NYC CHANCELLOR'S OFFICE

Special Education School District Data Profile 2018-19

The Special Education School District Data Profile is prepared in accordance with the requirement of the Individuals with Disabilities Education Act (IDEA). Each State must have a State Performance Plan (SPP) to evaluate the State's efforts to meet the requirements and purposes of the implementation of IDEA.

The SPP is a six-year plan which describes New York State's performance on 17 indicators. States must report annually to the public on the performance of the State in an Annual Performance Report (APR) and each school district against the State's targets. New York State's SPP and the APR that describe these indicators in detail are available at http://www.p12.nysed.gov/specialed/spp/.
The following report reflects only quantifiable data collected by the State. Since performance of a school district in any indicator may be the result of unique circumstances within a district, readers are encouraged to consider information provided by the district's administration in interpreting these data.


Enrollment And Classification Rate

District Enrollment: 1,336,844
School-Age Students with Disabilities and Classification Rate

238,489

17.8%

Preschool Students with Disabilities

15,780

Indicator 1: Graduation Rate of Students with Disabilities

Total cohort - August

Students with Disabilities and Graduation rate

Less Than 5*

*

State target and does district meet target

57.82% or higher

Not Applicable*

Indicator 2: Drop-Out Rate of Students with Disabilities

Total cohort 4 years later - August

Students with Disabilities and Drop-out Rate

Less Than 5*

*

State target and does district meet target

13.0% or lower

Not Applicable*

Indicator 3: State Assessments

Participation in and Performance on State Assessments

Please Note: Data for Indicator #3 (Participation in and performance on State Assessments and Adequate Yearly Progress) is available for each New York City Geographic District.

Participation in and performance on rate is suppressed if less than 40 students with disabilities are reported as enrolled for participation rate.

Indicator 4A: Suspension Rate

Students with Disabilities 235,149
Suspension Rate 2018-19

Students with Disabilities Suspended Out-of-School for More than 10 Days and %

1,300

0.6%

State target and does district meet target

4.0% or lower

Yes, met state target

Indicator 4B: Significant Discrepancy by Race/Ethnicity in Suspension Rate

Suspension Rate 2018-19

Did the school district have significant discrepancy?

NO

State target for 2018-19

State target and does district meet target

No school districts will have disproportionality that is the result of inappropriate policies, practices and procedures.

Yes, met state target

Indicator 5: School-age Least Restrictive Environment (LRE)

Total Students with Disabilities ages 6-21: 222,380
Students with 80% or more of the day in a general education program

60.8%

State target and does district meet target

Greater than or equal to 60%

Yes, met state target

Students with 40 to 79% of the day in a general education program

4.4%

State target and does district meet target

No State Target

Not Applicable

Students with Less than 40% of the day in a general education program

20.7%

State target and does district meet target

Less than or equal to 18%

No, did not meet state target

  Students with disabilities in separate settings

5.3%

State target and does district meet target

Less than or equal to 5%

No, did not meet state target

STUDENTS WITH DISABILITIES IN OTHER SETTINGS

8.8%

State target and does district meet target

No State Target

Not Applicable

Indicator 6: Preschool Least Restrictive Environment (LRE)

Total Students with Disabilites:
Students with disabilities with measurement A

State target and does district meet target

50% or higher

Students with disabilities with measurement B

State target and does district meet target

18% or lower

Indicator 7: Preschool Outcomes

Preschool Students with Disabilities 4,125
% of children with increased rate of growth with Positive Social - Emotional Skills

89.2%

State target and does district meet target

95%

No, did not meet state target

% of children functioning within expectations with Positive Social - Emotional Skills

41.2%

State target and does district meet target

56%

No, did not meet state target

% of children with increased rate of growth with Acquisition and Use of Knowledge & Skills

90.6%

State target and does district meet target

95%

No, did not meet state target

% of children functioning within expectations with Acquisition and Use of Knowledge & Skills

41%

State target and does district meet target

56%

No, did not meet state target

% of children with increased rate of growth with Use of Appropriate Behaviors to Meet their Needs

89.7%

State target and does district meet target

93%

No, did not meet state target

% of children functioning within expectations with Use of Appropriate Behaviors to Meet their Needs

45.7%

State target and does district meet target

64%

No, did not meet state target

Indicator 8: Parental Involvement

Number of completed surveys 168
Percent of parents who reported that schools facilitated parent involvement to improve services and results for students with disabilities

87.5%

State target and does district meet target

95% or higher

No, did not meet state target

Indicator 9: Disproportionality - Identification for Special Education

Disproportionate representation in special education?

