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:	Full Board
TITLE OF ITEM:	Updated Special Education Data
DATE OF SUBMISSION:	April 23, 2004
PROPOSED HANDLING:	Discussion
RATIONALE FOR ITEM:	Update on Progress Towards Regents Goals for the Reform of Special Education and Results of Vocational Rehabilitation
STRATEGIC GOAL:	Goals 1 and 4
AUTHORIZATION(S):

 

SUMMARY:

 

            In 1996, the Board adopted the following six goals for reforming special education in New York State:

 

·        Eliminate unnecessary referrals to special education.

·        Assure 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.

·        Assure that students with disabilities are educated in settings with their nondisabled peers to the maximum extent appropriate to their individual needs.

·        Provide mechanisms for school districts to develop or expand support and prevention services.

·        Assure 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. This report provides results for students with disabilities from the 2002-2003 school year. As in the past, this report also provides data for results for individuals with disabilities enrolled in institutions of higher education, as well as results of the vocational rehabilitation system in preparing and placing individuals with disabilities into employment from the previous federal fiscal year.

 

            The following highlights indicate that we are continuing to make progress in key areas:

 

·        Compared to 1995-96 when 32.3 percent of preschool children with disabilities were served in either natural settings for preschool children or in settings which include nondisabled children, in 2002-2003, 58.7 percent were served in such settings.

 

·        New York State continues to surpass the national average rate of placing school-age students with disabilities in general education classrooms for 80 percent or more of the school day: 51.8 percent of students with disabilities were placed in such settings.

 

·        The number of school districts and BOCES regions with high rates of placing students with disabilities in separate settings continues to decrease.

 

·        Compared to the previous year, greater percentages of students with disabilities participated in regular grades 4 and 8 assessments.

 

·        Compared to the previous year, performance of students with disabilities at or above proficient levels improved on the grades 4 and 8 Mathematics examinations. Improvement was significant on the grade 4 Mathematics examination improving from 37.2 to 47.8 percent of students performing at or above proficient.

 

·        Greater numbers of students with disabilities are taking the Regents examinations required to graduate with high school diplomas.  Since 1997, the number of students with disabilities taking certain examinations has tripled or quadrupled. 

 

·        The percentage of students with disabilities who earned a Regents diploma increased to 13.5 percent compared to 11.1 percent in the previous year and 4.4 percent in 1995-96.

 

·        Greater percentages of students with disabilities are making plans to continue their education after high school, 48.5 percent in 2002-03 compared to 41.4 percent in 1999-00. 

 

·        There continues to be a steady increase in the number and percent of individuals with disabilities enrolled in institutions of higher education.

 

·        Compared to the previous federal fiscal year, in 2003, there was an increase in the number of individuals with disabilities placed in integrated employment and also into competitive employment.

 

·        In Federal Fiscal Year 2003, individuals with disabilities placed in jobs by VESID represent $225 million in annualized first-year earnings.

 

 

However, we continue to face challenges in reducing the gap in performance between high need school districts, especially in the urban areas, and those school districts with greater resources. The poor achievement outcomes for students with disabilities on the Grade 8 assessments are especially troubling as they reflect the lack of readiness of many students for high school. 

 

We must continue our efforts in providing necessary support services to students in the general education program, thus avoiding the need to classify students for special education. Although we have made progress in reducing the percent of school-age students placed in separate settings, certain areas of the State remain far above the national average. Improving performance of students with disabilities on State assessments continues to be a focus of many initiatives in special education.  We believe that improved student performance will positively impact postsecondary indicators as well. The challenge remains to secure adequate resources to prepare Institutions of higher education for an expanding population of individuals with disabilities and to ensure the availability of vocational rehabilitation services for all eligible consumers at a time of significant fiscal constraints.