HINGHAM PUBLIC SCHOOLS GUIDE TO STUDENT SERVICES. Special Education and English Learner Education

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1 HINGHAM PUBLIC SCHOOLS GUIDE TO STUDENT SERVICES Special Education and English Learner Education Hingham Public Schools Commitment to Learning Fulfillment of Potential Service to Others Hingham Public Schools Tel. (781) Central Street Fax (781) Hingham, Massachusetts Revised September 2013

2 TABLE OF CONTENTS HINGHAM PUBLIC SCHOOLS STUDENT SERVICES INTRODUCTION... 1 IDENTIFICATION OF EDUCATIONAL NEEDS... 1 SPECIAL EDUCATION SERVICES... 1 ELIGIBILITY REQUIREMENTS FOR SPECIAL EDUCATION... 1 CHILD FIND... 2 PHYSICIAN S STATEMENT FOR TEMPORARY HOME OR HOSPITAL EDUCATION... 2 DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (DESE)... 2 CONTACT INFORMATION for 504 PLANS AND CURRICULUM ACCOMMODATION PLANS (CAPs)... 3 CONTACT INFORMATION for SPECIAL EDUCATION SERVICES... 3 HINGHAM PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS... 4 HINGHAM SPECIAL EDUCATION PARENT ADVISORY COUNCIL (PAC)... 5 ENGLISH LEARNER EDUCATION (ELE)... 5 HINGHAM ENGLISH LEARNER EDUCATION PARENT ADVISORY COUNCIL (ELEPAC)... 6

3 HINGHAM PUBLIC SCHOOLS STUDENT SERVICES Includes: I. Special Education II. English Learner Education (ELE) This guide has been prepared by Hingham Public Schools (HPS) Student Services staff as a resource of information for parents, students and community members concerning Special Education services and English Learner Education services offered by Hingham Public Schools in Hingham, Massachusetts. This guide describes the continuum of educational intervention and support within general and special education for children with disabilities followed by a description of services for children with Limited English Proficiency (LEP). IDENTIFICATION OF EDUCATIONAL NEEDS When parents, school staff, or students are concerned that a child s disability(ies) are suspected to impede an individual student s effective educational progress, the parents should conference with the student s teacher(s) and/or with the student s school counselor to develop a plan of educational intervention that is based on the development of data, progress monitoring and data driven decision making to enable the students to access the Hingham Public Schools curriculum that is aligned with the Massachusetts Curriculum Frameworks. After appropriate educational intervention and documentation of a lack of effective educational progress related to the student s disability, parents or school personnel may refer an individual student to the Instructional Support Intervention Team (ISIT) at the school. The ISIT team will review the student s educational progress, consider educational, medical, and personal background, confer with teachers and parents and then provide recommendations, monitor educational interventions and plan for on-going review of educational progress. Some educational accommodations may be available to assist the student within the general education framework through the implementation of a Curriculum Accommodation Plan (CAP) or a 504 Accommodation Plan, in accordance with federal and state disability and education regulations. If the lack of effective, educational progress is suspected to be related to the student s disability and the student requires specially designed instruction, the parents or school personnel may request in writing a special education evaluation in the area of concern to determine the student s eligibility for Special Education services. SPECIAL EDUCATION SERVICES Special Education is intended to address specific educational needs of students who have disabilities and to ensure that students with disabilities receive all educational services necessary to access the Hingham Public Schools general curriculum that is aligned with the Massachusetts Curriculum Frameworks. Special Education laws and regulations ensure that students with disabilities are provided a Free and Appropriate Public Education (FAPE). The federal and state special education laws are grounded upon six basic principles: Parent and Student Participation Appropriate Evaluation Individualized Education Program (IEP) Free and Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Procedural Safeguards ELIGIBILITY REQUIREMENTS FOR SPECIAL EDUCATION Upon referral, the determination for Eligibility for Special Education includes all of the following requirements: The student has one or more of the following disabilities: Autism Developmental Delay (until ninth birthday only) Intellectual Impairment Sensory-Hearing Vision, Deaf/Blind Neurological 1

