SWGUVKQPU"("CPUYGTU"

Transcription

1 SWGUVKQPU(CPUYGTU (Generated after the Allan Blume Video, August 2005) CEEQOOQFCVKQPU(OQFKHKECVKQPU S3<YjcvkuvjgfkhhgtgpegdgvyggpcpceeqooqfcvkqpcpfcoqfkhkecvkqpA A1: An accommodation is a change in the course/test presentation, location, timing, student response, or other attribute which is pgeguuct{ to provide ceeguu for a student with a disability to participate in the general curriculum and which fqgupqv hwpfcogpvcnn{cnvgt or lower the standard or expectations (or invalidate the test or course). A modification is a change in course/test presentation, location, timing, student response, or other attribute which is pgeguuct{ to provide ceeguufor a student with a disability to participate in the general curriculum but which also hwpfcogpvcnn{cnvgtuand/ or lowers the standard or expectations of the test or course. DGJCXKQT S3<Fq{qwpggfrctgpvcneqpugpvdghqtgeqpfwevkpicpHDCA A1: In Springfield, FBA Level I, completed by teachers, and FBA Level 2, completed by counselors, do not require parental permission. FBA 3, which is completed by a school psychologist, does require parental permission. S4<YjgpfqgucuvchhrgtuqppggfvqdgvtckpgfkptguvtckpvvtckpkpiA A2: As set forth in the Springfield School Department District Policy on Physical Restraint, pursuant to the Massachusetts Department of Education (DOE) Regulations, all staff will receive informational professional development, including the definition of roles and responsibilities, prevention and de-escalation techniques, and building procedures. School personnel will receive in-depth training when they are members of Crisis Intervention Teams and/or special education teachers in certain special education settings0 They will receive specialized training from PMT Associates, including prevention and de-escalation, alternatives to restraint, risk assessment, methods of physical restraint, recognizing symptoms of distress, getting medical assistance, and documentation and reporting. EQORNKCPEG S3<YjcvkudgkpifqpgvqcfftguueqornkcpegkuuwgucvcnnngxgnuA A1: Professional development around areas of noncompliance was started with the informational video presented by Alan Blume during one of the school-based professional development days in August In addition, a series of memorandums was disseminated to staff alerting them to regulations that need to be consistently implemented. The Special Education Leadership Team has outlined a timeline for 1

2 establishing procedures and additional training that needs to be conducted. Easy IEP, our new web based IEP program, will enable the district to monitor evaluations, IEP timelines, and service delivery. S4<JqyyknneqornkcpegdgoqpkvqtgfA A2: Compliance will be monitored in a number of ways. At the building level, Easy IEP will assist the district in monitoring timelines for evaluations, IEP Team meetings, and service delivery. In addition, periodic, random record checks by administrative staff will ensure that files are maintained in accordance with DOE regulations. On February 27 and 28 and March 1, 2006, as a follow up to Springfield s mid-cycle review, the DOE will conduct site visits during which records will be reviewed. S5<Yknnvjgdqwpfct{rncpkorceveqornkcpegA A3: No S6<YjcvkuvjgfgcfnkpghqteqorngvkpicuuguuogpvuA A4: Evaluations must be completed within 30 days after receiving parental consent. S7<Yjgpfkfvjghqtv{/hkxgfc{nkokvqpKGRvwtpctqwpfiqkpvqghhgevA A5: It has been in effect since S8<Yjcvkudgkpifqpgvqgpuwtgvjcvvjg67fc{tgswktgogpvqpKGRvwtpctqwpf kuhqnnqygfa A6: Supervisors of Special Education are monitoring compliance through the referral system. S9<Yjcvctgvjgtgiwncvkqptgswktgogpvuuwttqwpfkpivguvkpi1eqoowpkecvkqpkp vjguvwfgpv upcvkxgncpiwciga A7: Each district shall ensure that all communications and meetings with parents and students pursuant to these regulations shall be in both English and the primary language of the home, if such language is other than English. (603 CMR (8) (b)) S:<Yj{kucuvwfgpvkuvguvgfkpjku1jgtpcvkxgncpiwcigyjgpjg1ujgkufqokpcpvkp vjgugeqpfncpiwciga A8: LEP students are assessed annually for English proficiency. The results of this testing is used to determine the language of the special education assessments. S;<Jqyfqygcfftguupqpeqornkcpvuvwfgpv1vgcejgttcvkquA A9: The building Principal is notified about the noncompliant ratio so that staff and student assignments can be reviewed. If the noncompliance can t be resolved with staff and student reassignment, the building Principal can request additional staffing. EQPHKFGPVKCNKV[ S3<YjqigvueqrkguqhvjgKGR ua 2

