Office of Special Education

2025 School District Determinations under the Individuals with Disabilities Education Act (IDEA)

Broome-Tioga BOCES Leadership Academy July 22, 2025

Agenda

1. Welcome & Introductions
2. Overview of the State Performance Plan
3. This Year’s Changes
4. Results & Support
5. Partnership Support - What would that look like?
6. Q & A

Presenters

Marie Meagher

Director of Instructional Programs Broome-Tioga BOCES

3

Dr. Stacy Ott Systems Change Facilitator Regional Partnership Center

Southwest Region (BT & GST BOCES)

Learning Outcomes

Participants will:

• Understand the reasoning for IDEA accountability changes
• Explore the structure of the new IDEA accountability matrix
• Performance point system
• Compliance point system
• Outline related Regional Partnership supports

State Performance Plan/ Annual Performance Report

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• The Individuals with Disabilities Education Act (IDEA) requires each state to develop a State Performance Plan (SPP)/Annual Performance Report (APR) that:

D evaluates the state’s efforts to implement the requirements and purposes of the IDEA; and

D describes how the state will improve its implementation.

• States must report annually on their progress against the targets in their SPP/APR.
• A new SPP/APR is developed at least every six years.

Annual IDEA Determinations for School Districts

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NYSED Office of Special Education annually determines if each school district:

School District IDEA Determinations Criteria

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01

SPP Performance and Compliance Indicators

02

Timely and Accurate Data

03

Correction of Identified Noncompliance

0

4

Other Data

Including Any Relevant Audit Findings

Change in IDEA Determination Criteria

Current Determinations

​

ESSA Identification

Long-Standing Noncompliance

​

Consecutive Years

2025-26 Determinations

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Performance Matrix

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Compliance Matrix

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Consecutive Years

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Performance Matrix

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Graduation and Drop Out Rates

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SPP Indicator 1: Graduation

Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high school diploma.

SPP Indicator 2: Drop Out

Percent of youth with IEPs who exited special education due to dropping out.

NYS Graduation and Drop Out Rates

VR10

SPP 1. Graduation

VR10

SPP 2. Drop Out

2025 Scoring SPP 1

Data for these indicators are “lag” data

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2025 Scoring SPP 2

Performance on Reading and Math Assessments

SPP Indicator 3B: Proficiency Rate

Proficiency Rate for Children with IEPs Against Grade Level Academic Achievement Standards.

The 2025 NYSED RDA will evaluate 4^th Grade and 8^th Grade Reading and Math Results in School District IDEA Determinations.

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SPP 3B: Proficiency Rate for Children with IEPs Against Grade Level Academic Achievement Standards

Statewide Assessment Data from School Year 2023–2024

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School-Age Least Restrictive Environment (LRE)

SPP Indicator 5A: Education Environments

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served

inside the regular class 80% or more of the day.

SPP Indicator 5B: Education Environments

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served

inside the regular class less than 40% of the day.

SPP Indicator 5C: Education Environments

Percent of children with IEPs aged 5 who are enrolled in kindergarten and aged 6 through 21 served

in separate schools, residential facilities, or homebound/hospital placements.

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School-Age LRE – SPP 5A, 5B, 5C

VR5

SPP 5A. Regular Class > 80%

2025 Scoring SPP 5A

VR5

SPP 5B. Regular Class < 40%

2025 Scoring SPP 5B

VR5

SPP 5C. Separate Setting %

2025 Scoring SPP 5C

Statewide Education Environments Data

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Preschool LRE

SPP Indicator 6A: Education Environments

Percent of children with IEPs aged 3, 4, and aged 5 who are enrolled in a preschool program attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.

SPP Indicator 6B: Education Environments

Percent of children with IEPs aged 3, 4, and aged 5 who are enrolled in a preschool program attending a separate special education class, separate school or residential facility.

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Preschool LRE – SPP 6A and 6B

VR4 & VR5

SPP 6A. Regular Class

2025 Scoring SPP 6A

VR4 & VR5

SPP 6B. Separate Setting

2025 Scoring SPP 6B

Statewide Education Environments Data

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Compliance Matrix

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Suspension/Expulsion & Disproportionate Representation

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SPP Indicator 4B: Suspension/Expulsion

Percent of districts that have: (a) a significant discrepancy by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy, and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

SPP Indicator 9: Disproportionate Representation

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

SPP Indicator 10: Disproportionate Representation in Specific Disability Categories

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

SPP Compliance Indicators – 4B, 9, 10

4B. Discrepancy in Suspension and Expulsion %

9. Disproportionate Representation %

10. Disproportionate

Representation in Disability Categories %

Scoring is based on the submission of timely and accurate data; whether the data meets the criteria for discrepancy/disproportionality; and whether noncompliance with policies and procedures was identified.

