1. Baseline/Trend Data:
   (for reporting period July 1, 2003 through June 30, 2004. Use Attachments 2 and 3 when completing this cell.):

• Percent of preschool children with disabilities educated in each setting-trend data. (See Appendix 4.3.)

• Percent of preschool children with disabilities educated in integrated settings by Need/Resource Capacity category of school districts and other groupings of school districts. (See Appendix 4.2.)

• Percent of preschool children with disabilities educated in integrated settings, compared to national average. (See Appendix 4.1.)

• Percent of preschool children with disabilities receiving special education in integrated settings by county. (See Appendix 4.4.)

• Types of preschool services provided to preschool children with disabilities-trend data. (See Appendix 5.1.)

• Types of preschool services provided to preschool children with disabilities by Need/Resource Capacity category of school districts and other groupings of school districts. (See Appendix 5.2.)

• Numbers of preschool students authorized for and awaiting services in NYC. (See Appendix 5.3.)

• Percent of school-age students with disabilities educated in four settings compared to national average. (See Appendix 8.1.)

• Percent of school-age students with disabilities educated in four settings by N/RC of school districts and other groupings of school districts. (See Appendix 8.4.)

• Count of school districts by their separate setting rates. (See Appendix 8.2.)

Participation in Career and Technical Education Programs

While the percentage of secondary students with disabilities engaged in Career and Technical Education Programs (CTE) has increased in recent years, a decline in participation is noted from 2002-03 to 2003-04. Postsecondary participation in CTE coursework for individuals with disabilities remains constant at just over 5%.

Source: NYSED CTEDs Data File and NYSED Postsecondary Institutional Profiles

 

Trends in CTE Participation by Students with Disabilities

Until 2003-04, there was a steady increase in CTE participation by high school students with disabilities from 27.8% in 1999-00 to 29.0% in 2002-03. However, in 2003-04, participation declined to 24.6%.

Sources: *NYSED CTEDS Data File (12/04); **PD-1/4

Students Developing a Career Plan, Grades 4–12

There is a steady increase in students with and without disabilities developing individualized career plans.

Source: NYS School Report Card Statewide Public Comprehensive Information Report 2003-04, as of 03/18/05.

 

2. Targets
   (for reporting period July 1, 2003 through June 30, 2004):

The targets listed below reflect changes made to VESID's Strategic Plan during the 2003-04 school year.

• 85 percent of preschool students receiving special education services will be served in typical early childhood settings, including home.

• The percentage of students with disabilities, ages 6-21, in general education programs 80 percent or more of the school day will continue to exceed the national average.

• The percentage of students with disabilities, ages 6-21, in general education programs between 40 and 79 percent of the school day will approximate the national average.

• The percentage of students with disabilities, ages 6-21, in general education programs less than 40 percent of the school day will approximate the national average.

• The percentage of students with disabilities, ages 6-21, in separate educational settings will be at or below the national average.

• The participation of students with disabilities in Career and Technical, Career Planning and Community Work Experience Programs will increase.

• To gain a better understanding of the impact of CTE programs and increase program participation, Career and Technical Education Data Systems (CTEDS) focused on students participating in approved CTE programs will be implemented beginning in 2003-04. Information will include the number of students participating in approved programs, the number participating in assessments and the number of students receiving a technical endorsement.

• The number of students developing a Career Plan will increase.

3. Explanation of Progress or Slippage
   (for reporting period July 1, 2003 through June 30, 2004):

VESID Strategic Plan

• During the 2003-04 school year, VESID engaged many internal Department staff and external stakeholder groups in conversations regarding our goals, key performance indicators and targets for students and individuals with disabilities. A revised strategic plan was developed and is available at: http://www.vesid.nysed.gov/publications/strategicplan/stratplan04/2004plan.htm. The plan helps to focus Department resources on the essential activities that should produce desired progress toward achieving the Department's goals and targets. This plan will be revised periodically to align with major new initiatives and challenges.