3 A1: Classroom teachers, related service providers, and support staff with a legitimate educational interest receive copies of the IEP s. FKUVTKEVEWTTKEWNWOCEEQOOQFCVKQPRNCP*FECR+ S3<Yknngcejvgcejgttgegkxgceqr{qhvjgFECRA A1: Each teacher received a copy of the DCAP during the two school-based, districtwide professional development days in August S4<KuvjgtgcrncegyjgtgeqpvgpvurgekhkeceeqooqfcvkqpuctgnkuvgfA A2: The DCAP provides cross-curricular practices, assessments, and service options that meet diverse students needs in regular education. Content specific modifications for the Massachusetts Curriculum Frameworks may be found in the MCAS Alternate Assessment Resource Guide to the Massachusetts Curriculum Frameworks for Students with Significant Disabilities S5<Yj{ctgtcegcpfigpfgtnkuvgfpgzvvqvqrkeukpvjgkpfgzqhvjgFECRA A3: In order to meet the needs of all students, the district needs to provide supports that are race and gender sensitive, that avoid bias, and that address a broad range of learning styles. GNKIKDKNKV[ S3<Jqykucuvwfgpvtghgttgf1fggogfgnkikdnghqtUrgekcnGfwecvkqpugtxkeguA A1: A student may be referred for an evaluation by a parent or any person in a caregiving or professional position concerned with the student s development. Within five days of the receipt of the referral, the ETL sends written notice to the parent requesting consent to conduct the evaluation. The IEP Team determines eligibility based on the results of the evaluation and other relevant information. S4<YjqkutgurqpukdnghqtvguvkpiuvwfgpvuvqfgvgtokpgurgekcnpggfuA A2: The testing is conducted in all areas related to the suspected disability. An educational assessment and observation is completed by the school psychologist and/or teacher. A health assessment is completed by a physician and/or school nurse. A psychological assessment is completed by a school psychologist. A home assessment is completed a school counselor, school nurse and/or school psychologist. OT, PT, and Speech are completed by an occupational therapist, a physical therapist and a Speech Language Pathologist respectively. 726 S3<Yjcvkuc726RncpA A1: A 504 Plan is an accommodation plan that protects a student s civil right to a free and appropriate public education in any program receiving federal financial assistance under the provisions of Section 504 of the Rehabilitation Act of The plan is written for a student with a handicap where a person with a disability is defined as someone who: 1) has a mental or physical impairment which substantially limits one or 3

