1 Results for Students and Individuals with Disabilities September 2008

English Language Arts (ELA) Students with Disabilities Percentage of Students Scoring at Levels 3 and 4 Grade 3 = 23,811 26,692 27,285 Grade 4 = 26,474 28,281 29,983 Grade 5 = 28,987 29,985 30,661 Grade 6 = 28,883 29,055 31,195 Grade 7 = 29,237 29,842 31,180 Grade 8 = 29,119 29,514 31,077 Grades 3-8= 166, , ,381 Number Tested The percentage of students with disabilities meeting the ELA Learning Standards increased at every grade level except Grade 8 even with the increase in ELL students with disabilities tested.

English Language Arts (ELA) Students with Disabilities Percentage of Students Scoring at Level 1 There is a decease in the percentage of students with disabilities scoring at Level 1 in all grades for the past two years. The decreases in Grades 5, 6 and 7 are substantial and improvement has been sustained from one grade to the next.

4 Percentage of Students Scoring at Levels 3 and English Language Arts (ELA) Students with Disabilities Performance in Grades by Need/Resource Capacity Category In every category, there was an increase in the percentage of students with disabilities who scored at proficient levels in ELA in 2008 compared to 2007 or 2006.

5 Percentage of Students Scoring at Level English Language Arts (ELA) Students with Disabilities Performance in Grades by Need/Resource Capacity Category The percentage of students with disabilities scoring at Level 1 has been cut in half in most Need/Resource Capacity categories over two years of testing.

English Language Arts (ELA) Students with Disabilities English Language Learners Percentage of Students Scoring at Levels 3 and 4 Number Tested Grade 3: 1,512 Grade 4: 1,858 Grade 5: 2,477 Grade 6: 2,246 Grade 7: 2,195 Grade 8: 2,194 Grades 3-8 Combined: 12,482 Number Tested Grade 3: 3,816 Grade 4: 3,783 Grade 5: 3,451 Grade 6: 2,935 Grade 7: 2,534 Grade 8: 2,433 Grades 3-8 Combined: 18,952 Number Tested Grade 3: 3,474 Grade 4: 3,606 Grade 5: 3,295 Grade 6: 2,841 Grade 7: 2,351 Grade 8: 1,933 Grades 3-8 Combined: 17,500 Performance remains extremely low for ELL students with disabilities, especially for the declining number who remain designated as ELL in grades 6, 7, and 8.

and Students with Disabilities Grades 3-8 ELA – Statewide by Race/Ethnicity Level 3 or 4 Percentage of Students Scoring at Level 3 or There is an increase in the statewide percentages of students with disabilities scoring at Levels 3 or 4 in all the race/ethnicity categories. Whites (35.3%) and Asian/Pacific Islander (35.2%) had the highest percentage of students with disabilities score on Grade 3-8 ELA at Level 3 or 4. The largest percentage increases of scoring in Levels 3 or 4 in 2008 was Blacks (+46%) and Hispanics (+36%) and American Indian/Alaskan Natives (28%).

Students with Disabilities ELA Grades 3-8 by Gender Levels Statewide Percentage of Students Scoring at Levels 3 or 4 Female Male Female Male Performance is similar for male and female students with disabilities with males out- numbering females by approximately 2 to 1 across all grade levels. Number of Students With Disabilities Tested Grade FemaleMale 3 8,47418, ,01319, ,66519, ,87620, ,75120, ,66820,409

and Students with Disabilities Statewide Grades 3-8 ELA by Race/Ethnicity and Gender Level 3 or 4 Percentage of Students Scoring at Level 3 or 4 Female Male There is an increase in the statewide percentages of students with disabilities Grade 3 to 8 ELA scoring at Levels 3 or 4 for each gender in all the race/ethnicity categories. The largest percentage of students with disabilities to score on Grade 3 – 8 ELA Level 3 or 4 was Asian/Pacific Islander Females (36.9%); White Males (35.4%); White Females (35%) and Asian /Pacific Islander Males (34.4%). The greatest percentage increase for scoring ELA Level 3 or 4 was Black Females (+50%); Black Males (43%); Hispanic Females (+42%) and Hispanic Males (+34%).

