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Chatham (non-op)
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2006
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Chatham (non-op) - 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 2005-06 school year, the state target for the Graduation Rate for Students with IEPs is 61.1%.
 
Reported Cohort 2006 Graduates # of Students in 2006 Cohort District
Rate		 State
Rate		 State
Target
Students with IEPs 3 12 25.0% 61.1% 61.1%
General Ed 40 45 88.9% 84.2% NA
All Students 43 57 75.4% 79.9% 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 2005-06 school year, the state target for the Dropout Rate for Students with IEPs is 5.6%.
 
Reported2006 DropoutsStudents Enrolled in Grades 9-12District
Rate		State
Rate		State
Target
Students with IEPs0240.0%5.1%5.6%
General Ed31871.6%3.0%NA
All Students32111.4%3.3%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

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




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

For 2005-06, the state target for % of Students with IEPs served in Full Inclusion is 43.4%, the target for % of Students with IEPs served in Substantially Separate placements is 16.2%, and the target for % of Students with IEPs served in Separate Schools, Residential Facilities, or Homebound/Hospital placements is 6.8%.

 
  Enrollment District Rate State Rate State Target
Enrolled students with IEPs 76 -- -- NA
Full Inclusion (inside the general education classroom 80% or more of the day) 23 30.3% 49.1% 43.40%
Partial Inclusion (inside the general education classroom 40%-79% of the day) 43 56.6% 28.5% NA
Substantially Separate (inside the general education classroom less than 40% of the day) 8 10.5% 15.7% 16.20%
Separate Schools, Residential Facilities, or Homebound/Hospital placements (does not include parentally-placed private school students with disabilities) 2 2.6% 6.7% 6.80%

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










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

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

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 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 1
# of Students who have IEP Proposed or Implemented by 3rd Birthday Suppressed
District Rate Suppressed
State Rate 74.7%
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.

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