Participation in Career and Technical Education Programs and Documentation of Skills and Career Planning

• With respect to participation in CTE at the secondary level, the percentage of students with disabilities and their general education peers has decreased in 2003-04. This may be a result of a number of factors. Increasing academic standards and graduation requirements may have an impact upon student participation in CTE programs. Students who may have previously engaged in CTE courses are many of the same students struggling with increasing academic expectations. Time in their schedule previously devoted to CTE coursework may now be spent in AIS and other programs to support their academic development. Schools are also struggling with how to meet revised graduation requirements and encourage students to continue pursuing CTE programs. While the CTE program approval was modified in September 2001 to provide increased flexibility in curriculum and courses for high school students to pursue career and technical education programs and meet graduation requirements, anecdotal reports from the field indicate that fewer schools are offering and/or encouraging students with disabilities to participate in CTE programs. Changes to CTE programs were intended to address the question of time to allow students to take integrated or specialized courses and combine academic, career/technical skills and content. These changes were designed to promote and upgrade career and technical education programs in the State. Beginning with the graduation Class of June 2002, students earning a Regents or local diploma could receive a technical endorsement if they successfully completed an approved CTE program, including a technical assessment. This option will continue to be available for local diploma recipients, as long as the local diploma is offered under the safety net. In February 2004, an Implementation Guide for Career and Technical Education Program Approval was released to assist schools in addressing this issue. The tool is to be used by the local program to assist in assessing CTE program quality and identifying program needs prior to submission of the CTE Program for SED approval. With this guidance, it is anticipated the percentage of students participating in these programs will again increase. In addition, appropriate programming for  “gray area” students is especially challenging for schools. “Gray area “ students are those who are not eligible for alternate assessment, but who continue to have difficulty with the Regents requirements. As recommended by the Commissioner’s Advisory Panel (CAP) in 2004, SED will engage in discussions as to how improve programming and enhance outcomes for these students. CTE will likely be an appropriate avenue.

• Postsecondary participation in CTE coursework remains fairly constant, ranging between a high of 5.9% in 1999-2000 and a low of 5% in 2002-03. The data for 2003-04 indicates student participation in post secondary CTE programs falls in the middle of that range at 5.6%.

• The Skills Achievement Profile was developed in collaboration with VESID and the Office of Workforce Preparation and Continuing Education in order to document the accomplishments of students with disabilities receiving an IEP diploma who participate in CTE courses and programs. The profile parallels the credentials available for students obtaining a Regents or local Diploma and participating in CTE programs. It enables the student with an IEP diploma to provide a potential employer and/or postsecondary program with documentation of the career and technical skills proficiency level acquired. As a result of positive feedback from the pilots conducted in 2002-03, the profile was made available statewide in 2003-04. Information regarding this profile was made available via the web at http://www.emsc.nysed.gov/workforce/cteskillsachievementprofile/home.html. This information included resources, samples and contact information for those that piloted the program. To support the roll out of this document, technical assistance was, and continues to be provided at the local and regional levels by the Transition Coordination Sites (TCS). Beginning in 2004-05, data will be collected with respect to the number of students with disabilities exiting school with a Skills Achievement Profile.

• The Career Plan serves as a document for learners to record their development in the areas of self-knowledge, career exploration, career and life goals, classroom learning application and foundation skill awareness. The Career Plan Training Initiative Report: Program Evaluation and Follow-up Study Research, published in December 2002, indicates the positive contributions of career planning for workforce preparation. Data collection began in 2001-02 for students developing a Career Plan. Data reported for the 2001-02 school year indicates 13% of all students in grades 9-12 were engaged in developing a career plan. Increases are noted from year one of the data collection to year two (2002-03) with a total of 15% of all students developing a career plan. In 2002-03, over 30,000 students with disabilities (approximately 23%) in grades 9-12 were in the process of developing a career plan. Information about career plans is located at: http://www.emsc.nysed.gov/workforce/careerplan/career.pdf 

Preschool Special Education Quality Indicator Study

• New York provided special education services to 60 percent of preschool children with disabilities in integrated settings (with non-disabled peers) in 2003-04, thereby exceeding the same year national average of 54.9 percent by 5.1 percentage points. (See Appendix 4.1.)

• New York City, compared to other Need/Resource Capacity categories of school districts, and to other groupings of school districts, provided preschool special education services to the least percentage of preschool children in integrated settings. (See Appendix 4.2.)

• New York City, compared to other Need/Resource Capacity categories of school districts, and other groupings of school districts provided the greatest percentage of preschool students with disabilities (38.4 percent) special education in full-day special class in segregated classrooms (classrooms for only children with disabilities). (See Appendix 5.2.)

• In 2003-04, preliminary analysis of available data of the Preschool Special Educational Longitudinal Study indicated a correlation between the type and location of the preschool special education services and the degree of inclusion in Kindergarten. Sixty-five percent of Kindergarten students with disabilities in the study, who had received preschool special education services in community based early childhood education settings, received instruction in regular education classes for 80% or more of the school day.