4 more major life activities, 2) has a record of impairment, or 3) is regarded as having an impairment. S4<Yjcvkuvjgfkhhgtgpegdgvyggpc726RncpcpfcpKGRAYjqkutgurqpukdnghqt vjgtgurgevkxgceeqooqfcvkqpua A2: Section 504 protects all persons with a handicap when it substantially limits one or more major life activities, including learning. Only students who are eligible under the specified disability categories, when the disability adversely affects educational performance, are entitled to services under IDEA. Section 504 is intended to eliminate barriers and/or provide accommodations that allow a student access to an education comparable to that provided to a non-disabled student. IDEA is remedial, often requiring the provision of programs and services in addition to those available to persons without disabilities. PLEP A, PLEP B and the Service Delivery page on the IEP define who is responsible for modifications and accommodations. 504 Plans also contain information about accommodations and where they are delivered. For further information on Section 504, please contact Cindy Joyce, the District 504 Coordinator. KGRU.COGPFOGPVU.(RTQITGUUTGRQTVU S3<EcpGcu{KGRdgfqypnqcfgfqpvqqwtrgtuqpcneqorwvgtuA A1: Easy IEP is a web based program that can be accessed through the internet once you are identified as a service provider and your caseload is established. S4<YknnuvchhtgegkxgGcu{KGRvtckpkpirctvkewnctvqvjgktrctvkekrcvkqpkpvjg rtqeguua A2: Yes, the district is currently engaged in conducting training Special Educators and other designated service providers in the use of their relevant portions in Easy IEP. S5<Yj{kuvjgtguqowejrcrgtyqtmtgswktgfhqtuvwfgpvuykvjfkucdknkvkguA A3: The paperwork is mandated by the federal law IDEA and the Massachusetts Regulations (603 CMR 28.00). S6<Jqyqhvgpctgrtqitguutgrqtvufqpgcvvjgrtguejqqn.gngogpvct{.okffng.cpf jkijuejqqnngxgnua A4: IEP Progress Reports go out on the same schedule as report cards. S7<KuvjgtgcfkuvtkevhqtocvhqtrtqitguutgrqtvucpfyjgtgkukvnqecvgfA A5: The most recent district format for progress reports is available in Easy IEP. S8<Yjqeqorngvguvjgrtqitguutgrqtvuhqtuvwfgpvuykvjurgekcnpggfucpfkukv fqpgeqnncdqtcvkxgn{*igpgtcn(urgekcnpggfuvgcejgtu+qtugrctcvgn{a 4

5 A6: Progress Reports are completed by each service provider. Progress reports for students in an inclusion class are completed collaboratively by both the general and special education teacher. S9<Hqtyjkejeqpvgpvctgcufq{qwytkvgcrtqitguutgrqtv.g0i0khcuvwfgpvqpn{ jcuocvjkpjku1jgtkgr.fqgucvgcejgtytkvgcrtqitguutgrqtvhqttgcfkpia A7: Progress reports are written only for goals listed in the student s IEP. So if a student has Math objectives and not Reading in his/her IEP, then a progress report would address only the Math. S:<YjqytkvguvjgiqcnuqpvjgKGRA A8: The Team writes the goals and objectives based on input from service providers. Service providers draft goals and objectives in Easy IEP prior to the IEP meeting. S;<Yjqjcuvjgcwvjqtkv{qpvjgKGRVgcoA A9: Ideally, Team members will reach consensus. If the Team cannot, the ETL has the authority to make decisions. The building Principal, or their designee who is often the ETL, has the authority to allocate building resources. When required, the appropriate Supervisor of Special Education has the authority to allocate district resources. S32<KhcpKGRkupqveqorngvgfykvjkpvjg5/7fc{vkognkpg.yjqujqwnfdg pqvkhkgfa A10: The appropriate Supervisor of Special Education. S33<Yjcvfq{qwfqyjgpcpKGRkupqvukipgfqtkuukipgfd{vjgpqpewuvqfkcn rctgpva A11: An IEP cannot be implemented until it is signed by the parent. When the specific Procedure for Parent Signatures on IEP s is finalized, it will be posted on the Procedures page of the website. S34<Yjcvfq{qwfqyjgpcpKGRkuukipgfd{vjgpqp/ewuvqfkcnrctgpvA A12: According to 603 CMR 23.02, unless a contrary written agreement between parents or a court order governing the rights of such parents is brought to the attention of the principal, the non-custodial parent has the same rights as the custodial parent. S35<YjgtgecpencuutqqovgcejgtunqemwrvjgktKGR ua A13: Classroom teachers can lock IEP s in their desk, filing cabinets or closets. If a classroom teacher does not have somewhere to lock an IEP, they should check with their building administrators regarding the procedure for keeping copies of students IEPs secure and confidential. RNCEGOGPV S3<Yknndknkpiwcnvgcejgtujcxgcp{kprwvkpvjgfgvgtokpcvkqpqhcuvwfgpv u urgekcnpggfua 5

