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Holliston - Special Education Data

Overall Special Education Report (view all districts)
 

Indicator 1 - Graduation Rate

For the 2011-12 school year, the state target for the Graduation Rate for students with IEPs is 77.5%. 
For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
33 35 94.3 % 68.6 % 77.5%
191 194 98.5 % 88.7 %  
224 229 97.8 % 84.7 %  

NOTES: Special Education data are suppressed for enrollment counts fewer than 6.
Holliston Grad Rate for Students with IEPs=94.3 %
Grad Rate for Students with IEPs (94.3 %)

See State Map for this Indicator



Indicator 2 - Dropout Rate

For the 2011-12 school year, the state target for the Dropout Rate for Students with IEPs is 4.3%..
For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
NANANA3.7 %4.3%
NANANA2.3 % 
NANANA2.5 % 

NOTES: Special Education data are suppressed for enrollment counts fewer than 6.
Holliston Dropout Rate for Students with IEPs=NA
Dropout Rate for Students with IEPs (NA)

See State Map for this Indicator



Indicator 3 - Participation and Performance of Students with IEPs on Statewide Assessments (MCAS)

For more information on performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.

  • Indicator 3A - % of Districts Meeting Accountability Targets for Disability Subgroup

    Consistent with the waiver of certain requirements of the No Child Left Behind (NCLB) Act granted to Massachusetts by the U.S. Department of Education in 2011-2012, Massachusetts no longer reports Adequate Yearly Progress (AYP). Rather, Massachusetts reports district and school progress toward narrowing proficiency gaps using a new 100-point Progress and Performance Index (PPI).

    For 2011-12, MASSDE reported new baseline data for Indicator 3A and set new targets, based on the accountability waiver.

    District-level accountability data for the Special Education subgroup is available at:
    http://profiles.doe.mass.edu/accountability/report/district.aspx?orgcode=01360000

  • Indicator 3B – Participation Rate for Students with IEPs on MCAS

    For 2011-12, the state target for the Participation Rate for Students with IEPs on MCAS is 99%.

    District-level data on the participation rate of students with IEPs on MCAS is available at:
    http://profiles.doe.mass.edu/mcas/participation.aspx?linkid=26&orgcode=01360000&fycode=2012&orgtypecode=5

  • Indicator 3C – Proficiency Rate for Students with IEPs on MCAS

    For 2011-12, the state target for the Proficiency Rate for Students with IEPs on MCAS in English/Language Arts is 95.1% and the target in Mathematics is 92.2%.

    District-level data on the performance of students with IEPs on MCAS is available at:
    http://profiles.doe.mass.edu/mcas/subgroups2.aspx?linkid=25&orgcode=01360000&fycode=2012&orgtypecode=5



Indicator 4 - Suspension/Expulsion for Students with IEPs

Indicator 4A: Significant discrepancy in the rate of suspensions and expulsions of greater than ten days in a school year for children with IEPs. Massachusetts' definition for 'significant discrepancy' is five times the state rate for two consecutive years.

In all years, the state target for Suspension/Expulsion is 0%.
For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
 
Special Education data are suppressed for enrollment counts fewer than 6.

Indicator 4B: Significant discrepancy (a) by race or ethnicity, in the rate of suspensions and expulsions of greater than ten days in a school year for children with IEPs; and (b) policies, procedures or practices (PPPs) 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.

In all years, the state target for Suspension/Expulsion is 0%.



Massachusetts identifies a district as having a significant discrepancy, by race or ethnicity, in the rates of suspensions and expulsions of greater than 10 days in a school year of children with IEPs rates if, for three consecutive years, the district’s suspension rate for students with disabilities in a particular race or ethnicity has been five times the state suspension rate for students with disabilities.