4 Emotional Communication Physical Specific Learning Health Multiple Disabilities The student is not making effective progress in school The lack of progress is due to the student s disability The student requires specially designed instruction in order to make effective progress in school or the student requires related services in order to access the Hingham Public Schools general curriculum. Once Eligibility is determined by the Hingham Public Schools special education team at the student s school, the school district proposes an Individual Education Plan (IEP) to the parents/guardians for acceptance or rejection. Upon return of the signature confirming parent acceptance of the IEP, the school district implements the IEP including specifically designed instruction responding to the student s unique educational needs. Children with disabilities must be given an opportunity to access the general curriculum in the least restrictive environment possible. State and federal laws mandate that the Town of Hingham provide special education services to eligible children beginning at the age of three until age twenty two. CHILD FIND Hingham Public Schools reaches out to community professionals, agencies and resources that may be aware of students in need of special education services and/or related educational services. Community contacts include: physicians, health care facilities, homeless shelters, parent and community organizations, and the regional Early Intervention program. Hingham Public Schools also provides Kindergarten screening. The school principal in each elementary school designates the contact person for Kindergarten screening in each school. When a child with disabilities reaches two and a half years of age, parents may refer the child for special education evaluation by the Hingham Public Schools Integrated Pre-School program to determine eligibility for special education services in the area of concern. The referral, evaluation and implementation of the Individual Education Plan (IEP) is required to be completed by the child s third birthday. Timelines for assessment and IEP implementation must be adhered to by parents and staff. PHYSICIAN S STATEMENT FOR TEMPORARY HOME OR HOSPITAL EDUCATION Upon receipt of a Physicians Statement for Temporary Home or Hospital Education form that indicates that a student who is presently enrolled in Hingham Public Schools must remain at home or in a hospital setting for medical reasons for more than fourteen school days within the school year and that the student requires temporary tutoring service due to hospitalization, medical needs or chronic illness, the school district arranges for the provision of educational services in the home, hospital, or community in compliance with state regulation (603 CMR (30)(c). DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION (DESE) COORDINATED PROGRAM REVIEW Hingham Public Schools must comply with all federal and state disability laws and regulations in the following areas: Student Assessment Student Identification and Program Placement Parent and Community Involvement Curriculum and Instruction Student Support Services Faculty, Staff and Administration School Facilities Program Plan and Evaluation Record Keeping Procedural Safeguards 2

5 Hingham Public Schools is committed to excellence in learning and to the fulfillment of individual potential for all students in alignment with federal and state disability laws. Hingham Public Schools endeavors to provide a Free and Appropriate Public Education (FAPE) for all Hingham children in alignment with The Massachusetts Curriculum Frameworks. CONTACT INFORMATION for 504 PLANS AND CURRICULUM ACCOMMODATION PLANS (CAPs) At the elementary level, grades K-5, the school principal oversees 504 Plans and Curriculum Accommodation Plans. Each school principal designates a contact person for 504 Plans and Curriculum Accommodation Plans within each elementary school. At the secondary level, grades 6-12, 504 Plans and Curriculum Accommodations Plans are overseen by the school principal. At the secondary level the student s school counselor is the contact person for 504 plans and Curriculum Accommodation Plans. The Hingham Public Schools 504 Coordinator is: Ms. Heather Rodriguez, Hingham Public Schools Director of Guidance Office Hingham High School 17 Union St. Hingham, MA Tel. (781) Ext. 1101, CONTACT INFORMATION for SPECIAL EDUCATION SERVICES Hingham Public Schools Integrated East Elementary School 2 Collins Street, Hingham, MA Special Education Chairperson: Elizabeth Costanza Tel: (781) , East Elementary School (Grades Pre-School- 5) 2 Collins St., Hingham, MA Special Education Chairperson/School Psychologist: Katherine Florek Tel: (781) , William Foster Elementary (Grades K-5) 55 Downer St., Hingham, MA Special Education Chairperson/School Psychologist: Elizabeth Curran Tel: (781) Ext. 1115, Plymouth River Elementary School (Grades K-5) 200 High St., Hingham, MA Special Education Chairperson/School Psychologist: Mary Ann Cushing Tel: (781) , South Elementary School (Grades K-5) 831 Main St., Hingham, MA Special Education Chairperson/School Psychologist: Kimberly Kerr Tel: (781) , Hingham Middle School (Grades 6-8) 1103 Main St., Hingham, MA Special Education Chairperson/School Psychologist: Michelle Ryan Tel: (781) , Hingham High School (Grades 9-12) 17 Union St., Hingham, MA Special Education Chairperson/School Psychologist: Mr. Stephen Centerrino Tel: (781) Ext. 1104, 3

