution sessions increase as a means to resolve disputes prior to an impartial hearing, the number of disputes resolved through mediation is anticipated to decrease.
20. State Reported Data (618 and SPP and APR) are timely and accurate.	All required reports were submitted by their due dates and revised by the deadline date established by WESTAT in order to get the data into the Annual Congressional Report. Exiting, Discipline, Personnel, 60-Day Complaints and Mediations data were revised to provide updates.	The State's target is that 100% of State reported data, including 618 data and APRs, are submitted on or before due dates and are accurate. In 2005-06, all required federal reports were submitted by their due dates. One report required revision in April 2006 due to a data compiling error.	Several new data collection systems were created in 2005-06 to collect, analyze and report on new indicators for the SPP. Beginning in the 2007-08 school year, SED anticipates increasing the collection of special education data through the individual student record system, Student Information Repository System (SIRS).

Indicator

Baseline

Progress toward Target

Major Activities

1. Graduation Rate

2004-05 data based on the Total Cohort 2001, who graduated within four years:

All students: 64%

Students with Disabilities: 37%

2005-06 Target for the 2002 Total Cohort is 37%

Analysis is pending release of State data.

Using baseline data, in October 2006, SED identified 75 school districts, (New York City being counted as one) having the lowest performance on Indicators 1, 2 and 3, categorized their needs for assistance and targeted improvement activities based on the levels of intervention required.

VESID has focused its improvement activities with school districts on three primary instructional areas: literacy, behavioral supports and effective special education services.

2. Drop-Out Rate

2004-05 data based on Total Cohort 2001, who dropped out:

All students: 10.9%

Students with Disabilities: 18.9%

2005-06 Target for the 2002 Cohort: 19% drop-out rate for students with disabilities.

Analysis is pending release of State data.

3. Assessment

In 2004-05, results for students with disabilities subgroup:

· In all subjects 48.3% of districts made AYP

· In English language arts the AYP rates for grades 4, 8 and high school were 69.9%, 68.6% and 48.7% respectively.

· In mathematics the AYP rates for grades 4, 8 and high school were 93.4%, 63.4% and 52.4% respectively.

· Participation rates in State assessments in ELA and math at the high school level were below 95%.

· The proficiency rate (defined as effective annual measurable objective or effective AMO score) was met only on the grade 4 math assessment.

Target is the same as used for accountability under the No Child Left Behind Act (NCLB).

Analysis is pending release of State data.

4. Suspension (for more than 10 days out of school in a single school year)

4A. In 2004-05, 2.9% of all 684 districts identified by the State were identified as having a significant discrepancy* in the rates of suspensions and expulsions of students with disabilities for greater than 10 days in a school year (20 school districts).

*significant discrepancy is defined as having a suspension rate of greater than three times the baseline statewide average (i.e., a rate of 4.0% or higher)

4A. Target was 2%.

2005-06 progress data:

2.5% of districts had a suspension rate of 4% or higher (17 school districts).

4A. Districts identified based on 2004-05 data are required to take corrective action based on the identification of compliance issues leading to the high suspension rates.

Districts identified based on 2005-06 data will be required to review their policies, procedures and practices during this school year and report the results of the review to the State.

4B. (new indicator) In 2004-05, 1.5% of all 684 districts in the State were identified as having a significant discrepancy by race and ethnicity that is the result of inappropriate special education policies, practices or procedures (10 school districts).

4B. The target is set at 0%.

Progress toward the target will be reported in 2/08.

4B. All school districts whose data indicated a significant disproportionality by race/ethnicity in their rates of long-term suspensions of students with disabilities must use 15% of their IDEA Part B funds to address the problem. All districts with inappropriate policies, procedures and practices must take corrective action and publicly report on their revised policies, procedures and practices.

5. Least Restrictive Environment – School Age

In 2004-05,

· 53.6% of students with disabilities received their education in general education programs 80% or more daily

· 27.3% of students with disabilities received their education in general education programs for less than 40% of the day.

· 7% of students with disabilities were served in separate settings (e.g., private schools, residential placements, homebound or hospital placements).