Mathematics - Students with Disabilities Percentage of Students Scoring at Levels 3 and 4 Grade 3 = 27,045 26,780 27,325 Grade 4 = 29,043 28,327 30,072 Grade 5 = 30,290 29,960 31,662 Grade 6 = 30,077 29,040 31,119 Grade 7 = 29,791 29,659 31,037 Grade 8 = 29,539 29,305 30,899 Grades 3-8= 175, ,071181,114 Number Tested The percentage of students with disabilities meeting the mathematics learning standards increased substantially in 2008 in every grade.

Mathematics - Students with Disabilities Percentage of Students Scoring at Level 1 There is a substantial decease in the percentage of students with disabilities scoring in math at Level 1 in all grades in each of the past two years.

12 Percentage of Students Scoring at Levels 3 and Mathematics Levels 3 or 4 in Grades Students with Disabilities by Need/Resource Capacity Students with disabilities have improved their math scoring performance in all the Need / Resource Capacity categories in each of the past two consecutive years. The greatest percentage increases at Level 3 or 4 scoring was in Large Cities (+57.5%); Urban- Suburban High Need districts (+38.7%) and New York City districts (+32.3%).

13 Percentage of Students Scoring at Level Mathematics Performance in Grades Students with Disabilities by Need/Resource Capacity Students with disabilities in Large City Districts were about 4 times as likely as those in Low Need Districts to score at Level 1. The percentage of students with disabilities scoring at Level 1 decreased in every Need / Resource Capacity category for two consecutive years.. The largest percentage decrease in Level 1 scoring was in New York City (-31.9%); Low Need Districts (-28.7%) and the Large City Districts (-28.0%)

and Students with Disabilities Grades 3-8 Math - Levels 3 or 4 Statewide by Race/Ethnicity Percentage of Students Scoring at Level 3 or There is an increase in the statewide percentages of students with disabilities scoring in grade 3- 8 math at Levels 3 or 4 in all the race/ethnicity categories. Asian/Pacific Islander students with disabilities significantly outperform all other groups.

Students with Disabilities Math Grades 3-8 by Gender Levels Statewide Percentage of Students Scoring at Levels 3 or 4 Female Male Female Male In math, males outperform female students with disabilities across all grade levels. Number of Students With Disabilities Tested GradeFemaleMale 38,47818, ,03820, ,66719, ,84320, ,69920, ,60520,294

16 Since 1997, there has been more than 514% increase in the number of students with disabilities tested. Of the students tested in 2007, 63% achieved a score between Regents English Examination Students with Disabilities Public Schools-Including Charter Schools

17 Large numbers of students with disabilities were tested on most RCT examinations. From 2002 to 2007 Regents Competency Testing for Reading increased by 77%; Writing by 85%; and Mathematics by 22%. Regents Competency Tests Examinations Public Schools, Including Charter Schools Students with Disabilities

18 Percent of Students with Disabilities Passing each Regents Competency Tests Public Schools, Including Charter Schools 3,968 7,187 3,723 11,159 5,861 4,737 10,030 4,950 6,146 8,163 5,839 6,137 6,308 6,404 8,083 6,309 7,212 7,519 The Regents Competency Tests remain significant towards students with disabilities meeting graduation requirements. There has been a notable increase in the number of students with disabilities who have passed the RCT in Reading (59%) and Writing (94%) from 2002 to 2007

