- Baseline/Trend Data:
(for reporting period
July 1, 2003 through June 30, 2004):
Most types of special education
data listed below are collected and reported annually to the
United States Department of Education (USDOE) consistent with
directions provided by the USDOE. These data are also used to
define VESID’s key performance indicators that are used to
measure progress toward achieving SED goals for students with
disabilities. Other offices in SED also use these data to assist
them in providing focused technical assistance, interventions,
supports and services to school districts and to design
Statewide strategies to effect systems change. SED is creating
an individual student level data system that will be able to
track students from first entry into public education through
graduation. However, at this time, data are collected in
aggregate tables, except that the State assessment data are
collected at the student level, but not in a manner that allows
for student tracking across school districts or over time.
Summaries for data listed below are provided in this section and
referenced in other appropriate clusters within this report.
See Appendix 2.2 for definition of
Need Resource Capacity. See Appendices 1.2
and 1.3 for high school cohort definitions.
- Numbers and percent of
preschool children receiving special education services by LRE
setting on December 1 and the numbers and percent of preschool
children receiving special education by types of services
provided during the school year. (See
Appendices 4.1, 4.2,
4.3, 4.4,
5.1, 5.2.)
- Numbers and percent of
school-age students receiving special education services by
LRE setting and by Need Resource Capacity and other groupings
of school districts. (See Appendices 8.1,
8.2, 8.3,
8.4, 8.5,
8.6.)
- Data for numbers of personnel
employed and needed to provide special education and related
services to students with disabilities are not yet available
for the 2003-04 school year. Additional data editing is
required.
- Numbers and percent of
students with disabilities exiting special education by basis
of exit (including dropping out) and post-school plans of students with disabilities
by Need Resource Capacity and other groupings of school
districts. (See Appendices 12.1,
12.2, 12.3,
13.1, 13.2,
13.3, 13.4,
15.1, 15.2,
15.3, 15.4.)
- Numbers and percent of
students with disabilities suspended out-of-school by number
of days and by disability. (See Appendices 9.1,
9.2, 9.3.)
- Participation and performance
of students with disabilities on State assessments.
- Grades 4 and 8 English
Language Arts and Mathematics – See Appendices
10.1, 10.2,
10.3, 10.4,
10.5, 10.6,
10.7, 10.8,
10.9, 10.10,
10.11, 10.12,
10.13, 10.14,
10.15, 10.16,
10.17, 10.18.
- Regents examination in English
– See Appendices 11.1,
11.6, 11.7.
- Regents examination in
Mathematics – See Appendices 11.2,
11.6, 11.7.
- Regents examination in Global
History and Geography – See Appendix 11.3.
- Regents examination in U.S.
History and Government - See Appendix 11.4.
- Regents examinations in
Biology and Living Environment – See Appendix
11.5.
- Cohort participation in and
Performance on English Regents (see Appendices
14.1 and 14.3).
- Cohort participation in and
Performance on Mathematics Regents (see Appendices
14.2 and
14.3).
All data, except the State
assessment data, are collected through a web-based data entry
system. During the 2003-04 school year, 100 percent of school
districts submitted data electronically, either through the
web-based data entry system or through a File Transfer Protocol
(FTP) procedure. Many edit checks are built into the web-based
system to ensure data accuracy. State assessment data are
collected electronically by SED-EMSC and also undergo many edit checks.
In order to ensure data are valid and reliable, directions
provided by USDOE are reviewed annually and directions that
accompany the State’s data collection instruments are revised as
needed and enhanced based on past year’s experience with data
collection. SED staff attend the annual data managers meeting to
ensure an understanding of all federal data collection
requirements. Minimum numbers of changes are made to data
collection instruments and this ensures some stability. In
addition, upon request through SETRCs, regional training is
provided to school district personnel regarding data definitions
and technical assistance is provided on an ongoing basis. Staff
members from SEDCAR collaborate with SEQA staff to help provide
school districts the necessary technical assistance. Joint
visits are made to the large five cities to ensure their data
accuracy and reliability. Data from all school districts undergo
consistent edit checks to ensure there are no mathematical
errors and that there is internal data integrity within the
reporting instrument. Efforts are made to increase the number of
edit checks that are completed annually, and this improves data
quality.
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- Explanation of Progress
or Slippage
(for reporting period
July 1, 2003 through June 30, 2004):
- 100 percent of the public
school districts submitted the required data electronically
via FTP or through the web-based data entry system. In
addition, for
the first time, all schools submitted their special education
personnel data via the web-based data entry system.
- 100 percent of the required
child count and LRE reports were received within the
established deadlines; however, approximately 85 percent of
schools submitted their personnel, exiting and discipline
reports by the established deadlines. Significant efforts were
expended to contact the remaining schools for missing reports.
The final 2003-04 data reports with exiting, personnel and
discipline data will be submitted to USDOE by July 1, 2005, in
time for the Annual Congressional Report.
- Approximately 90 percent of
the schools’ reports were error free when the State submitted
its initial reports to the USDOE for the 2003-04 school year.
The December 1, 2003 child count and environments data were
resubmitted to USDOE once they were 100 percent error free by
July 1, 2004.
- Electronic systems of data
collection have substantially eased the administrative burden
on school districts as well as on the State. The number of
data reports with errors has declined substantially compared
to the years when the data were collected on paper reports. In
addition, communication with school districts about their data
is much easier now that the data are available electronically on
the web for both school districts and the State to access.
- All federal reports were
submitted by their due dates and revised before the required
date for publication in the Annual Congressional Report.
- All SED personnel that need
access to school districts’ special education data are
provided access to the web-based data, which include several
years of data for every school district. This easy access to
data enables staff to use the most current data in their
monitoring and technical assistance functions.
- Some reasonability edit checks
were conducted to question school districts’ data; however,
SED staff shortages prevented a more thorough comparison and
editing of school districts’ data between two years.
- NYS’s web-based Annual
Performance Report (APR) provides the public access to
statewide and disaggregated data summaries on all key
performance indicators. In addition, the 2004 edition of the
Pocketbook of Goals and Results for Individuals with
Disabilities provides data to measure the State’s progress
toward achieving its established goals, key performance
indicators and targets. The Pocketbook is published annually
and shared with many stakeholders and may be accessed at:
www.vesid.nysed.gov/pocketbook/home.html.
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- Future Activities
- Projected Timelines and
Resources
(for
NEXT reporting period July 1, 2004 through June 30, 2005 and
on going):
- Continue developing the
individual student level data system. During the 2005-06
school year, SED expects to collect individual student level
data with unique student identifiers that will allow students
to be tracked from year to year within the State. In 2005-06,
the State will collect assessment results for grades 3-8, high
school and participation in the pre-K programs and programs
for limited English proficient students (LEP). In subsequent
years, SED will expand its data collection to all grades and
all students.
- Begin planning for the special education
component of the individual student level data system such
that all the required data elements for State and federal
reporting are included in the system, as well as other data
elements SED considers essential.
- Prepare web-based, school
district data summary reports within the 2004-05 school year
for access by school districts, SED staff and technical
assistance networks. These reports will provide school
district specific trend data on SED’s goals and KPIs.
- Prepare web-based, school
district specific reports related to identified problem areas,
as specified in Chapter 405 of the Laws of 1999, within the
2004-05 school year for access by school districts, SED staff
and technical assistance networks.
- Prepare additional special education data
summaries on VESID’s key performance indicators for SED’s
website providing access to all stakeholders of statewide as
well as disaggregated data.
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