6 A1: For students who are identified as LEP, a bilingual service provider must be invited to the IEP Team meeting. All IEP Team members can provide information during a team meeting, including the child s bilingual teacher. S4<Jqyfqgufgvgtokpcvkqpqhrncegogpvkorcevockpuvtgcokpi0 A2: The presumption is that students will receive their services in a general education setting; however, based on an individual student s needs, the IEP Team can decide to deliver services in a more restrictive setting. This decision is reflected on the Service Delivery and Determination of Placement pages of the IEP. S5<Yj{fqguvjgrtgxkqwufkuvtkevdcugfKGRvgcoeqpfwevoqpkvqtoggvkpiuqp uvwfgpvukpqwvqhfkuvtkevrncegogpvu? A3: The district continues to have IEP meetings on students placed in out of district placements because we still have legal responsibility for those students. S6<Yjcvjcrrgpuyjgpcejcpigkprncegogpvkupggfgfkoogfkcvgn{cpfcvgco oggvkpiecp vrtqorvn{vcmgrncega A4: The student stays put. Assistance in developing strategies may be obtained through a STAT or Service Team. RTQHGUUKQPCNFGXGNQROGPV S3<Yknnvjgtgdgrtqhguukqpcnfgxgnqrogpvvcknqtgfvquvchhpggfuctqwpfugtxkekpi uvwfgpvuykvjkgr ua A1: There is professional development offered during each year s district professional development days, e.g. inclusion training. Also there may be opportunities to receive professional development during your school s extended days by proposing topics for training to SCDM for approval and accessing district personnel. TGHGTTCNU S3<Jqyfqgucvgcejgtkfgpvkh{cngctpkpifkucdknkv{A A1: If a teacher suspects a specific learning disability in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematics calculation, or mathematics reasoning, the teacher should contact the ETL about getting further diagnostic information, including comprehensive educational and psychological assessments and an educational history. TGIWNCVKQPU S3<YjcvkuvjgngcuvtguvtkevkxggpxktqpogpvA A1: A placement where, to the maximum extent appropriate, students with disabilities are educated with students who do not have disabilities, and that special classes, separate schooling, or other removal of students with special needs from the general education program occurs only if the nature or severity of the disability is such that the education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. (603 CMR 28.06) 6

7 S4<Yjcvku4:<29A A2: 28:07 is the portion of 603 CMR (MA Special Education Laws and Regulations) that addresses parental involvement. The topics included are (1) parental consent, (2) parental right to waive assessments, (3) reports to teachers, (4) parent advisory participation, (5) student participation and consent at the age of majority, (6) when a parent provides transportation, (7) educational surrogate parent-district responsibility, and (8) communications with parents and students. S5<Yjcvkuvjgncyuwttqwpfkpivjgpggfhqtcuukuvcpegykvjuvwfgpvuykvjurgekcn pggfukpurgekcnv{qtgpeqtgencuugua A3: The services a student receives and the setting in which they are provided are driven by the IEP. The IEP specifies what type and level of assistance is needed in specialty or encore classes. TQNGU(TGURQPUKDKNKVKGU S3<KuvjgGVNhqtgcejdwknfkpieqpukfgtgfvjguejqqnfkuvtkevtgrtgugpvcvkxgA A1: The building principal is considered the school district representative. In many cases, this responsibility is delegated to the ETL. S4<Yj{fqgucnnuvchhpggfvqwpfgtuvcpfeqornkcpegtgswktgogpvuA A2: We all need to understand compliance because we are collectively responsible for ensuring that all students receive a FAPE (Free and Appropriate Public Education). It is critical that we all understand the processes and roles for which we are legally responsible and the timelines to which we are held. S5<YjqkutgurqpukdnghqtgcejrkgegqhvjgKGRVgcortqeguuA A3: All members of the IEP Team are equal partners in the IEP Team process, which includes three important activities: eligibility determination, development of the IEP, and placement decision. Parents, general and special educators, related service providers, evaluators and students provide information including assessment results, observations, student work samples, and a record review which is part of the evaluation of the child in all areas of the suspected disability. Based on this information, all members of the Team are equal partners in determining whether the student is eligible. If the student is determined to be eligible, parents, general and special educators, related service providers, evaluators and students develop the IEP based on the individual needs of the student. If the student has been on an IEP, service providers are responsible to provide draft goals and benchmarks at the meeting. Based upon the IEP and the individual needs of the student, all members of the IEP Team determine placement. The ETL is responsible for generating a draft IEP, including the goals and benchmarks provided by the service providers, which is provided to the parent at the close of the IEP Team meeting. UGTXKEGFGNKXGT[ 7