Early Childhood Direction Centers (ECDC)
The ECDC network consists of 15 programs promoting statewide coverage. ECDC’s provide information and guidance to parents of preschool children with disabilities. The centers also offer technical assistance to school districts and provides assistance on a wide variety of topics including integrated programming. In 2003-04, the ECDC network received additional discretionary funding from VESID in order to plan and implement training for providers and parents on inclusive practices in preschool education.

Special Education Space Requirements Plan
As a result of Regional Space Planning, approximately 4,000 students with disabilities who had been placed in separate settings were moved to integrated sites in 1999. An additional 5,000 students were projected to move to integrated sites by 2003.

Amendments were approved in July 2003 to strengthen space plan requirements. Special Education Regional Space Plans require each BOCES region to work with school districts and private providers to review the need for additional integrated sites for students with disabilities. Each region with data indicating that they are above the national average for separate site placements has been required to meet a five-year benchmark demonstrating the redirection of students into integrated sites.

See Table GS.I, II, III - Special Education Space Requirements Plan and Table FAPE.I - Regional Space Requirements Plan for additional details.

Higher Education Support Center (HESC)
HESC, established as a contract between SED and Syracuse University, has two goals:

• To develop and sustain high quality inclusive teacher preparation programs; and
• To engage in and support the professional development efforts of selected schools in the various regions of the State.

In 2003-04, 71 institutions were members of the Higher Education Task Force. The Task Force meets statewide twice yearly with HESC. In addition, institutions in each of the seven regions of the State meet more frequently in local sessions built around local needs, such as common projects supported financially by HESC. They also involve other Lifelong Services Network (LSN) groups, such as SETRCs and RSSC as well as targeted low performing schools in the area.

Data Collection
A Quality Assurance Information System (QAIS) data management system has been used to track the frequency and specific type of LRE issues identified during the parent complaint and quality assurance review process in order to permit the resolution of district-specific issues and the targeting of technical assistance on a regional and/or statewide basis.

Interagency Partnerships
See GS Executive Summary - Interagency Agreements.

Reading and Math Initiative
See Table FAPE.IV - Reading and Math Initiative for additional information.

Enhanced Monitoring
See Table GS.I, II, III - Complaints and Monitoring for additional information.

Students with Autism and Emotional Disturbance Grants
In 2002, VESID issued a Program Development Grant Application Request to stimulate program development so as to target approximately 700 students with disabilities extraordinarily challenged by autism and severe emotional disturbance. These students were previously placed on home instruction or placed in inappropriate placements. Fourteen BOCES received grants ranging from $100,000-$200,000 to develop programs and intensive staff development activities, primarily in the area of positive behavioral interventions. Of special note is that seven of the grants developed programs in collaboration with local mental-health agencies and three developed partnerships with Universities to provide on-site consultation and support in the area of behavior management. VESID supported grantees with monthly audio conferences to enable project directors to network with each other and with an expert in the field of positive behavioral interventions. All fourteen BOCES received continuation awards for Year 2, ranging from $50,000-$100,000.

Teacher Education Programs /Changes in Certification Requirements
See Table GS.IV - Teacher/Provider Shortages

Urban Initiatives
See Table FAPE.II - Urban Initiatives

Focusing Technical Assistance Networks to Work With Identified School Districts
(See Tables GS.I, II, III - Special Education Training and Resource Centers (SETRC) Networks for additional information.)

Comprehensive System of Personnel Development (CSPD) as a Planning and Change Vehicle
All school districts are required to develop plans. Planning materials for CSPD incorporate key performance indicators data, including LRE, to guide local decisions regarding areas in need of improvement. See GS Executive Summary - Comprehensive System of Personnel Development for additional information.

State Improvement Grant
See Table FAPE.I - State Improvement Grant

4. Projected Targets
   (for NEXT reporting period July 1, 2004 through June 30, 2005 and on going):

• There will be an annual increase of two percentage points in the percentage of preschool students receiving special education services who are served in typical early childhood settings, including home.

• The percentage of students with disabilities, ages 6-21, in general education programs 80 percent or more of the school day will continue to exceed the national average.

• The percentage of students with disabilities, ages 6-21, in general education programs between 40 and 79 percent of the school day, will increase annually to approximate the national average.

• The percentage of students with disabilities, ages 6-21, in general education programs less than 40 percent of the school day, will decrease annually to approximate the national average.

• The percentage of students with disabilities, ages 6-21, in separate educational settings, will be at or below the national average.

• The participation of students with disabilities in Career and Technical, Career Planning and Community Work Experience Programs will increase annually.

• The number of students developing a Career Plan will increase annually.

