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Northampton-Smith Vocational Agricultural - Special Education Data


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

Indicator 1 - Graduation Rate

The state target and district and state rates for Indicator 1 are the most current data available. Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting.

For the 2007-08 school year, the state target for the Graduation Rate for Students with IEPs is 65%.
 
Reported Cohort 2008 Graduates # of Students in 2008 Cohort District
Rate		 State
Rate		 State
Target
Students with IEPs 40 48 83.3% 64.0% 65.0%
General Ed 46 52 88.5% 85.1% NA
All Students 86 100 86.0% 81.1% NA

Special Education data are suppressed for enrollment counts fewer than 6.



Indicator 2 - Dropout Rate

The state target and district and state rates for Indicator 2 are the most current data available. Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting.

For the 2007-08 school year, the state target for the Dropout Rate for Students with IEPs is 5.1%.
 
Reported2008 DropoutsStudents Enrolled in Grades 9-12District
Rate		State
Rate		State
Target
Students with IEPs41792.2%5.5%5.1%
General Ed42741.5%3.0%NA
All Students84531.8%3.4%NA

Special Education data are suppressed for enrollment counts fewer than 6.



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




Indicator 4 - Suspension/Expulsion for Students with IEPs

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

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.


 
ReportedSpecial Education
# of Students177
# of Students Suspended for Greater than 10 days2
District Rate1.1%
State Rate1.3%

Special Education data are suppressed for enrollment counts fewer than 6.




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

For 2007-08, the state target for % of Students with IEPs served in Full Inclusion is 54.3%, the target for % of Students with IEPs served in Substantially Separate placements is 15.1%, and the target for % of Students with IEPs served in Separate Schools, Residential Facilities, or Homebound/Hospital placements is 6.2%.

 
  Enrollment District Rate State Rate State Target
Enrolled students with IEPs 179 -- -- NA
Full Inclusion (inside the general education classroom 80% or more of the day) 178 99.4% 55.7% 54.30%
Partial Inclusion (inside the general education classroom 40%-79% of the day) 1 0.6% 22.5% NA
Substantially Separate (inside the general education classroom less than 40% of the day) 0 0.0% 15.1% 15.10%
Separate Schools, Residential Facilities, or Homebound/Hospital placements (does not include parentally-placed private school students with disabilities) 0 0.0% 6.7% 6.20%

Special Education data are suppressed for enrollment counts fewer than 6.







Indicator 8 - Parent Involvement

For 2007-08, the state target for Parent Involvement is 76%.

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 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.
 
Surveys Period Data Avail   # Surveys Issued Surveys Returned # Surveys Meeting Standard % Surveys Meeting Standard
# %
Spring 2009 Data not yet available District Rate Not Reported Not Reported Not Reported Not Reported Not Reported
State Rate Not Reported Not Reported Not Reported Not Reported Not Reported

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 fewer than 75 students with IEPs, interpret results with caution when return rate is less than 50%.




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- or under-representation of students from racial/ethnic groups in special education that was the result of inappropriate identification policies, practices, or procedures. At-Risk districts are those that exhibit a weighted risk ratio of 3.0 or greater for three consecutive years. These districts were subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification).

 
  Disproportionality Due to Inappropriate Identification
District No disproportionality found.

For information regarding how disproportionality is calculated, please see http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,7,.

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- or under-representation of students from racial/ethnic groups in special education that was the result of inappropriate identification policies, practices, or procedures. At-Risk districts are those that exhibit a weighted risk ration of 4.0 or greater for three consecutive years. These districts were subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification.

 
  Disproportionality Due to Inappropriate Identification
District No disproportionality found.

For information regarding how disproportionality is calculated, please see http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,7,.

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 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
School Year Reviewed 2005-06
# of Signed Evaluation Consent Forms Received Not Reported
# of Requests for Initial Evaluation Completed Within State Timeline Not Reported
District Rate Not Reported
State Rate 88.5%
State Target 100.0%

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 indicator 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.
 
  Special Education
# of Students Referred by Part C and Found Eligible for Special Education Services NA
# of Students who have IEP Proposed or Implemented by 3rd Birthday NA
District Rate NA
State Rate 92.1%
State Target 100.0%

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 that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

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
School Year Reviewed 2006-07
# of Student Records Reviewed 30
# of Student Records in Compliance with the Requirements of Indicator 13 30
District Rate 100.0%
State Rate 98.8%
State Target 100.0%

Data are suppressed if number of student records reviewed is fewer than 10.



Indicator 14 - Post-School Outcomes for Students with IEPs

The state target for Post-School Outcomes for 2007-2008 and 2008-2009 is 93%. This indicator measures the % of youth who had IEPs, are no longer in secondary school, and who have been competitively employed, enrolled in some type of secondary school, or both, within one year of leaving high school. State and district rates are a composite of the % of respondents 1) competitively employed, 2) enrolled in postsecondary education, or 3) enrolled in postsecondary education and competitively employed.)
 
  Special Education
School Year reviewed
# of SPED students who responded to the survey
# of respondents who have been competitively employed
# of respondents who have been enrolled in postsecondary education
# of respondents enrolled in postsecondary education and competitively employed
District Rate
State Rate

NOTES: Data are suppressed if number of SPED students who responded to the survey is fewer than/equal to 10.

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