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PD8

VR1-9

VR1-9

Evaluation and Transitions

SPP Indicator 11: Timely Evaluations

Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation.

SPP Indicator 12: Early Childhood Transition

Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.

SPP Indicator 13: Secondary Transition

Percent of youth with IEPs aged 16* and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.

* In New York State, secondary transition begins no later than the first IEP to be in effect when the student is age 15 per regulation 8 NYCRR 200.4(d)(ix)

21

SPP Compliance Indicators – 11, 12, 13

11. Child Find %

12. Early Childhood Transition %

13. Secondary Transition %

VR12

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SEQA Compliance Review

2025 Scoring SPP 11 & SPP 12

2025 Scoring SPP 13

VR11

Timely and Accurate Data

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Timely and Accurate Data Rubric

• Full Points will be awarded to school districts if their Timely and Accurate School District Data Rubric reflects at least 95 percent compliance with submission and certification reporting requirements.

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Correction of Noncompliance

Five points, if the District had no findings of longstanding noncompliance

​

Three points, if the District had findings of noncompliance that remained uncorrected between 12 and 24 months from the date of identification of the noncompliance by NYSED

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Zero points, if the District had findings of noncompliance that remained uncorrected for more than 24 months from the date of identification of the noncompliance by NYSED

0

Timeliness of Due Process Hearing Decisions

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Two points, if 95 percent or more of the school district’s impartial hearing decisions are timely with appropriate extensions.

​

One point, if at least 75 percent or more of the school district’s impartial hearing decisions are timely with appropriate extensions.

Zero points, if less than 75 percent of the school district’s impartial hearing decisions are timely with appropriate extensions.

​

Not Applicable (N/A), if no impartial hearings were filed against the school district with appropriate extensions.

Audit Findings

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Other Data Including Any Relevant Audit Findings

Audit Finding Resulting in an Outstanding NYSED Enforcement Action, Specific Condition on the School District’s IDEA Part B Grant Award or Required 15% Redirect for Comprehensive Coordinated Early Intervening Services (CCEIS).

School Districts that have no outstanding NYSED audit enforcement actions, no specific conditions to the school district’s FFY 2023 IDEA Part B Grant Award and are not required to redirect 15% for CCEIS will receive the full two points for this category. One point is assigned to school districts with one of these events and zero points are assigned to school districts with two or three of these events.

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2025-26 School District IDEA Determinations

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376 Districts

Meets Requirements

Combined Matrix Score 80% or Greater

271 Districts

Needs Assistance

Year 1

29 Districts

Needs Assistance

Years 2 or More

Combined Matrix Score Greater or Equal to 60% but Less than 80%

23 Districts

Needs Intervention

Years 1 & 2

Combined Matrix Score Less than 60%

9 Districts

Needs Intervention

Years 3 or More

IDEA Determination 10 or more Years

2025-26 School District Interventions

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271 Districts

Needs Assistance Year 1

Proactive Intervention

Professional development selected by the district

29 Districts

Needs Assistance Years 2 or More

Focused Intervention

Required professional development and progress monitoring targeted to address areas of concern

23 Districts

Needs Intervention Years 1 & 2

9 Districts

Needs Intervention Years 3 or More

Coordinated Intervention

Enhanced support of the districts’ improvement activities through technical assistance, professional development, and stakeholder engagement, with oversight and monitoring of the district’s actions to resolve areas of concern

Intervention districts may not reduce their maintenance of effort for purposes of the IDEA grant eligibility

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IDEA Scoring Walk-Through

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2025–2026 School Year IDEA Accountability Guide

Educational Partnership Intervention Definitions

Support Plan (SP)

• Directed, embedded systems change work within Designated Schools and Districts.

Targeted Skills Group (TSG)

• Small group meetings focused around a common topic (such as deeper learning after attending a regional training) to learn/develop new skills using a cohort model.

Required Regional Learning (RRL) NYSED-Selected & District-Selected

• Resources or training that provide background information, set a foundation for future learning and/or support the exploration and adoption of useable innovations/evidence-based practices.
• NYSED-Selected RRL are those identified by NYSED in alignment with a priority area.
• District-Selected RRL are for those school districts identified as Needs Assistance Year 1.