For districts that have a significant discrepancy (Yes), the Department reviews the policies, procedures or practices (PPPs) of any district determined to have a significant discrepancy to determine whether the PPPs have contributed to the significant discrepancy and company with applicable requirements. Districts with PPPs contributing to the significant discrepancy and not compliant with the applicable requirements are required to take corrective actions.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 


Indicator 5 - Educational Environments for Students Aged 6 - 21 with IEPs

For 2011-12, the state target for the % of Students with IEPs served in Full Inclusion is 58.8%, the target for % of Students with IEPs served in Substantially Separate placements is 14.5%, and the target for % of Students with IEPs served in Separate Schools, Residential Facilities, or Homebound/Hospital placements is 5.5%.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
 
Special Education data are suppressed for enrollment counts fewer than 6.

Holliston District Full Inclusion Rate=67.1 %
District Full Inclusion Rate (67.1 %)

See State Map for this Indicator



Indicator 6 - Educational Environments for Students Aged 3 - 5 with IEPs

In 2011-12, Massachusetts collected baseline data for Indicator 6 and set statewide targets for 2012-13. Statewide results showed the percent of students receiving a majority of their special education and related services in an inclusive early childhood program was 23.9% and the percentage of students attending a separate special education class, separate school, or residential facility was 14.0%. Included in the table below is additional information about students receiving special education services outside of the inclusive early childhood program that they attend and students that receive services either at home or at a service provider location.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
 
There is no statewide target for FFY11 because the data collected was a baseline measure.

Special Education data are suppressed for enrollment counts fewer than 6.
Holliston District Full Inclusion Rate=18.6 %
District Full Inclusion Rate (18.6 %)

See State Map for this Indicator



Indicator 7 - Early Childhood Outcomes*


Districts participate in Indicator 7 data collection as part of a 4 year cycle in which they report exit data on children for whom they have collected entry level data; exit may occur at any time during the subsequent three year period as the children leave the preschool program. "Cohort Completion Year" refers to the last year that a district will report exit data for the set of children for whom entry data was collected. Some exiting children included in the Indicator 7 data collection may have been receiving special education services as little as 6 months or as long as 3 years, depending on when they entered and exited the program. Because of these differences, there is variability in the progress reported on each outcome. Therefore, these data should be interpreted with caution.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report. For information on the data collection and reporting schedule, please see the Memorandum on the Updated Data Collection Schedule and District Cohort Assignments for the Massachusetts State Performance Plan for Special Education (MA SPP) Activities

Special Education data are suppressed for districts with 10 or fewer students.


Indicator 8 - Parent Involvement *

For 2011-12, the state target for Parent Involvement is 83%.
This indicator measures the % of parents with a child receiving special education services who report that school facilitated parent involvement as a means of improving services and results for students with IEPs.


For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report. For information on the data collection and reporting schedule, please see the Memorandum on the Updated Data Collection Schedule and District Cohort Assignments for the Massachusetts State Performance Plan for Special Education (MA SPP) Activities.
 
 
Special Education data are suppressed for 10 or fewer returned surveys.

A survey is considered to have met the standard if the parent completing the survey was in agreement with more than 50% of the survey items (13 of 25). In order to yield reliable results, districts need at least 75 total responses. Interpret results with caution for districts with fewer than 75 surveys returned. Additionally, for districts with less than 75 students with IEPs, interpret results with caution when return rate is under 50%. For a copy of the survey, please see the Massachusetts State Performance Plan.

Holliston % Surveys Meeting Standard =NA
% Surveys Meeting Standard (NA)

See State Map for this Indicator



Indicator 9 - Disproportionality in Special Education

In all years, the state target for disproportionality in special education is 0%.
This indicator measures the % of districts showing a disproportionate over-representation of students from racial/ethnic groups in special education that was the result of inappropriate identification. Districts are "flagged" for further review if, for three consecutive years, the district exhibits a weighted risk ratio of 3.0 or greater. Flagged districts are then subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification. If inappropriate policies, practices, and procedures likely caused the disproportionate representation, then the district is deemed to have disproportionate representation due to inappropriate identification.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 

For information regarding how disproportionality is calculated, please see http://www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf.