6 Hingham Public Schools, Central Office (Ages 3-22) 220 Central St., Hingham, MA Director of Student Services: Elizabeth J. Flynn Tel: (781) Ext. 3, HINGHAM PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS Integrated Pre-School Program (ages 3-6) at East Elementary School Children are referred to the Integrated Pre-School by parents, physicians, the regional Early Intervention agency and other community agencies. Pre-school classes are integrated, including children with disabilities and typical children. Tuition is required for typical children (peer models). Children, who require related services, including speech and language therapy, occupational therapy, physical therapy, behavioral consultation services, etc., receive such services in accordance with their IEPs. Some preschool-aged children who do not attend the Integrated Pre- School receive related services on a walk-in basis. Contact persons for the Integrated Preschool include the Integrated Pre-School Coordinator and the student s special education liaison. Full Day Kindergarten at South Elementary, East Elementary and William Foster Elementary Schools Full Day Kindergarten classes include students with disabilities and typical students (peer models). Typical children require tuition. Contact persons include the school s special education chairperson/school psychologist and the student s special education liaison. Elementary School Special Education Services (grades K-5) Special education services may include specialized instruction in academic areas such as reading and mathematics, reinforcement of learning strategies, concept reinforcement in small groups, individual supervision, inclusive support in the classroom, accommodations within the regular classroom, curriculum modification, behavioral support and social skills as reflected in the student s IEP. Contact persons include the special education chairperson/school psychologist and the student s special education liaison. Middle School Special Education Services (grades 6-8) Special education services at the middle school may include specialized instruction in academic areas such as reading and mathematics, reinforcement of learning strategies, concept reinforcement in small groups, individual supervision, inclusive support in the classroom, accommodations within the regular classroom, curriculum modification, behavioral support and social skills reflected in the student s IEP. Some regular classes are co-taught by special educators and regular teachers at the secondary level. Contact persons for special education services at the middle school include the special education chairperson/school psychologist and the student s special education liaison. High School Special Education Services High School special education services address specific special education needs for students in grades 9-12 as well as for significantly disabled students who require specialized instruction until age 22. From the age of fourteen, children are formally invited to participate in special education processes and procedures including post secondary transition planning and goal setting. At the high school level, special education services may include specialized instruction in academic areas such as reading and mathematics, reinforcement of learning strategies, concept reinforcement in small groups, individual supervision for significantly disabled students, inclusive support in specific classrooms, accommodations within the regular classroom, curriculum modification, behavioral support and social skills as reflected in the student s IEP. Some regular classes are co-taught by special educators and regular teachers at the secondary level. Contact person for special education services included the high school s special education chairperson/school psychologist and the student s special education liaison. Related Services Related Services may include physical therapy, occupational therapy, speech and language therapy, parent training/home services, social skills, assistive technology, specialized equipment and transportation. 4