No

State target and does district meet target

No school districts will have disproportionality that is the result of inappropriate policies, practices and procedures.

Yes, met state target

Indicator 10A: Disproportionality in Specific Disability Categories

Disproportionate representation in specific disability categories?

No

State target and does district meet target

No school districts will have disproportionality that is the result of inappropriate policies, practices and procedures.

Yes, met state target

Indicator 11: Timely Evaluations (Child Find)

Number of preschool students for whom parental consent to evaluate was received (July 1, 2018to June 30, 2019)

2,297

Number of preschool students whose evaluations were completed within the State established timeline

1,399

Number of preschool students whose evaluations were not completed within State established time lines, but for reasons that are considered to be in compliance with State requirements

644

Compliance Rate - [Line 2 divided by (Line 1 minus Line 3)*100]

88%

State target and does district meet target

100%

No, did not meet state target

Number of School-Age students for whom parental consent to evaluate was received (July 1, 2018to June 30, 2019)

5,678

Number of School-Age students whose evaluations were completed within the State established timeline

3,978

Number of School-Age students whose evaluations were not completed within State established time lines, but for reasons that are considered to be in compliance with State requirements

213

Compliance Rate - [Line 2 divided by (Line 1 minus Line 3)*100]

72.8%

State target and does district meet target

100%

No, did not meet state target

Number of Combined students for whom parental consent to evaluate was received (July 1, 2018to June 30, 2019)

7,975

Number of Combined students whose evaluations were completed within the State established timeline

5,377

Number of Combined students whose evaluations were not completed within State established time lines, but for reasons that are considered to be in compliance with State requirements

857

Compliance Rate - [Line 2 divided by (Line 1 minus Line 3)*100]

75.5%

State target and does district meet target

100%

No, did not meet state target

Indicator 12: Early Childhood Transition

Percent of children with IEPs who transitioned from early intervention services (Part C) to preschool special education services (Part B) and received their preschool special education services by their third birthdays consistent with State law.
Number of children who were served in Part C and referred to Part B for eligibility determination)

1,637

Number of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthday

41

Number of those found eligible who had an IEP developed and implemented by their third birthday

63

Number of children for whom delays in determination of eligibility or delays in implementing the IEP were caused by reasons that are in "in compliance" with State requirements

1,406

Percent of children with IEPs who transitioned from early intervention services (Part C) to preschool special education services (Part B) and received their preschool special education services by their third birthdays.

88.2%

State target and does district meet target

100%

No, did not meet state target

Indicator 13: Secondary Transition

Number of IEPs reviewed for students ages 15 and above

100

PERCENT OF YOUTH AGED 15 AND ABOVE WHO HAVE IEPS WITH APPROPRIATE TRANSITION PLANS

67%

State target and does district meet target

100%

No, did not meet state target

Indicator 14: Post-School Outcomes

Number of students interviewed to assess post-school outcomes one year after leaving high school. Students left school during or end of the 2017-18 school year

454

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school.

39%

State target and does district meet target

44%

No, did not meet state target

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school.

63%

State target and does district meet target

70%

No, did not meet state target

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

76%

State target and does district meet target

80%

No, did not meet state target

Competitive employment means that youth have worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.

Enrolled in other postsecondary education or training means youth have been enrolled on a full- or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps; adult education; workforce development program; adult rehabilitation service programs; or other)

* State targets will be reported in subsequent years. They may be found in the State Performance Report posted at http://www.p12.nysed.gov/specialed/spp/ .

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