New York State Education Department
	New York State Part B Annual Performance Report 2002-2003
	Office of Vocational and Educational Services for Individuals with Disabilities

Index: Cluster Area IV Executive Summary Table FAPE.I Table FAPE.II Table FAPE.III Table FAPE.IV Table FAPE.V Table FAPE.VI Attachment 2 Attachment 3A Attachment 3B Attachment 3B continued Attachment 3C Attachment 3D Attachment 3E Attachment 3E continued Attachment 3F ATTACHMENT 3F Report of the Participation and Performance of Students with Disabilities on State Assessments by Content Area, Grade, and Type of Assessment	NAVIGATION Home (Full Index) Cluster Area I: General Supervision Cluster Area II: Early Childhood Transition Cluster Area III: Parent Involvement Cluster Area IV: Free Appropriate Public Education in the Least Restrictive Environment Cluster Area V: Secondary Transition Attachments Tables Appendices
Section F: Performance of Students with Disabilities on Reading Assessment*

STATE: New York

SECTION F: PERFORMANCE OF STUDENTS WITH DISABILITIES ON READING ASSESSMENT*

* State achievement level(s) considered proficient or higher for purposes of NCLB are: Levels 3 and 4

**See Appendices 34 and 35 for definitions of 1999 and 2000 cohorts and note that the 1999 cohort did not include students with significant cognitive disabilities, however, the 2000 cohort includes these students, and data for the 2000 cohort will be included in next year’s performance report. Also the 1999 cohort data will be revised to include August 2003 graduates.

During the 2002-2003 school year, 386 students with disabilities were tested on NYS Alternate Assessment in Mathematics and 21 students were absent or did not receive a valid score on this assessment. Also during the 2002-2003 school year, there were 407 students with disabilities tested on NYS Alternate Assessment in English Language Arts and 15 students were absent or did not receive a valid score on this assessment.

The 407 (386 + 21) students and the 422 (407 + 15) students are not included in the 1999 cohort of 16,878 students with disabilities, and therefore the totals in Column 11 for High School on pages 5 and 11 are larger than the 1999 cohort number.

¹ The total number of students reported by achievement level in 9A is to equal the number reported in column 3 plus column 4 minus the number reported in columns 3B and 4B.

² The total number of students reported by achievement level in 9B is to equal the number reported in column 5 minus the number reported in columns 5B.

³ Include all students whose assessment score was in the lowest achievement level plus all students who received a score but changes to the assessment invalidated their score or who took the assessment out of grade level.
 
⁴ Include students whose score counted in the lowest achievement level for NCLB because of the cap on the percentage of students whose alternate assessment on alternate achievement standards can count as proficient or above for purpose of AYP.

⁵ The number of students reported in column 10 is to equal the number reported in column 3B plus column 4B plus column 5B plus column 6 plus column 7 plus column 8.

⁶ The row total (column 9A level A + level B + level C … + level X) + (column 9B level A, level B, level C … + level X) + column 10 is to equal the number of students with IEPs reported in Section D. If the number of students is not the same, provide and explanation.

APR/SUBMISSION REQUIREMENTS: 2002-2003
(OMB NO: 1820-0624/Expiration Date

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Attachment III (Forms)

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