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TRI-VALLEY CSD

Special Education School District Data Profile 2024-25

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 .
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.

Tri-Valley Central School District

2024-25

Enrollment and Classification Rate

District Enrollment: 895
School-Age Students with Disabilities and Classification Rate

120

13.4%

Preschool Students with Disabilities

19

Indicator 1: Graduation Rate of Students with Disabilities

2023-24 School Year

Students with Disabilities and Graduation rate

8

50%

State Target

Target Met

74% or higher

No, did not meet state target

† Data for indicator 1 are lagged 1 year.

Indicator 2: Drop-Out Rate of Students with Disabilities

2023-24 School Year

Students with Disabilities and Drop Out rate

8

50%

State Target

Target Met

18.5% or lower

No, did not meet state target

† Data for indicator 2 are lagged 1 year.

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

Grade 4 ELA

Students with disabilities and participation rate

9

88.89%

State Target

Target Met

95%

No, did not meet state target

Grade 8 ELA

Students with disabilities and participation rate

11

81.82%

State Target

Target Met

95%

No, did not meet state target

High School ELA

Students with disabilities and participation rate

6

100%

State Target

Target Met

95%

Yes, meets state target

Grade 4 Math

Students with disabilities and participation rate

9

88.89%

State Target

Target Met

95%

No, did not meet state target

Grade 8 Math

Students with disabilities and participation rate

11

81.82%

State Target

Target Met

95%

No, did not meet state target

High School Math

Students with disabilities and participation rate

6

100%

State Target

Target Met

95%

Yes, meets state target

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

Grade 4 ELA

Students with disabilities and proficiency rate

8

0%

State Target

Target Met

16%

No, did not meet state target

Grade 8 ELA

Students with disabilities and proficiency rate

7

14.29%

State Target

Target Met

14.25%

Yes, meets state target

High School ELA

Students with disabilities and proficiency rate

6

66.67%

State Target

Target Met

73%

No, did not meet state target

Grade 4 Math

Students with disabilities and proficiency rate

8

12.50%

State Target

Target Met

19.25%

No, did not meet state target

Grade 8 Math

Students with disabilities and proficiency rate

7

14.29%

State Target

Target Met

11.50%

Yes, meets state target

High School Math

Students with disabilities and proficiency rate

6

16.67%

State Target

Target Met

65.25%

No, did not meet state target

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

Grade 4 ELA

Students with disabilities and proficiency rate

—

—

State Target

Target Met

90.25%

—

Grade 8 ELA

Students with disabilities and proficiency rate

—

—

State Target

Target Met

82.50%

—

High School ELA

Students with disabilities and proficiency rate

—

—

State Target

Target Met

74.50%

—

Grade 4 Math

Students with disabilities and proficiency rate

—

—

State Target

Target Met

82.50%

—

Grade 8 Math

Students with disabilities and proficiency rate

—

—

State Target

Target Met

76.50%

—

High School Math

Students with disabilities and proficiency rate

—

—

State Target

Target Met

77.75%

—

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

Grade 4 ELA

All students and proficiency rate

53

58.49%

Students with disabilities and proficiency rate

8

0%

Proficiency Gap

58.49%

State Target

Target Met

31%

No, did not meet state target

Grade 8 ELA

All students and proficiency rate

51

54.90%

Students with disabilities and proficiency rate

7

14.29%

Proficiency Gap

40.62%

State Target

Target Met

33%

No, did not meet state target

High School ELA

All students and proficiency rate

65

96.92%

Students with disabilities and proficiency rate

6

66.67%

Proficiency Gap

30.26%

State Target

Target Met

20.25%

No, did not meet state target

Grade 4 Math

All students and proficiency rate

53

66.04%

Students with disabilities and proficiency rate

8

12.50%

Proficiency Gap

53.54%

State Target

Target Met

30.25%

No, did not meet state target

Grade 8 Math

All students and proficiency rate

47

61.70%

Students with disabilities and proficiency rate

7

14.29%

Proficiency Gap

47.42%

State Target

Target Met

33.75%

No, did not meet state target

High School Math

All students and proficiency rate

65

73.85%

Students with disabilities and proficiency rate

6

16.67%

Proficiency Gap

57.18%

State Target

Target Met

26%

No, did not meet state target

Indicator 4A: Suspension Rate

(based on 2023-24 school year data)

Students with Disabilities: 156
Suspension Rate 2024-25

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

0

0%

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 2023-24 school year data)

Suspension Rate 2024-25

Did the school district have significant discrepancy?

No

State threshold for 2024-25

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 5 in kindergarten to 21: 120
Students with 80% or more of the day in a general education program

50%

State Target

Target Met

Greater than or equal to 59.5%

No, did not meet state target

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

25.8%

State Target

Target Met

Less than or equal to 17.25%

No, did not meet state target

  Students with disabilities in separate settings

7.5%

State Target

Target Met

Less than or equal to 4.8%

No, did not meet state target

Indicator 6: Preschool Least Restrictive Environment (LRE)

Total Students with Disabilites ages 3 and 4 and 5 not in kindergarten: 19
Students with disabilities with measurement A

15.8%

State Target

Target Met

48% or higher

No, did not meet state target

Students with disabilities with measurement B

10.5%

State Target

Target Met

22.0% or lower

Yes, met state target

Students with disabilities with measurement C

0%

State Target

Target Met

9.5% or lower

Yes, met state target

Indicator 7: Preschool Outcomes

This district is not required to report for Indicator 7 for 2024-25 please see for the school year in which this school district will report data for this indicator.

Indicator 8: Parental Involvement

This district is not required to report for indicator 8 for 2024-25 please see for the school year in which this school district will report data for this indicator.

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?

Yes

State Threshold

Threshold Met

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

No, did not meet state threshold

Indicator 11: Timely Evaluations (Child Find)

This district is not required to report for indicator 11 for 2024-25 please see for the school year in which this school district will report data for this indicator.

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.
This district is not required to report for Indicator 12 for 2024-25 please see for the school year in which this school district will report data for this indicator.

Indicator 13: Secondary Transition

This district is not required to report for Indicator13 for 2024-25 please see for the school year in which this school district will report data for this indicator.

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 2023-24 school year

Less than 5*

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.

*

State Target

Target Met

43.0%

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.

*

State Target

Target Met

69.0%

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.

*

State Target

Target Met

79.0%

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 .

General Information

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Additional Information

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This document was created on: June 30, 2026, 10:17 am EST

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