2022-Annual Town Report - Laserfiche WebLink

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Specialist Awards 2021-2022 SPECIALISTS Daly(PE) Elijah Anderson Contessa Cosia Crehan (Music)Falcon Five Jesse Whidden Bobby Maffei Smith (Library)Falcon Five Isabella Loomis Henry Lunn Palmer(Art)Falcon Five Michael Soares Amya Russ D'Italia(STEM)Falcon Five Caroline Blackburn Matthew Baumgaertel STARFISH AWARD 2021-2022 Alex Lundberg received the 21-22 Starfish Award for his work with Ms.McDonough's Pre-K class. Matthew Trott received the 21-22 Starfish Award for demonstrating kindness and empathy with his peers. Report of the Individual Education Plan which is reviewed annually. In addition, all students on IEPs must be re-evaluated Special Education Department every three years to determine continued eligibility. During the school year2021 -2022,approximately The goal of the Special Education Department 161 students were evaluated. This number includes is to identify eligible students and provide them with initial evaluations as well as reevaluations in preschool specialized instruction and accommodations to help through grade 12.This number has increased from the them fulfill their potential towards college and/or previous year likely due to the COVID-19 pandemic. career readiness. As part of this mission, the Special The Mashpee Public Schools provided special Education Departments in each of the buildings, education services to an average of 239 students during collaborates with Mashpee Public Schools' families the academic year 2021-2022,which comprises 15.3% to support and educate students with disabilities in the of the student population (below the state average of least restrictive environment where students can make 18.9%). This is commensurate with last year (241 effective progress. students required special education services in 2020- 2021), and a reduction from previous academic years The Director of Special Education supports (260 students in 2019-2020,266 students in 2018-2019, and mentors teachers and therapists who work with 259 students in 2017-2018,300 students in 2016-2017, students with disabilities;helps ensure equitable access and 336 students in the 2015-2016 school year). This to the curriculum while focusing on individualized stabilization is the result of improvements in how we student needs; applies for grants and reimbursement identify students with disabilities and implementation funding through the state and federal government; and of a multi-tiered system of support which has resulted monitors compliance with state timelines and targeted in improved outcomes for all students. Students are goals through mandatory data collection reports. included with their peers in the general education The Director of Special Education also monitors classroom to the greatest extent possible where they the placements for out-of-district students. This can make effective progress. Our goal is to serve our includes chairing meetings, writing and monitoring students with disabilities (ages 6-21) in an inclusive Individualized Education Plans(IEPs),and conducting setting with appropriate accommodations and support site visits at the various day and residential schools as needed to enable effective progress. Full inclusion located throughout the state of Massachusetts. is when a student is included for at least 80% of their day. Partial inclusion is when a student is included for In order to be eligible for special education, 40-79% of their school day. Seventy-nine percent of students between the ages of 3 and 22 must have our students were serviced in these two settings(61.1% a documented disability which affects their ability full inclusion, 17.5% partial inclusion).Approximately to make effective progress in the general education 5.4% students are placed in substantially separate curriculum. Special education students must require programs, and 6.7% students are placed in out-of- specialized instruction and/or related services to make district programs. progress. These services are detailed in each student's 166