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2025 Intervention Tiers and Activities

Coordinated Intervention

For those school districts

determined to Need Intervention under the IDEA

CI

Higher tiers may include interventions from lower tiers

Support Plan – Systems, Practice, and/or Student Goals

Educational Partnership Progress Monitoring of Support Plan Goals

SEQA Compliance Monitoring Related to Improvement Objectives

Educational Partnership & SEQA Technical Assistance

Focused Intervention

For those school districts meeting Decision-Tree criteria

FI

Higher tiers may include interventions from lower tiers

Support Plan – Systems, Practice, and/or Student Goals

Targeted Skills Group (TSG)

​

Educational Partnership Progress Monitoring of Support Plan & TSG Goals Educational Partnership & SEQA Technical Assistance

Proactive Intervention For those school districts meeting Decision-Tree criteria

PI

Targeted Skills Group (TSG)

Required Regional Learning – NYSED Selected

Required Regional Learning – District Selected

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Implementation Teams should:

• Include 5-10 members representing various stakeholders
• Include a member with decision making authority

2025 IDEA Tiered Interventions – NA & NI Districts

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Those School Districts with a Needs Assistance or Needs Intervention Determination

IDEA Designation

Support Plan

Targeted Skills Group (TSG)

Required Regional Learning NYSED Selected

Required Regional Learning District Selected

1)

Coordinated Intervention District Level 2: IDEA Needs Intervention 3 or More Years

Yes

If incorporated in the Support Plan

If incorporated in the Support Plan

N/A

Coordinated Compliance Monitoring

2)

Coordinated Intervention District Level 1: IDEA Needs Intervention 1 or 2 Years

Yes

If incorporated in the Support Plan

If incorporated in the Support Plan

Coordinated Compliance Monitoring

3)

Focused Intervention District IDEA Needs Assistance 2 or More Years

Yes

N/A

If incorporated as part of the TSG

4)

Proactive Intervention District IDEA Needs Assistance Year 1

N/A

N/A

N/A

N/A

N/A

Yes

SEQA Monitoring

Scheduled & Risk-Based Applicable to All Districts

Scheduled & Risk-Based Applicable to All Districts

2025 IDEA Tiered Interventions – Focused Interventions

Those Educational Organizations Identified at Regional Planning as Requiring a Focused Intervention

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Decision-Tree Designation

Focused Intervention Support Plan

Focused Intervention Targeted Skills Group

5)

Focused Intervention: Action Plan to Resolve Outstanding Noncompliance

Yes

Yes

Focused Intervention Required Regional Learning NYSED Selected

​

OR ^Yes

6)

Focused Intervention: Significant SEQA Concerns following Monitoring

Yes

Yes

Yes

7)

Focused Intervention: Significant RPC/FACE Concerns following Partnership Engagement

Yes

Yes

Yes

8)

Focused Intervention NYSAA 2.5% or Higher

Yes

If incorporated in the Support Plan

If incorporated in the Support Plan

9)

Focused Intervention

NYSAA between 2% and 2.5%

N/A

Yes

N/A

10)

Focused Intervention: Identified for Significant Disproportionality

N/A

Yes

N/A

11)

Focused Intervention: CAP for Disciplinary Change in Placement

N/A

N/A

Yes

OR

OR

OR

OR

OR

2025 IDEA Tiered Interventions – Proactive Interventions

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Those Educational Organizations Identified at Regional Planning as Requiring a Proactive Intervention

Decision-Tree Designation

Proactive Intervention Targeted Skills Group

Proactive Intervention Required Regional Learning NYSED Selected

12)

Proactive Intervention Identified for Disproportionality

(Year 1 or Year 2 - No Alt Risk Ratio)

Yes

N/A

13)

Proactive Intervention: Required to Report SPP 8 Next Year

Yes

N/A

14)

Proactive Intervention: Required to Report SPP 13 Next Year

N/A

Yes

School districts and Approved Special Education Programs (ASEPs) that are not identified as requiring an IDEA Tiered Intervention may elect to participate in Regional Learnings (not required) offered by their Regional Partnership Center. (RPC). A list of resources and RPCs are available at the Educational

Partnership webpage.

Additional Support (Step 3)

42

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If the regional team has available staff time, the team will review data and guiding questions to determine which additional schools/districts can be supported and the nature and type of support that will be provided.

BOCES

Feedback (Step 4)

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Questions

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Our Contact Information

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Marie Meagher mmeagher@btboces.org

​

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Stacy Ott sott@btboces.org