7 Extended School Year Programs The Extended School Year program addresses significantly disabled students specific educational needs when there is documented indication that the student experiences substantial regression in specific educational areas without educational programming during the typical hiatus from school. Such specially designed instruction is specifically described in the student s IEP. Out of District Placement Students are placed in Massachusetts Department of Elementary and Secondary Education (ESE) approved special education settings outside the school district to address safety concerns and/or significant special education needs. Approved out-of-district placements include other public school districts, community collaborative programs, private day school programs, and residential school programs. Parents must approve the IEP and placement documents for out-of-district placements. All out-of-district placements are reviewed by the district on an annual basis, and the student s IEP must address plans for the student to be returned to the least restrictive environment when recommended by the special education team. State Mandated Testing All students are required to participate in the Massachusetts Curriculum Assessment System (MCAS). Most special education students can participate in the test without accommodations. Others require accommodations as indicated in their IEPs. A very small number of students will require an individually designed Alternate Assessment in one or all of the test areas. Mandated test accommodations are specifically described in the student s IEP. Independent Evaluations The school district adheres to the Massachusetts Department of Elementary and Secondary Education (ESE) regulations concerning independent educational evaluations. HINGHAM SPECIAL EDUCATION PARENT ADVISORY COUNCIL (SEPAC) The mission of the Hingham SEPAC is to work for the understanding of, respect for and support of children with disabilities who receive special education services from Hingham Public Schools (HPS). Goals include: to promote a network of parents of students with disabilities who receive special education services from Hingham Public Schools and to provide a forum to share information. to advise the Director of Student Services concerning professional development and parent and teacher training needs. to promote communications among Hingham SEPAC members and with local, state and national organizations, councils and groups. to promote communication and programs within the community to encourage understanding, acceptance and inclusion of all children with disabilities. The SEPAC Officers for the school year include: Co-Chairpersons: Secretary: Marisa Carnevale Ronan, Daniela Andruszkiewicz, Sonja Finney, ENGLISH LEARNER EDUCATION (ELE) The school district has procedures in place that actively seek to identify and support Limited English Proficient (LEP) students. Hingham Public Schools screens all incoming students, at point of enrollment, who may have limited English proficiency through the utilization of the Home Language Survey. All students whose Home Language Survey indicates a primary or first language that is not English are assessed for English proficiency by the ELE teacher in reading, writing, speaking, and listening. The school district supports all students who have Limited English Proficiency through English Learner Education services. 5

8 English Learner Education (ELE) has two components: Sheltered English Immersion, and English Language Development (ELD) instruction. The district provides English Language Development instruction that is based on the ESE English Language Proficiency Benchmarks and Outcomes and the Massachusetts Curriculum Frameworks. The district uses assessment data to plan and implement educational programs for students at different instructional levels. The district provides professional development in ELE for Hingham Public Schools staff. If the classroom teacher does not speak the student s native language, further consultation is sought as necessary. Supplementary ELE materials including the use of manipulative materials, pictures, visuals, multimedia, demonstrations, adapted text, and graphic organizers etc. that support content objectives. The extend to which an LEP student can participate in general education classes is determined by multiple measures, including the Massachusetts ESE-English Proficiency (MEPA), and Massachusetts English Language Assessment- Oral (MELA-O), grades, teacher observation, and local criteria for grade advancement. Waivers from ELE instruction are based on parent request. Students in special education programs and students on Section 504 plans are exempt from the waiver requirement if their educational plan provides for program access in their native language. The district does not re-designate a student from Limited English Proficient (LEP) to Formerly Limited English Proficient (FLEP) until the student is deemed English Proficient by state testing (MEPA) and by other measures of English proficiency. Such assessment indicates that the student can participate meaningfully in all aspects of the district s general education program without the use of adapted or simplified English materials as indicated by documentation to be included in the student record. The district does not limit or cap the amount of time in which an LEP student is placed in a language support program and will only exit the student from such a program after determining that the student is proficient in English, etc. HINGHAM ENGLISH LEARNER EDUCATION PARENT ADVISORY COUNCIL (ELEPAC) The mission of the Hingham English Learner Education Parent Advisory Council (ELEPAC) is to increase the understanding of respect and support for children who require English Learner Education (ELE). Goals: to promote a network of parents of students with disabilities who receive English Learner Education services from Hingham Public Schools and to provide a forum to share information. to advise the Director of Student Support Services concerning professional development, parent and teacher training needs. to promote communications between Hingham ELEPAC members, local, state and national organizations, councils and groups. to promote communication and programs within the community to encourage understanding, acceptance and inclusion of ELE students. All parents of children who are eligible for ELE services are invited to participate in the ELEPAC an annual basis. No person shall be discriminated against or denied the advantages offered by the Hingham Public Schools on account of race, color, creed, national origin, sexual orientation, or disability.

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