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Monson - 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

Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting. OSEP now requires that special education reporting for Indicator 1 be calculated with a denominator that includes all students with disabilities who left high school. 'Left high school' is defined as: (a) Receiving a diploma; (b) Dropping out; (c) Receiving a certificate; (d) Reaching maximum age.

For the 2019-20 school year, the state target for the Graduation Rate for Students with IEPs is 76.33%%.
 
Reported Total number left high school 2020 Number of Students Graduated with High School Diploma District
Rate		 State
Rate
Students with IEPs 10 6 60.0% 80.4%

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



Indicator 2 - Dropout Rate

Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting.  OSEP now requires that special education reporting for Indicator 2 be calculated with a denominator that includes all students with disabilities who left high school. "Left high school" is defined as: (a) Receiving a diploma; (b) Dropping out; (c) Receiving a certificate; (d) Reaching maximum age.

For the 2019-20 school year, the state target for the Dropout Rate for Students with IEPs is 13.97%%.
 
Reported Total number left high school 2020 # DropoutDistrict
Rate		State
Rate
Students with IEPs10220.0%10.4%

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
FY2018FY2019FY2020FY2021
# of Students144140144179
# of Students Suspended for Greater than 10 days0001
District Rate0.0%0.0%0.0%0.6%
State Rate0.6%0.6%0.6%0.4%
State Target0000

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. 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.



DistrictIndicator 4B: Significant Discrepancy by Race or Ethnicity in Rates of Suspension and Expulsion
1) Significant discrepancy by race or ethnicity2) Noncompliant PPPs that contribute to significant discrepancy
MonsonNoNo

 


Indicator 5 - Educational Environments for students Kindergarten – Age 21 with IEPs.

Previously, Indicator 5 calculated education environments for students with disabilities ages 6 through 21-year-olds. For FFY2020, OSEP updated the Indicator 5 measurement requirements to also include 5-year-olds in Kindergarten (and remove these students from the Indicator 6 calculation). As a result, DESE established a new baseline year, FFY2020, and new targets.

For FFY2020, the new state target for % of Students with IEPs served in Full Inclusion is 65.49%, the target for % of Students with IEPs served in Substantially Separate placements is 13.32%, and the target for % of Students with IEPs served in Separate Schools, Residential Facilities, or Homebound/Hospital placements is 6.44%.

 
  Enrollment District Rate State Rate State Target
Enrolled students with IEPs 163 -- -- NA
Full Inclusion (inside the general education classroom 80% or more of the day) 100 61.3% 66.2% 65.49%
Partial Inclusion (inside the general education classroom 40%-79% of the day) 30 18.4% 13.7% NA
Substantially Separate (inside the general education classroom less than 40% of the day) 27 16.6% 13.5% 13.32%
Separate Schools, Residential Facilities, or Homebound/Hospital placements (does not include parentally-placed private school students with disabilities) 6 3.7% 6.5% 6.44%

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




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

In 2020-21, the state target for the percent of students receiving a majority of their special education and related services in an inclusive early childhood program is 52.31%. The state target for the percentage of students attending a separate special education class, separate school, or residential facility is 19.36%. The state target range for students receiving special education and related services in the home is 0.11%-0.13%. 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 at a service provider location.

 
  Enrollment District Rate State Rate State Target
Students ages 3-5 with IEPs 7 4.1% -- NA
Full Inclusion (Students receiving >50% of their special education and related services in an inclusive early childhood program)(Indicator 6A) 3 42.9% 52.3% 52.31%
Partial Inclusion (Students receiving 0-50% of their special education and related services in an inclusive early childhood program) 4 57.1% 16.1% NA
Substantially Separate (Students attending a separate special education class, separate school, or residential facility) (Indicator 6B) 0 0.0% 19.4% 19.36%
Students receiving special education and related services in the home (Indicator 6C) 0 0.0% 0.1% 0.11%-0.13%
Students not attending an early childhood program and receiving special education and related services at a service provider location 0 0.0% 12.0% NA

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



Indicator 7 - Early Childhood Outcomes*

cohort reporting Year 2019-2020
The percent of preschoolers who substantially increased their rate of growth by the time they exited preschool
A. Positive Social-emotional skills B. Acquisition and use of knowledge and skills C. Use of appropriate behavior to meet their needs
District Rate
State Rate 80.1% 82.2% 83.5%
State Target 86% 85% 86%
The percent of preschoolers who were functioning within age expectations by the time they exited preschool
A. Positive Social-emotional skills B. Acquisition and use of knowledge and skills C. Use of appropriate behavior to meet their needs
District Rate
State Rate 44.5% 43.9% 53.5%
State Target 50% 49% 63%

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



Indicator 8 - Parent Involvement *

For 2020-21, the state target for Parent Involvement is 89%.

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
# %
Data Available Spring 2020 District Rate 126 6 Suppressed Suppressed Suppressed
State Rate 24174 2647 10.9% 2365 89.3%

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.




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.

 
  Disproportionate Over-Representation in Special Education Disproportionality Due to Inappropriate Identification
District No No

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.

 
  Disproportionate Over-Representation in Specific Disability Categories Disproportionality Due to Inappropriate Identification
District No No

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 2016-17
# of Signed Evaluation Consent Forms Received 20
# of Requests for Initial Evaluation Completed Within State Timeline 20
District Rate 100.0%
State Rate 100.0%
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
School Year Reviewed 2015-16
Total Number of Referrals 1
# 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 100.0%
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 2014-15
# of Student Records Reviewed 9
# of Student Records in Compliance with the Requirements of Indicator 13
District Rate
State Rate 100.0%
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*

This indicator measures the % of students with IEPs who exited high school during the 2019-20 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)
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 the 2020-21 school year, state targets for the three measurements of Post-School Outcomes are Measurement A: 40.00%%; Measurement B: 73.00%%; and Measurement C: 79.00%%.
 

The data used to calculate the measurement above:
Survey and Reporting School Year: 2017-18 Special Education Students
Total # of exiters who responded to the survey 4
#1. Number of respondents who are enrolled in higher education 3
#2. Number of respondents who are competitively employed (but not in category 1 ) 1
#3. Number of respondents who are enrolled in some other post-secondary education (but not in categories 1 or 2 ) 0
#4. Number of respondents who are in some other employment (but not in categories 1, 2 or 3) 0


A. Enrolled in higher ed. B. Enrolled in higher ed. or competitively employed C. Enrolled in higher ed., in some other postsecondary ed., competitively employed, or some other employment
District Rate 75% (3 students) 100% (4 students) 100% (4 students)
State Rate 50% 79.4% 87.1%
State Target 53% 88% 95%



* 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. For state targets NA designates that there is no state target.

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

"-" = Suppressed

^ No state targets for this FFY due to being a new benchmark year for this Indicator.

Null means benchmark year and no targets.

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