- Explanation of Progress
or Slippage
(for reporting period
July 1, 2003 through June 30, 2004):
Data Analysis of State
Assessment Results
- Grade 4 English Language
Arts Assessment:
New York City and the large four cities had the greatest
percentage of students with disabilities tested using the New
York State English as a Second Language Achievement Test (4.5%
and 7.5%, respectively) compared to other Need/Resource
categories of school districts, reflecting the diversity of
the population. (See Appendix 10.2.)
Statewide, the performance of students with disabilities at or
above Level 3 on the Grade 4 English Language Arts examination
declined, as compared to the previous year from 22.5 percent to
22.1 percent. However, compared to 1999, there was improvement
from 19.0 percent to 22.1 percent. Furthermore, another
indicator of improved performance is that, compared to 1999,
lower percentage of students are performing at Level 1(from
31.5 percent in 1999 to 28.3 percent in 2004).(See
Appendix 10.3.)
There are significant gaps in performance of students with
disabilities at or above Level 2 and at or above Level 3
between High Need districts (New York City, Large 4 Cities,
Urban/Suburban and Rural school districts) and Average or Low
Need districts. (See Appendix 10.7.)
There are significant gaps in performance of students with
disabilities at or above Level 3 compared to nondisabled
students in all Need/Resource categories of school districts.
(See Appendix 10.11.)
Performance of students with disabilities at or above Level 3
in the Yonkers city schools was the highest among the large
five cities in 2003-04. (See Appendix
10.15.)
- Grade 4 Mathematics
Assessment:
Statewide, the performance of students with disabilities on
the Grade 4 Mathematics assessment continues to improve. In
2004, 48.5 percent of students with disabilities performed at
proficient levels (Levels 3 and 4). Also, the percentage of
students performing at the lowest level (Level 1) continued to
decline: from 20.2 percent in 2003 to 17.4 percent in 2004. (See
Appendix 10.4.)
In 2004, there were significant gaps in the performance of
students with disabilities on the Grade 4 Mathematics
assessment between Need/Resource categories of school
districts. Almost all students with disabilities (95.5
percent) in the Low Need school districts achieved a score at
or above Level 2, while more than two-thirds (70.9 percent) of
students with disabilities did so in New York City. Also, in
Low Need school districts, more than three-quarters (76.2
percent) of students with disabilities performed at proficient
levels (Levels 3 and 4), compared to almost a third (32.9
percent) of students with disabilities in New York City. (See
Appendix 10.8.)
In 2004, there continue to be significant gaps in the
performance of students with disabilities on the Grade 4
Mathematics assessment between general education students
and students with disabilities,
in each Need Resource category of school districts. For
example, in the Low Need school districts, 97.1 percent of
general education students performed at or above Level 3
compared to 76.2 percent of students with disabilities. The
gaps in performance are more significant in all other Need
Resource categories of school districts. (See
Appendix 10.12.)
Greater percentages of students with disabilities in Syracuse
achieved proficient scores on the 2004 Elementary Mathematics
examination compared to other large cities. (See
Appendix 10.16.)
- Grade 8 English Language
Arts:
Statewide, compared to the previous year, greater numbers of
students with disabilities were absent from testing or had
invalid scores (2,118 compared to 1,783) and as a result, the
participation rate in assessments for this grade and subject
was also lower (from 94.8% to 94.0%). (See
Appendix 10.1.)
New York City schools had the highest rates of absent students
or invalid scores (11.0%) compared to other Need/Resource
categories of school districts. (See
Appendix 10.2.)
Statewide, more students with disabilities participated in the
8th grade English Language Arts assessment, 31,024 students in
2004 compared to 23,753 students in 1999. The performance of
students with disabilities on this assessment improved in
2004, compared to the previous year, however, very low
percentages of students achieve proficiency (Levels 3-4). (See
Appendix 10.5.)
In 2004, there continue to be significant gaps in the
performance of students with disabilities on the Grade 8
English Language Arts assessment between general education
students and students with
disabilities, in each Need Resource category of school
districts. For example, in the Low Need school districts,
78.4 percent of general education students performed at or
above Level 3 compared to 21.8 percent of students with
disabilities. Gaps in performance also exist in all other Need
Resource categories of school districts. (See
Appendix 10.13.)
Very small percentages of students with disabilities achieve
proficiency on the Middle-Level English Language Arts
Examination. There are significant gaps between performance of
students in the large five cities and other school districts.
(See Appendix 10.17.)
