Strategic Plan -- Positive Trends


	New York State Education Department Vocational and Educational Services for Individuals with Disabilities


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VESID’s Strategic Plan: Positive Trends

Increasing percentages of students with disabilities are earning Regents high school diplomas. In 2001-02, 11.1 percent of students with disabilities who completed high school earned such diplomas, compared to 4.4 percent in 1995-96.
Compared to the previous year, improved results were demonstrated at Levels 3 and above on the Elementary-Level English Language Arts (ELA) and on the Middle-Level ELA and Mathematics examinations.
Since 1997, when 4,419 students with disabilities were tested on the English Regents Examination, there has been a 219 percent increase in the number of students tested, to 14,101 students. Of the 14,101 students, 61.0 percent achieved a score of 55-100.
For the first time since this data has been analyzed, the special education classification rate dropped. It dropped from 11.9 percent to 11.8 percent. The rate has held steadily within one tenth of one percent around the current rate for five years.
Compared to 1995-1996 when 32.3 percent of preschool children with disabilities were served in either natural settings for preschool children or in settings which include non-disabled children, in 2001-2002, 57.8 percent were served in such settings.
New York State 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) were placed in such settings.
The percentage of students with disabilities educated in separate settings, apart from their nondisabled peers, has continued to decline from 9.1 percent in 1997-98 to 7.4 percent in 2001-2002.
Increasing percentages of students with disabilities are planning to pursue postsecondary education. Of the 15,863 students with disabilities who completed high school, 48.1 percent had plans to pursue a 4-year, 2-year, or other postsecondary education program. This rate is 3.9 percentage points higher than the rate for 2000-2001.
Graduation rates within three years and six years of individuals with disabilities who entered full-time Associate degree and Baccalaureate degree programs for the first time in fall 1995 were the same as or better than for all such individuals, with and without disabilities.
Of all individuals with disabilities who achieved competitive employment after receiving vocational rehabilitation services from VESID in FFY 2002, 94.9 percent were individuals with significant disabilities. This is significantly above the national standard of 62.4 percent.
Almost all individuals with disabilities served by VESID who achieved employment had earnings at or above the minimum wage.
VESID continues to exceed the latest national standard for the rates at which individuals with disabilities from minority and non-minority backgrounds receive services.

Previous:	Strategic Plan
Next:	Opportunities for Improvement
Index:	Pocketbook Index

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VESID’s Strategic Plan: Positive Trends

Increasing percentages of students with disabilities are earning Regents high school diplomas. In 2001-02, 11.1 percent of students with disabilities who completed high school earned such diplomas, compared to 4.4 percent in 1995-96.

Compared to the previous year, improved results were demonstrated at Levels 3 and above on the Elementary-Level English Language Arts (ELA) and on the Middle-Level ELA and Mathematics examinations.

Since 1997, when 4,419 students with disabilities were tested on the English Regents Examination, there has been a 219 percent increase in the number of students tested, to 14,101 students. Of the 14,101 students, 61.0 percent achieved a score of 55-100.

For the first time since this data has been analyzed, the special education classification rate dropped. It dropped from 11.9 percent to 11.8 percent. The rate has held steadily within one tenth of one percent around the current rate for five years.

Compared to 1995-1996 when 32.3 percent of preschool children with disabilities were served in either natural settings for preschool children or in settings which include non-disabled children, in 2001-2002, 57.8 percent were served in such settings.

New York State 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) were placed in such settings.

The percentage of students with disabilities educated in separate settings, apart from their nondisabled peers, has continued to decline from 9.1 percent in 1997-98 to 7.4 percent in 2001-2002.

Graduation rates within three years and six years of individuals with disabilities who entered full-time Associate degree and Baccalaureate degree programs for the first time in fall 1995 were the same as or better than for all such individuals, with and without disabilities.

Of all individuals with disabilities who achieved competitive employment after receiving vocational rehabilitation services from VESID in FFY 2002, 94.9 percent were individuals with significant disabilities. This is significantly above the national standard of 62.4 percent.

Almost all individuals with disabilities served by VESID who achieved employment had earnings at or above the minimum wage.

VESID continues to exceed the latest national standard for the rates at which individuals with disabilities from minority and non-minority backgrounds receive services.