rebecca h. cort, deputy commissioner nysed vesid presentation to nys staff / curriculum development...
TRANSCRIPT
Rebecca H. Cort, Deputy CommissionerNYSED VESID
Presentation to NYS Staff / Curriculum Development Network
Targeted Activities to Improve Results for Students with Disabilities
September 2009
Academic Outcomes and Students with
Disabilities
39.3% 41.3%
55.0%
37.5%37.9%
2001 Cohort 2002 Cohort 2003 Cohort 2004 Cohort NYSGraduationRate Goal
NYSGraduationGoal 2012
Bo
ard
of
Re
ge
nts
dis
cu
ss
ing
Trend in Percent of Students with Disabilities Graduating with Regents or Local Diploma After 4 Years as of June
2004 cohort results of 41.3% exceeded the IDEA target of 38% Future targets are more rigorous:
2008-09 target is 44%2009-10 target will be 49%2010-11 target will be 52%
NYSED, VESID APR Feb 2009 data as of 1/23/09 Indicator #1
(This slide presents data available when each APR was prepared. Later changes made by SED to 2001 and 2002 total cohort data are not reflected here.)
17.6
%
30.4
%
32.5
%
48.1
%
74.0
%
20.5
% 28.8
%
31.2
%
45.6
%
22.6
%
26.3
% 34.8
%
36.1
%
51.7
%
74.4
%
21.7
%
18.6
%
74.1
%
72.4
%
49.0
%
35.9
%
31.7
%
22.5
%
19.8
%
New York City Large City Urban-Suburban Rural Average Low
2001 Cohort 2002 Cohort 2003 Cohort 2004 Cohort
Average and Low Need districts exceeded the 38% target set for the 2007-08 school year.
High Need districts are improving but did not meet the target
Wide variations in outcomes across school districts
NYSED, VESID APR Feb 2009 data as of 1/23/09 Indicator #1
(This slide presents data available when each APR was prepared. Later changes made by SED to 2001 and 2002 total cohort data are not reflected here.)
Trend in Percent of Students with Disabilities Graduating with Regents or Local Diploma After 4 Years as of June
By Need Resource Capacity of School Districts
13,057
2,4994,154
4,969
2,832
6,7905,675
8,3057,226
8,4249,767
10,506
17,299
3,414
9,514
7,545
4,175
10,4618,606
11,1949,680
12,14413,079
14,325
25,046
4,419
5,647
12,60713,518
15,366
17,321
14,101
16,309
18,94920,081
22,735
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Number with Score of 65-100
Number with Score of 55-100
Total Number Tested
Since 1997, there has been more than 567% increase in the number of students with disabilities tested. Of the students tested in 2008, 69% achieved a score between 55-100.
2008 Regents English Examination & Students with DisabilitiesData represents Public Schools, Including Charter Schools
Regents Diplomas Awarded in 2007-08 to Students with Disabilities(Data represents Public Schools, including Charter Schools.)
774 8641,115 1,329
1,8392,257
2,865
4,673
5,3665,843
7,000
526 623
1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05* 2005-06 2006-07 2007-08
*Note: students that graduated with Regents diplomas in 2004-05 were required to pass five Regents examinations compared to eight required in previous years.
Since higher standards were adopted in 1996, more than 13 times as many students with disabilities are earning Regents diplomas.
2004 Total Cohort Status after Four Years as of June (n=31,252 students with disabilities)
Regents Diploma
21%
Local Diploma21%
IEP Diploma12%
Dropped Out16%
AHSEP Transfers
2%
Still Enrolled after 4 Yrs.
28%
*AHSEP = Alternative High School Equivalency Preparation program
41
.3%
16
.0%22
.6%
26
.3% 3
4.8
%
36
.1%
51
.7%
74
.4%
3.5
%
13
.4%
11
.7%
17
.4%
20
.3%
11
.3%
12
.1%
3.8
%
12
.1%2
1.6
%
31
.5%
16
.6%
19
.2%
New YorkCity
Large 4Cities
Urban/Suburban
Rural HighNeed
AverageNeed
Low Need Total Public
% High School Diploma % IEP Diplomas % Dropped Out
2004 Total Cohort
10,112 1,612 2,633 2,408 10,221 4,102
2004 Total Cohort after Four Years as of June:Graduation, IEP Diploma and Dropout Rates
NYSED, VESID APR 2009 Indicators #1 & 2
There are wide variations across school districts in the ways that students with disabilities leave school.
Different types of exit have post school consequences for young adults with disabilities.
Getting There from HereGrades 3-8
English Language Arts (ELA)
Increasingly students with disabilities are demonstrating proficiency by scoring at Levels 3 & 4 on Grades 3-8 ELA examinations.