The State exceeded its projected targets in all three areas:

Target: 54% or more

2005-06 data: 54.5%

Target: 27.3% or less

2005-06 data: 25.5%

Target: 7.0% or less

2005-06 data: 6.9%

Continue providing targeted technical assistance, professional development, quality assurance reviews and regional space planning.

6. Least Restrictive Environment – Preschool

In 2004-05, 63.5% of preschoolers were in integrated natural settings or settings that include nondisabled children.

2005-06 Target: 64%

2005-06 progress data:

63% of preschoolers were in integrated natural settings or settings that include nondisabled children.

While the State did not meet its State target, it exceeded the national average of 58%.

SED will continue to approve any new or expanded programs in settings which include only preschool children with disabilities in consideration of documentation of regional need to meet the demand for services for preschool children in the least restrictive environment.

7. Preschool Outcomes (new indicator)

In 2005-06, assessment data were collected at the point of entry into preschool special education programs to determine the functioning of preschool children with disabilities in relation to same-aged peers in three areas:

· positive social emotional skills (including social relationships)

· acquisition and use of knowledge and skills (including early language/communication and early literacy); and

· use of appropriate behaviors to meet their needs.

Baseline data on the percent of preschool children who demonstrated improvement in these three areas and targets for improvement will be reported in 2/08.

Early Childhood Direction Centers will provide technical assistance to preschool programs designed to support progress on this indicator.

8. Parental Involvement (new indicator)

In 2005-06, 86.9% of parents with a child receiving special education services reported that schools facilitated parent involvement as a means of improving services and results for students with disabilities.

Target is set at 87% for 2006-07.

Progress toward target will be reported in 2/08.

Results were based on surveys from 9,575 parents representing 113 schools including NYC.

Districts with poor response rates and/or poor results will be required to conduct another survey of parents in subsequent years to demonstrate improvement.

VESID funds three parent centers located in NYC, Long Island and Western NY. VESID plans to expand parent centers to other regions of the State within the next two years.

9. Disproportionality in Special Education by Race/Ethnicity
(new indicator)

In 2005-06, 0.9% of school districts in the State (6 school districts)* were found to have disproportionate identification of students as students with disabilities as a result of inappropriate special education policies, practices and procedures.

* Four additional districts whose data indicated disproportionality are under monitoring review to determine if the data is the result of inappropriate policies, procedures and practices.

Target is 0%.

Progress toward target will be reported in 2/08.

Annual data analysis identifies school districts that may have a problem in disproportionality of identification, classification, and/or placement.

All districts whose data indicates disproportionality must use 15% of its IDEA Part B funds to address the problem leading to the disproportionality.

SED requires districts to review special education policies, practices and procedures, and requires districts with inappropriate policies, procedures and practices to take corrective actions and publicly report the corrections.

NYS contracts with New York University (Metro Center) to assist the State in addressing issues of disproportionality in special education.

10. Disproportionality in Classifications* and Placements by Race Ethnicity
(new indicator)

*by disability categories of learning disability, emotional disturbance, mental retardation, speech and language impairment, autism and other health impairment.

In 2005-06, 0.9% of school districts (6 school districts)* were identified as having disproportionate classification resulting from inappropriate policies, practices and procedures.

In 2005-06, 0.6% of school districts (4 school districts)* were identified as having disproportionate placements resulting from inappropriate policies, practices and procedures.

*Six additional districts whose data indicated disproportionality are under monitoring review to determine if the data is the result of inappropriate policies, procedures and practices.

Target is 0%.

Progress toward target will be reported in 2/08.

11. Child Find
(new indicator) - Evaluations and eligibility determined within State required timelines.

In 2005-06, 67.6% of students received their initial evaluations to determine eligibility for special education within State required timelines.

· 78.3% for school-age students

· 53.4% for preschool children

Target is 100%.

Progress toward target will be reported in 2/08.

Districts with less than 100% compliance will be required to take corrective actions to ensure all evaluations are completed within the State required timelines. The data submitted included reasons for delays in meeting the timelines. These reasons are being analyzed to inform policy and State improvement activities.

12. Early Childhood Transition
(new indicator)

86.5% of children in the State who were referred by early intervention (EI) (Part C) prior to age 3 and who were found eligible for preschool special education (Part B), had an IEP developed and implemented by their third birthday, after accounting for all the legitimate reasons for delays in determination of eligibility and implementation of IEPs.