8 S3<Yjgpfqencuutqqovgcejgtutgegkxgtgeqoogpfcvkqpuhtqouejqqn ru{ejqnqikuvua A1: The IEP Team incorporates these recommendations into the IEP. Classroom teachers receive a copy of the IEP after it has been signed by the parent. S4<Jqykuugtxkegfgnkxgt{fqewogpvgfA A2: General and Special Education Teachers keep attendance records, which can be reviewed at any time to document the provision of services. Related service providers document delivery of services through Easy Trac. S5<Yjgpctgeqorgpucvqt{ugtxkegufwgA A3: Compensatory services are due when the district has failed to provide a service delineated in an IEP, and this failure has resulted in harm to the student. S6<CtgygtgswktgfvqjcxgcpkpenwukqpvgcejgtykvjkpenwukqpuvwfgpvuA A4: No. Based on the students IEP s, services would be provided using one or more of the following models: 1. Consultation Regular and special education teachers meet to plan and make modifications and accommodations. Special education teachers can also model strategies and provide supplemental resources. 2. Team Teaching Co-teaching: All primary instruction would be provided by both a regular education teacher and a special education teacher. This model could include one teacher providing the instruction with the other teacher providing support and assistance; one teacher providing enrichment and one teacher providing remediation; station or parallel teaching; and/or one teacher teaching the skill and one teacher modeling the skill. In this model, all students benefit from the instructional expertise of the special education teacher and the discipline expertise of the regular education teacher. Small group work: Teachers provide study skills and content area support necessary to make classroom experiences successful. 3. Paraprofessional Services Qualified paraprofessionals work in the classroom, check students progress, provide individual and/or small group support, assist the teacher, administer tests and report back to the special education teacher. 4. Methods and Resources Teacher Regular education and special education teachers are assigned to work as a team. Together they are responsible for all of the students in a house or smaller learning community. 8