Percent of Students with Disabilitiesat Levels 3-4 in ELA
Number Tested 2006 2007 2008 2009
Grade 3 = 23,811 26,692 27,285 27,702
Grade 4 = 26,474 28,281 29,983 29,562
Grade 5 = 28,987 29,985 30,661 31,410
Grade 6 = 28,883 29,055 31,195 31,021
Grade 7 = 29,237 29,842 31,180 31,840
Grade 8 = 29,119 29,514 31,017 31,312
Grades 3-8 = 166,511 173,369 181,381 182,847
Fewer students with disabilities are demonstrating serious academic difficulties by scoring at Level 1 on the ELA examinations.
Percent of Students with Disabilities at Level 1 in ELA
The Call to Action The Call to Action
• Annual Targets for Improvement– Graduation, Drop Out Rates
– Performance on State Assessments
– Effective Transition Planning
– Rates of Suspension
• Focused Monitoring – Compliance in Areas most directly related to results (e.g.,
transition planning, timely evaluations)
• Technical Assistance to Improve Core Instructional Practices– Literacy, Behavior, Special Education Instructional Practices,
Transition Planning and Activities
Determination Criteria• Graduation Rates• Drop Out Rates• AYP & Combined
ELA/Math 3-8 Performance
• Compliance Rates• Other factors
School District Accountability
2009-10 Determinations• 97 At Risk• 41 Need Assistance• 30 Need Intervention
Other Identifications• 64 show high rates of
long-term suspensions• 60 have data indicating
disproportionality on the basis of race/ethnicity
Other Identifications• High rates of long-
term suspensions• Disproportionality on
the basis of race/ethnicity
Focus on the Instructional Core
• What is the instructional basis for schools identified as needing assistance or intervention?
– How are students taught literacy across the grades?
– What behavioral supports are in place school-wide, in classrooms, in small groups and for individual students?
– What is the quality of the special education instruction and supports students are receiving?
– What instructional planning and supports need to be provided to prepare students for post-secondary living, working and education?
Technical Assistance (TA) Resources
NEW Regional Special Education Technical Assistance Support Centers (RSE-TASCs)
– Regional specialists (behavior, training, private schools, bilingual special education, secondary transition)
– Special Education School Improvement Specialists
13 Special Education Parent Centers
TAC –Disproportionality (NYU Metro Center)
Effective Practices - S³tair Project
Higher Education Support Center Inclusive Schools
Early Childhood Direction Centers
Response to Intervention State TA Center Supporting grants to 14 schools
Restructuring of former SETRCs, Transition Coordination Sites and PBIS Networks into 10 Regional Special Education Technical Assistance Support Centers
• Regional Specialists– Special education trainers– Behavior– Transition – Bilingual special education– Nondistrict program
technical assistance providers
• Special Education School Improvement Specialists– Each BOCES region– Each Big 5
Teams created in nine regions by Joint Management Team plus New York City
RSE-TASC Coordinators
Regional Planning Processto Strategically Deploy TA Resources to those Districts Most in Need
Cyndi Besig
Acts as a liaison between NYSED/VESID leaders, BOCES District Superintendents, Big 5 District Superintendents, NYSED
Special Education Quality Assurance officials, regional specialists & local SESIS and other NYSED funded technical
assistance networks
Regional Special Education Technical Assistance Support Centers (RSE-TASC)A VESID funded network supporting & improving instructional practices & outcomes for students with disabilities. RSE-TASCs are located in
nine Joint Management Team Regions of New York State and in New York City
(Regional)Nondistrict Programs Technical
Assistance SpecialistProvides
training and technical
assistance on special
education to selected approved
private schools and
other nondistrict programs
(Regional)Transition SpecialistProvides
training and assistance to
school districts
identified to improve transition
planning and services
(Regional) Behavior SpecialistProvides
training and technical
assistance to districts on
positive behavioral
supports and establishing & sustaining
PBIS
(Regional) Bilingual Special
Education SpecialistProvides regional
information & technical assistance related to effective
practices for students with
disabilities who are bilingual/English language learners
(Regional) Special
Education Training
SpecialistProvides training &
information to school
personnel from multiple school
districts in region related
to special education
compliance & effective
practices
(Local)Special Education
School Improvement Specialists
(SESIS)Provide targeted
technical assistance to school districts
designated by VESID focusing on improving instructional practices
for students with disabilities in the areas of literacy,
behavioral supports, special education
instruction.
1214
14 8 8 115
RSE-TASC Coordinator
(42 SESIS in NYC; 73 Rest of State)
56 Regional Specialists Statewide – 13 NYC; 43 Rest of State
Supported by research-based tools and high quality professional development
• Research-based Quality Indicator Review and Resource Guides
• State Professional Development Centers– PBIS– Transition– School Improvement– Response to Intervention
Identifying and Promoting What Works
Effective Practices - S³tair Project
• Regional facilitators in 7 regions of the State to identify and document practices of schools with high quality, effective instructional practices for students with disabilities.
• Grant funds to effective practice schools and districts in need of assistance/intervention to promote replication and mentoring relationships among the schools.
Key State Policy Issues
• IEP diploma
• Safety net options for graduation with a local diploma