- Grade 8 Mathematics:
Statewide, compared to the previous year, greater numbers of
students with disabilities were absent from testing or had
invalid scores (2,713 compared to 1,799) and as a result, the
participation rate in assessments for this grade and subject
was also lower (from 94.6% to 92.2%). (See
Appendix 10.1.)
New York City schools had the highest rates of absent students
or invalid scores (14.0%) compared to other Need/Resource
categories of school districts. (See
Appendix 10.2.)
Statewide, the performance of students with disabilities on
the Grade 8 Mathematics assessment continues to improve, and
more students with disabilities are tested. In 2004, 19.2
percent of students achieved proficiency by scoring at Levels
3 and 4. Also, the trend continues with lower percentages of
students scoring at Level 1. (See
Appendix 10.6.)
In 2004, there continue to be significant gaps in the
performance of students with disabilities on the Grade 8
Mathematics assessment between Need/Resource categories of
school districts. As an example, in the Low Need school
districts, 43.3 percent of students with disabilities performed
at or above Level 3, compared to 8.1 percent in New York City.
(See Appendix 10.10.)
In 2004, there continue to be significant gaps in the
performance of students with disabilities on the Grade 8
Mathematics assessment between general education students and students with disabilities
in each Need Resource category of school districts. For
example, in the Low Need school districts, 88.6 percent of
general education students performed at or above Level 3,
compared to 43.0 percent of students with disabilities. Gaps
in performance also exist in all other Need Resource
categories of school districts. (See
Appendix 10.14.)
There are significant gaps in performance on the Middle-Level
Mathematics Examination between the large five cities and
other school districts for both students with disabilities and
general education students (students without disabilities).
(See Appendix 10.18.)
- English Regents
examination:
The numbers of students with disabilities tested on the
English Regents examination continues to increase. Since 1997,
there has been an almost 300 percent increase in the numbers
of students with disabilities tested. Of the students tested
in 2004, 65 percent achieved a score between 55-100. More than
twice as many students achieved a score between 55-100 in 2004
than took the examination in 1997. (See
Appendix 11.1.)
- Mathematics Regents
examination:
Each year between 1997 and 2001, there were increasing numbers
of students with disabilities participating in mathematics
Regents examinations. In 2001, the number participating rose
to 18,468, but declined to 13,016 in 2002. This decline may
have been attributable to changes in curriculum to accommodate
the longer period of time it takes to prepare for the Math A
test. In 2004, the number of students with disabilities
participating in the Math A examination increased to 19,015. Of
the students tested in 2004, 72 percent achieved a score
between 55-100. More than twice as many students achieved a
score between 55-100 in 2004 than took a mathematics Regents examination in
1997. (See Appendix 11.2.)
- In 2003-04, Statewide, the
students with disabilities accountability group met the 95
percent participation requirement in elementary-level
English language arts and mathematics, but not in
secondary-level English and mathematics.
- In 2003-04, Statewide, the
students with disabilities accountability group did not make
adequate yearly progress (AYP) at the elementary, middle or
secondary levels in English and mathematics.
Technical Assistance Networks
As indicated for previous probes in this section, and in the
General Supervision Cluster, many of the initiatives summarized
in the executive summaries for these clusters apply to numerous
clusters and probes. Such is the case with this probe. Many of
the activities associated with the Focused Reviews, the CSPD
Process, the SETRC network, RSSC networks, and preservice
quality initiatives associated with HESC will have both short
and long term impact on the performance of students with
disabilities on large-scale assessments. Please refer to the
executive summaries of those clusters for additional
information.
SETRC and RSSC networks are the premier resources supported by
SED to “close the gap” in performance of students with
disabilities. In 2002-03, the SED supported 42 SETRC programs
with a combined budget of over $15 million. Each SETRC program
was required to “target” a minimum of five low-performing
districts based on key performance indicators (which include
participation in and performance on large-scale assessments).
Eighty percent of the effort for each SETRC program must be
directed to targeted districts based on needs documented
in the district’s CSPD Plan. All of the Big Five Cities were
supported with separate SETRC Programs. NYC was funded at $4.6
million and supported approximately 30 Professional Development
Specialists (PDS). Each NYC PDS was required to target their
efforts on five separate schools. Outside of NYC, the SETRC
program targeted approximately 200 districts. Progress in all
targeted districts is monitored through the Targeted District
Narrative Report (TDNR), which is developed and updated
regularly by the SETRC Network.