Target is 100%.

Progress toward target will be reported in 2/08.

Districts found to have less than 100% compliance will be required to take corrective actions to improve compliance rates and report improvement to the State. Information collected, including reasons for the delays, is being analyzed to plan policy clarifications, provision of technical assistance and examine needs for program development.

13. Secondary Transition (new indicator)

32.2% of youth aged 15 and above had an IEP that included coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

Target is 100%.

Progress toward target will be reported in 2/08.

A monitoring review was conducted of 3,541 IEPs from a representative sample of 1/6 of the school districts in the State (108 school districts, including NYC counted as one school district).

Schools reporting less than 100% compliance are required to take corrective action.

The State's funded Transition Coordination Sites are working with schools on improvement activities.

14. Post-School Outcomes
(new indicator)

Baseline data is being collected to report the percent of youth in the State who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

Not yet applicable.

A representative sample of students who exited school in 2005-06, will be interviewed in spring 2007 to determine their post-school outcomes. Baseline data will be reported in 2/08.

15. General Supervision System (including monitoring, complaints, hearings, etc.) identifies and corrects noncompliance as soon as possible but in no case later than one year from identification

In 2004-05, 81.20% of compliance issues were corrected within one year.

Target is 100%.

In 2005-06, 83.71% of compliance issues were corrected within one year.

A new web-based Comprehensive Special Education Information System (CSEIS) was developed to provide easily retrievable data regarding the status of complaints and provide managers and all regional staff with readily accessible status reports and timely notice of upcoming due dates.

The new Nondistrict Unit to monitor private schools was operationalized in 2006.

16. Resolution of State Complaints

2004-05: 94.8% of written signed complaints were fully processed within the 60-day timeline or approved extension.

Target is 100%.

2005-06: 95.34% of written signed complaints fully processed within the 60-day timeline or approved extension.

VESID has implemented CSEIS to provide easily retrievable data regarding the status of complaints to internally track resolution of State complaints.

17. Timeliness of Impartial Hearings

2004-05: 83.5% of fully adjudicated due process hearing requests were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party.

Target is 100%.

2005-06: 83.4% of fully adjudicated due process hearing requests were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party.

VESID increased its monitoring of the timelines for hearings. In April of 2006 NYS implemented the revision to the Impartial Hearing Reporting System (IHRS) to collect resolution session information and to begin monitoring the July 2004 NYS regulatory change that limited the length of extensions to a maximum of 30 days. This change is expected to have a significant effect on the timeliness of impartial hearings

18. Resolution Sessions (new indicator)

Based on data collected for one quarter of the school year in 2005-06, 17.73% of hearing requests that went to resolution sessions were resolved through resolution session settlement agreements.

A target for improvement for 2006-07 has been set for a 1 percentage point increase annually.

Progress data will be reported in 2008.

Resolution sessions were added to the State's due process complaint system beginning in the 2005-06 school year based on the passage of IDEA 2004. Policy and guidance on resolution sessions will be issued in 2006-07.

19. Mediation

In 2004-05, 95.5% of mediations held resulted in mediation agreements.

The target for improvement is 95%.

In 2005-06, 95.0% of mediations held resulted in mediation agreements.

As the use of resolution sessions increase as a means to resolve disputes prior to an impartial hearing, the number of disputes resolved through mediation is anticipated to decrease.

20. State Reported Data (618 and SPP and APR) are timely and accurate.

All required reports were submitted by their due dates and revised by the deadline date established by WESTAT in order to get the data into the Annual Congressional Report. Exiting, Discipline, Personnel, 60-Day Complaints and Mediations data were revised to provide updates.

The State's target is that 100% of State reported data, including 618 data and APRs, are submitted on or before due dates and are accurate.

In 2005-06, all required federal reports were submitted by their due dates. One report required revision in April 2006 due to a data compiling error.

Several new data collection systems were created in 2005-06 to collect, analyze and report on new indicators for the SPP.

Beginning in the 2007-08 school year, SED anticipates increasing the collection of special education data through the individual student record system, Student Information Repository System (SIRS).