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NYC PUBLIC SCHOOLS

Special Education School District Data Profile 2012-13

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 https://www.nysed.gov/special-education/spp-apr.
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.

New York City Public Schools

2012-13

Enrollment and Classification Rate

District Enrollment: 1,288,697
School-Age Students with Disabilities and Classification Rate

174,161

13.5%

Preschool Students with Disabilities

Indicator 1: Graduation Rate of Students with Disabilities

2008 Total cohort - August 2012

Students with Disabilities and Graduation rate

13,024

30.5%

State Target

Target Met

55% or higher

No, did not meet state target

Indicator 2: Drop-Out Rate of Students with Disabilities

2008 Total cohort 4 years later - August 2012

Students with Disabilities and Drop-out Rate

13,024

19.9%

State Target

Target Met

12% or lower

No, did not meet state target

Indicator 3: State Assessments

(Note: Data are suppressed when fewer than 5 students with disabilities are enrolled in a district.)

A. Participation rate for students with disabilities

B. Proficiency rate for students with disabilities against grade level academic achievement standards

C. Proficiency rate for students with disabilities against alternate academic achievement standards

D. Gap in proficiency rates for students with disabilities and for all students against grade level academic achievement standards

Indicator 4A: Suspension Rate

(based on 20122011-12 school year data)

Students with Disabilities: 174,161
Suspension Rate 2012-13

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

1,694

1%

State Threshold

Threshold Met

2.7% or lower

Yes, met state threshold

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

(based on 20122011-12 school year data)

Suspension Rate 2012-13

Did the school district have significant discrepancy?

No

State threshold for 2012-13

State Threshold

Threshold Met

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

Yes, met state threshold

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

Total Students with Disabilities ages 6-21: 162,305
Students with 80% or more of the day in a general education program

58.2%

State Target

Target Met

More than 60%

No, did not meet state target

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

3.7%

State Target

Target Met

No State Target

Not Applicable

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

26.4%

State Target

Target Met

Less than 22%

No, did not meet state target

  Students with disabilities in separate settings

8.4%

State Target

Target Met

Less than 5.8%

No, did not meet state target

STUDENTS WITH DISABILITIES IN OTHER SETTINGS

3.4%

State Target

Target Met

No State Target

Not Applicable

Indicator 6: Preschool Least Restrictive Environment (LRE)

Total Students with Disabilites: 29,265
Students with disabilities with measurement A

56.9%

State Target

Target Met

42.7% or higher

Yes, met state target

Students with disabilities with measurement B

32.3%

State Target

Target Met

26.3% or lower

No, did not meet state target

Indicator 7: Preschool Outcomes

Preschool Students with Disabilities: 1,909
% of children with increased rate of growth with Positive Social - Emotional Skills

92.5%

State Target

Target Met

85.5%

Yes, met state target

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

44.1%

State Target

Target Met

55.7%

No, did not meet state target

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

93.7%

State Target

Target Met

87%

Yes, met state target

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

44.5%

State Target

Target Met

55.6%

No, did not meet state target

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

93.4%

State Target

Target Met

84.5%

Yes, met state target

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

50.2%

State Target

Target Met

63.5%

No, did not meet state target

Indicator 8: Parental Involvement

Number of completed surveys 114
Percent of parents who reported that schools facilitated parent involvement to improve services and results for students with disabilities

78.1%

State Target

Target Met

90% or higher

No, did not meet state target

Indicator 9: Disproportionality - Identification for Special Education

Disproportionate representation in special education?

No

State Threshold

Threshold Met

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

Yes, met state threshold

Indicator 10A: Disproportionality in Specific Disability Categories

Disproportionate representation in specific disability categories?

No

State Threshold

Threshold Met

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

Yes, met state threshold

Indicator 11: Timely Evaluations (Child Find)

Number of preschool students for whom parental consent to evaluate was received (July 1, 2012to June 30, 2013)

2,298

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

1,809

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

225

Compliance Rate

87.3%

State Target

Target Met

100%

No, did not meet state target

Number of School-Age students for whom parental consent to evaluate was received (July 1, 2012to June 30, 2013)

5,995

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

5,304

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

123

Compliance Rate

90.3%

State Target

Target Met

100%

No, did not meet state target

Number of Combined students for whom parental consent to evaluate was received (July 1, 2012to June 30, 2013)

8,293

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

7,113

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

348

Compliance Rate

89.5%

State Target

Target Met

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)

1,145

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

56

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

23

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

1,036

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.

43.4%

State Target

Target Met

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

64%

State Target

Target Met

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 2011-12 school year

555

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.

35%

State Target

Target Met

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.

55%

State Target

Target Met

65%

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.

66%

State Target

Target Met

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 https://www.nysed.gov/special-education/spp-apr .

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This document was created on: April 18, 2024, 11:04 pm EST

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