For information regarding how disproportionate representation is determined in individual districts, please see the Indicator 9 Flowchart Download PDF Document  Download MS WORD Document.



Indicator 10 - Disproportionality in Specific Disability Categories

In all years, the state target for disproportionality in special education is 0%.
This indicator measures the % of districts showing a disproportionate over-representation of students from racial/ethnic groups in specific disability categories that was the result of inappropriate identification. Districts are "flagged" for further review if, for three consecutive years, the district exhibits a weighted risk ratio of 4.0 or greater. Flagged districts are then subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification. If inappropriate policies, practices, and procedures likely caused the disproportionate representation in specific disability categories, then the district is deemed to have disproportionate representation due to inappropriate identification.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 

For information regarding how disproportionality is calculated, please see http://www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf.

For information regarding how disproportionate representation is determined in individual districts, please see the Indicator 10 Flowchart Download PDF Document  Download MS WORD Document.



Indicator 11 - Initial Evaluation Timelines*

In all years, the state target for Initial Evaluation Timelines is 100%.
This indicator measures the % of children with parental consent to evaluate, who were evaluated within the State established timeline. Data is reported for all initial evaluations initiated in October, November, and December of the reporting year.


For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report. For information on the data collection and reporting schedule, please see the Memorandum on the Updated Data Collection Schedule and District Cohort Assignments for the Massachusetts State Performance Plan for Special Education (MA SPP) Activities..
 
Data are suppressed if # of signed evaluation consent forms received is fewer than 10.



Indicator 12 - Early Childhood Transition*

In all years, the state target for Early Childhood Transition is 100%.
This inidicator measures the % of students referred by Part C, found eligible for special education services, and who have an IEP developed and implemented by their 3rd birthdays.

For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
 
 
Data are suppressed if number of students referred by Part C and found eligible for special education services is fewer than 10.



Indicator 13 - Secondary Transition*

In all years, the state target for Secondary Transition is 100%.
This indicator measures the % 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. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.


For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.
For information on the data collection and reporting schedule, please see the Memorandum on the Updated Data Collection Schedule and District Cohort Assignments for the Massachusetts State Performance Plan for Special Education (MA SPP) Activities.
.
 
Data are suppressed if number of student records reviewed is fewer than 10.



Indicator 14 - Post-School Outcomes for Students with IEPs*

For the 2011-12 school year, state targets for the three measurements of Post-School Outcomes are Measurement A: 44%; Measurement B: 77%; and Measurement C: 84%.
This indicator measures the % of students with IEPs who exited high school during the 2010-11 school year and self-reported post-school engagement in education or employment one year after leaving high school. Engagement is defined through three measurements:

  • Measurement A: Enrolled in higher education within one year of leaving high school. (see #1 below)
  • Measurement B: Enrolled in higher education or competitively employed within one year of leaving high school. (see #1 + #2 below)
  • Measurement C: 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. (see #1 + #2 + #3 + #4 below)
Because students are counted only once and in the highest category in which engaged, the measurements are cumulative with measurement C reflecting the total number of exiters engaged in a post-secondary activity one year after leaving high school. For more information on state performance in this area, please see the Massachusetts State Performance Plan and Annual Performance Report.

 

The data used to calculate the measurement above:






* Because of the nature of Indicators 7, 8, 11, 12, 13, and 14, the Department has divided all districts into four cohorts that are representative of the state as a whole. This cohort model and plan for data collection was approved by the federal Office of Special Education Programs (OSEP). Under this plan, over a four-year period, every district in the state participates in data collection activities for these indicators. Because it has an average daily membership of over 50,000 students, Boston participates in all activities every year. Additional information on the cohort model is available at: http://www.doe.mass.edu/sped/spp/datacollection.html. For all other indicators, data reported here is collected through SIMS or other existing data systems.

The designation NA = Not Applicable means that the indicator does not apply to the age/grade level of students enrolled in the district. For that reason, the district does not report data for the indicator.

NR = Not Reported means the district did not submit data for the indicator for this year.

"-" = Supressed