19 Student GroupCohort Enrollment Regents/ Local Diploma IEP Diploma & Other Transfer to GED Still Enrolled Dropout 2002 Total Cohort After 4 Years All Students214, %1.7%1.2%17.1%12.8% Gen.Ed. Students 187, %0.3%1.1%16.1%11.8% Students with Disabilities 26, %11.5%2.2%24.3%19.5% 2002 Total Cohort After 5 Years All Students214, %2.5%1.4%6.5%16.4% Gen. Ed. Students 187, %0.5%1.2%5.7%15.5% Students with Disabilities 26, %16.4%2.6%11.4%22.2% 2003 Total Cohort After 4 Years All Students220, %1.7%1.2%17.0%11.5% Gen. Ed. Students 191, %0.2%1.0%15.1%10.7% Students with Disabilities 28, %12.1%2.2%29.4%16.9% High School Outcomes for 2002 and 2003 Total Cohort There is a significant increase in students with disabilities graduation rate after 5 years

Total Cohort after Four Years as of June Graduation, IEP Diploma and Dropout Rates 2003 Total Cohort 8,4071,5362,7782,2239,5633,873 The Average and Low Need Districts have higher graduation rates, lower IEP diploma rates and lower dropout rates compared to the High Need Districts. The five cities had the lowest graduation rates and the highest drop out rates. The rate of use of the IEP diploma varies widely across Need Resource Capacity categories.

Students with Disabilities Total Cohort after Four and Five Years Graduation and Dropout Rates Number In Cohort: 6,8131,7352,4852,3169,6833,925 Greater percentages of students with disabilities graduated after five years of school compared to four years in every Need Resource Capacity category of school districts. 4 Years 5 Years 4 Years 5 Years 4 Years 5 Years 4 Years 4 Yrs 5 Years5 Yrs4 Years4 Yrs 5 Yrs5 Years

22 Percentage of Students Graduating with Regents or Local Diploma After 4 Years By Need/Resource Capacity Category 2003 Total Cohort Graduation Rate General Education Students and Students with Disabilities There are similarities in the slope of the graduation rates of general education and students with disabilities, with students with disabilities in Low Need districts graduating at a higher rate than general education students in NYC, the Big4, and Urban-Suburban districts. Results Through June 2007

23 The number of self-identified individuals with disabilities in New York State higher education programs is increasing. 2.8% 3.0% 3.3% Number of Individuals with Disabilities and Percent they are of Total Enrollment in NYS Institutions of Higher Education* *Data for 1998 are not available Source: OHE 3.4% 3.5% 3.4% 3.6%

24 Improving Graduation and Drop-Out Rates for Students with Disabilities Requires…

25 Coming to High School Prepared P-16 Actions: Providing professional development and support to schools to use “Quality Indicator Review and Resource Guides” for –Adolescent literacy instruction –Positive behavioral supports, particularly small group and individualized interventions Monitoring every school district’s policies and procedures when the data shows they have a disproportionate rate of long-term suspensions of students with disabilities.

26 Access to Content Area Instruction and Credit Bearing Courses P-16 Actions We have set policy to promote integrated co- teaching (special education and general education co-teaching) We are providing professional development and support to schools to provide research-based strategy and direct instruction to students with disabilities, particularly in adolescent literacy

27 Transition Planning P-16 actions: Monitoring every school district to ensure the IEPs of students with disabilities, ages 15 and older, include good transition planning (goals and services to help the student reach his/her post school goals) Directing Transition Coordination Sites to provide technical assistance to schools with low graduation and/or high drop out rates for students with disabilities Funding 60 model transition school-based programs to support school-to-work and school-to-higher education transition services in collaboration with VR and adult providers

28 Additional Strategies Explore the development of career and technical education program options with engaging curriculum and content instruction Recognize schools with higher 5 year graduation rates Address IEP diploma policy to limit its use to students with the most severe disabilities

29 Expanding State’s Technical Assistance Resources Parent Centers – statewide (11 new) – 2 continuing Mediation State RTI Technical Assistance Center PBIS Statewide Technical Assistance Center Schools with Effective Instructional Practices for Students with Disabilities