• New data will be collected on the number of students with disabilities enrolled in CTE courses and working towards an IEP diploma who also obtain a CTE Skills Achievement Profile.

5. Future Activities
6. Projected Timelines and Resources
   (for NEXT reporting period July 1, 2004 through June 30, 2005 and on going):

Data Analysis
Beginning in 2004-05, data will be collected and analyzed with respect to the number of students with disabilities exiting school with a Skills Achievement Profile.

The issues around the decline in participation in CTE will be determined, and strategic planning to address those issues will begin.

Preschool Special Education Quality Indicator Study
Revised Regents Policy on Early Childhood
VESID will collaborate with the EMSC, Bureau of Early Childhood and Reading Initiatives to review and revise the Regent’s Policy on Early Childhood so as to assure that the needs of preschoolers with disabilities are addressed.

Early Childhood Direction Centers
In 2004-05, the ECDC network has again received additional discretionary funding in order to continue to disseminate training to parents and providers on inclusive practices in preschool education. A CD of the training package was also developed so as to guide the training based on the intended audience (parents or providers).

Additionally, a training CD is being developed to provide instruction on Early Intervention Transitions to Preschool Special Education. In addition to the ECDCs, SETRCs and parent networks will also receive the CD for training purposes. The training has been planned in collaboration with the DOH’s Early Intervention Program.

Special Education Space Requirements Plans
Annual progress reports for each BOCES region will indicate a decrease in the number of BOCES regions with 25 or more students awaiting placement, that goal being:

• 2003-11 regions
• 2004- 6 regions
• 2005- 3 regions

See Tables GS.I, II, III - Special Education Space Requirements and Table FAPE.I - Regional Space Requirements Plans for additional information.

Higher Education Support Center (HESC)
The Higher Education Task Force continues to meet twice yearly. They will add new projects to the assortment of research-to-practice initiatives funded via HESC. New for 2004-05 will be Secondary Transition, UDL, Partnership establishment (with LEAs), co-teaching relationships and faculty fellowships. The purpose of these initiatives is to further strengthen the developing relationships among preservice and inservice staff development supported by the colleges, the public schools and other staff development networks.

Data Collection
Due to technical problems with QAIS, a new system is being designed which will be faster, more efficient, more comprehensive and more user friendly.

Interagency Partnerships
See Table FAPE.III - Interagency Partnerships for additional information.
See GS Executive Summary - Interagency Agreements.

Reading and Math Initiative
See Table FAPE.IV - Reading and Math Initiative

Students with Autism and Emotional Disturbance Grants
Continuation awards will be available for one more year, pending the availability of funds and the success of the applicant in meeting the goals and objectives in the second year of the project.

Teacher Education Programs /Changes in Certification Requirements
See Table GS.IV - Teacher/Provider Shortages

Urban Initiatives
Refer to FAPE II - Urban Initiatives for further details.

Focusing Technical Assistance Networks to Work With Identified School Districts
Chapter 405 - Under Chapter 405 of the Laws of 1999, school districts were identified with high rates of placements of students with disabilities in separate sites. Underlying causes were determined. School districts are being provided technical assistance in order to assist them in developing effective strategies to improve their rates. (See Tables GS.I, II, III - Chapter 405 for additional information.)

VESID’s primary technical assistance network, 42 SETRCs, was redirected over the past several years to ensure:

• that 80% of its professional development activities are provided as targeted single-district initiatives that are based on data-driven CSPD plans;
• that LRE related data indicators are key considerations in the selection of targeted districts; and
• that the SETRC network, expanded in 2001, includes an additional ten regional positions with the responsibility of providing, at the regional level, ongoing sustained training for school and State agency personnel and parents on critical foundation-skill topics such as:
  • laws and regulations;
  • Committee on Special Education (CSE)/Committee on Preschool Special Education (CSPE) Chairpersons and members training;
  • IEP development;
  • due process;
  • transition;
  • alternate testing; and
  • testing accommodations.

VESID’s data reporting system for SETRC will include performance benchmarks for targeted districts, and will track Key Performance. The reporting system will include measures over multiple years, thus allowing SETRC Professional Development Specialists and district personnel to evaluate the effectiveness of interventions. (See Tables GS.I, II, III - Training Networks for additional details.)

Comprehensive System of Personnel Development (CSPD) as a Planning and Change Vehicle
See Table FAPE.I - CSPD and Tables GS Executive Summary - CSPD for additional details.

State Improvement Grant
See Table FAPE.I - State Improvement Grant for additional details.

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