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NYC PUBLIC SCHOOLS

Special Education School District Data Profile 2013-14

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: 1,286,987
School-Age Students with Disabilities and Classification Rate

178,933

13.9%

Preschool Students with Disabilities

Indicator 1: Graduation Rate of Students with Disabilities

2009 Total cohort - August 2013

Students with Disabilities and Graduation rate

10,809

37.7%

State Target

Target Met

53% or higher

No, did not meet state target

Indicator 2: Drop-Out Rate of Students with Disabilities

2009 Total cohort 4 years later - August 2013

Students with Disabilities and Drop-out Rate

10,809

17.6%

State Target

Target Met

14% 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 20132012-13 school year data)

Students with Disabilities: 178,933
Suspension Rate 2013-14

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

1,448

0.8%

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 20132012-13 school year data)

Suspension Rate 2013-14

Did the school district have significant discrepancy?

No

State threshold for 2013-14

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: 165,724
Students with 80% or more of the day in a general education program

60.5%

State Target

Target Met

More than 60%

Yes, met state target

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

3.5%

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

7.1%

State Target

Target Met

Less than 5.8%

No, did not meet state target

STUDENTS WITH DISABILITIES IN OTHER SETTINGS

2.5%

State Target

Target Met

No State Target

Not Applicable

Indicator 6: Preschool Least Restrictive Environment (LRE)

Total Students with Disabilites:
Students with disabilities with measurement A

State Target

Target Met

42.7% or higher

Students with disabilities with measurement B

State Target

Target Met

26.3% or lower

Indicator 7: Preschool Outcomes

Preschool Students with Disabilities: 1,890
% of children with increased rate of growth with Positive Social - Emotional Skills

93.2%

State Target

Target Met

85.5%

Yes, met state target

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

35.4%

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

94.5%

State Target

Target Met

87%

Yes, met state target

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

37.9%

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

92.9%

State Target

Target Met

84.5%

Yes, met state target

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

40.3%

State Target

Target Met

63.5%

No, did not meet state target

Indicator 8: Parental Involvement

Number of completed surveys 121
Percent of parents who reported that schools facilitated parent involvement to improve services and results for students with disabilities

89.3%

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, 2013to June 30, 2014)

2,297

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

1,614

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

272

Compliance Rate

79.7%

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, 2013to June 30, 2014)

4,182

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

3,754

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

59

Compliance Rate

91.1%

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, 2013to June 30, 2014)

6,479

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

5,368

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

331

Compliance Rate

87.3%

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)

1,193

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

11

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

1,086

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.

21.6%

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

56%

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 2012-13 school year

470

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.

30%

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.

50%

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.

63%

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 http://www.p12.nysed.gov/specialed/spp/ .

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