The 2003-04 SETRC program was modified to reflect the key role
of BOCES District Superintendents and Superintendents of the Big
Five Cities in providing leadership to targeted
districts/schools. The BOCES District Superintendent became
responsible for approving CSPD plans for target districts,
approving upfront agreements, and approving TDNR prior to
submission to SED. In essence, the District Superintendent
became a full and active partner with VESID in school
improvement efforts. VESID also reevaluated and adjusted the
method used to determine funding levels for regions based on
several key demographic characteristics (# of students with
disabilities, #districts, #schools). The allocation for SETRC
was ultimately increased. VESID released competitive RFP’s to fund up to 42
centers statewide. The NYC RFP was issued separately. The
resultant contracts are for five years extending through the 2009
program year. All previous SETRC programs were as successful as
the competitors. The terms and conditions of the RFP are based on VESID's successful experiences
in redirecting the network over the
past several years.
In 2003-04, the RSSC network was extended through a five-year
competitive RFP. There are seven regions that maintained
statewide coverage and provided technical assistance to those
districts that failed to make adequate yearly progress (AYP)
under NCLB. The general and special education partnership was,
and remains, a key component of the RFP. All of the RSSCs
include a full-time special education specialist on staff. The
RSSC and SETRC networks work in partnership.
Reading and Math Initiative
The Reading and Math Improvement Initiative, which began
in 1998, demonstrates how districts, whose students are
performing significantly below grade level, can be assisted to
make systemic changes that close the gap in reading and math
performance between students with disabilities and their
nondisabled peers. These strategies for change included
developing instructional leaders; aligning curriculum and
instruction to the learning standards, establishing a
comprehensive district-wide reading policy; using data to drive
instruction; providing job-embedded and focused professional
development for all teachers, and implementing instructional
methods that are grounded in the reading and math research.
- One hundred twenty (120)
school buildings participated in this initiative from 37 of
the lowest performing school districts in the State. The
achievement in these buildings was significantly lower than
the statewide average and lower than that of comparable
districts with the same need resource capacity. In 2003, data
indicate that 2/3 of the participating school districts are
demonstrating significant improvements in the reading
performance of their students with disabilities. Almost half
of these significantly improved school districts were publicly
recognized by having buildings in the initiative identified in
SED’s list of Most Improved Schools. What has been learned
from these districts has been shared with EMSC, and has been
incorporated into the Reading First application. VESID will be
publishing a final report on this initiative in 2004.
Research Study to Assess
Impact of Graduation Requirements on Students with Disabilities
- This study could not be
completed.
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- Future Activities
- Projected Timelines and
Resources
(for NEXT reporting
period July 1, 2004 through June 30, 2005 and on going):
Technical Assistance
Networks
SED will continue to evoke strategies to strengthen the ability
of SETRC and other technical assistance networks in order to impact LEAs.
An October 2004 field memorandum entitled Program Update for the
Special Education training and Resource Center (SETRC) Network:
http://www.vesid.nysed.gov/specialed/publications/persprep/setrcupdate.htm
further clarified the roles and responsibilities of VESID’s SEQA
office and BOCES District Superintendents in relation to
identification of targeted districts, development of regional
plans, and evaluations of outcomes. Additionally, ongoing
coordination with EMSC will lead to standardized protocols
across all technical assistance (TA) networks for upfront
agreements with LEAs, needs assessment procedures, planning,
implementation and evaluation. The protocols will be issued
jointly by VESID and EMSC.
In 2004-05, the RSSC network will
be working with Reading First district/charter schools. The goal
is to improve student performance in reading in kindergarten
through grade three. The Centers will hire and maintain a cadre
of staff with the capacity to assist funded districts to provide
research-based reading instruction and intervention to meet
student outcome goals for Reading First.
Additionally, the Math Initiative is designed to provide
coaching and professional development services to
schools/districts identified by SED under the State
accountability systems. The initiative is designed to provide
support and training to K-12 teachers and school leadership
across programs, including general education, special education,
and English language learners.
Reading and Math Initiative
- VESID is an active partner in
SED planning teams to design the approach for improving
schools under the Reading First grant application process, the
Math Improvement project and the Math and Science
Partnerships, ensuring that students with disabilities and
special education teachers benefit from these resources.
Improvement strategies that benefit students with disabilities
are being incorporated in the school improvement efforts led
by RSSCs, SIG and SETRCs technical assistance processes.
- VESID is also initiating an
incentive grant program to help preschool special education
programs to improve their preliteracy instruction so that
students with disabilities entering Kindergarten will be ready
to learn.
- VESID will be publishing a
final report on the results of the Reading and Math
Improvement Initiative in 2004.
- A RFP will disseminate and
award IDEA discretionary funds in 2004 so as to improve math results
for students with disabilities statewide through intensive
technical assistance from staff with expertise in math
instruction to targeted districts statewide.
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