9 S7<KhcpKGRecnnuhqtrwnnqwvcpfvjgurgekcngfwecvqthggnuuqogugtxkeguecpdg fgnkxgtgfvjtqwijkpenwukqpugtxkegukpvjgigpgtcngfwecvkqpencuu.owuvchwnnvgco oggvkpidgtgeqpxgpgfa A5: Relevant members of the Team must meet to make a determination regarding a change in placement. S8<YjcvfgvgtokpgujqyugtxkeguhqtuvwfgpvuqpKGR uctgfgnkxgtgfa A6: At the IEP meeting, the team decides how often and where services will be delivered and by what type of personnel. These decisions are documented on the service delivery page of the IEP. Services in the A Grid are provided through consultation with the classroom teacher. Services that appear in the B Grid are direct services provided in the General Education setting. Services in the C Grid are direct services provided outside the General Education setting. To ascertain who provides the service, check the column for person responsible. It will assign responsibility to staff roles. The frequency and duration of the service also appear in the service delivery grid. S9<Jqyocp{urgekcngfwecvkqpuvwfgpvuecpdgkpcigpgtcngfwecvkqpkpenwukqp encuuugvvkpia A7: The class size regulations do not address inclusion classes; therefore, there is no regulatory limit to the number of special education students that can be in a general education class. UWURGPUKQP S3<Yjgpecp{qwuwurgpfcuvwfgpvhqtoqtgvjcp32fc{uA A1: If the IEP Team decides that the student s behavior was not a manifestation of his/herdisability, the student can be disciplined in the same manner as his/her general education peers. That means if a general education student can receive a long term suspension for a violation of the school rules (Code of Conduct), the special education student can receive the same consequence. A functional behavioral assessment must be completed and/or a behavior intervention plan must be developed by the IEP team no later than 10 business days after the student with the disability is removed from the class. Appropriate special education services must be provided during that time to the student. S4<Fqgucuukipogpvvqcpkp/jqwuguwurgpukqptqqoeqwpvcurctvqhvjg32fc{uA A2: Yes S5<Kuvjg32fc{uwurgpukqptwngqpn{crrnkecdngvquvwfgpvukpurgekcngfwecvkqpA A3: No. The ten-day suspension rule also applies to students who are suspected of having a disability. S6<YjcvctgitqwpfuhqtuwurgpukqpucpfctgvjguguvcvgykfggzrgevcvkqpuA 9

10 A4: Springfield Public Schools has published a Code of Conduct which outlines violations for which a student can be suspended in this district. VGCOEQORQUKVKQP S3<YjqkukpenwfgfkpvjgKGRVgcoA A1: IEP Teams must include the individuals listed below: 1. the parents of a child with a disability 2. at least one general education teacher of the child (if the child is or could be participating in the general education environment) 3. at least one special education teacher or provider of the child 4. a representative of the local educational agency who a. can provide or supervise provision of specially designed instruction b. knows about the general curriculum c. knows the available resources of the local educational agency 5. a person who can interpret the educational implications of test results 6. at the parents or agency s discretion, other experts or related service providers 7. when appropriate, the child with the disability. S4<YjgpecpcvgcooggvkpidgjgnfykvjqwvcrctgpvA A2: When multiple documented efforts have been made. These may include letters, written notices sent by certified mail, , telephone calls, if appropriate, TTY communications to the home, and home visits at such time as the parent is likely to be home. 603CMR 28:07 page 29, paragraph c S5<Yjcvecpdgfqpguqvjcvigpgtcngfwecvkqpvgcejgtuecpdgrtgugpvcvvgco oggvkpiua A3: IEP meetings must be scheduled in a way that allows at least one general education teacher to participate in the team meeting, if the child is or might be participating in the general education environment. VGCOOGGVKPIU S3<Yjgpyknnuejqqnru{ejqnqikuvu.urggejcpfjgctkpiuvchh.cpfuejqqneqwpugnqtu dggzrgevgfqttgswktgfcvoggvkpiua A1: Psychologists must attend Team meetings to interpret the results of psychological evaluations. Related service providers, including speech and hearing staff, and school counselors, must attend meetings when they need to interpret their particular evaluation results and/or when a particular related service is to be discussed as part of the IEP meeting. S4<YjcvkuujctgfqtfgngicvgffgekukqpocmkpiA A2: At the IEP Team meeting which writes the IEP that will be in effect when the student turns 18, the Team discusses the transfer of parental rights. The student may choose to share decision-making with or delegate decision-making to their parent. This discussion is documented on the IEP under Additional Information, and the results are recorded on the Administrative Date page. 10

11 S5<FqgucvgcooggvkpipggfvqdgjgnfcvvjgvkogcuvwfgpvgpvgtuUrtkpihkgnf htqocpqvjgtfkuvtkeva A3: Unless the student has a current IEP and we are providing services in accordance with that IEP, an IEP Team must be convened to write a new IEP. S6<UjqwnfcrctcrtqhguukqpcndgcvcvgcooggvkpiA A4: A paraprofessional is not a required participant. If they are a primary service provider, e.g. a COTA or SLA, they should participate. VGUVKPI S3<Jqyfq{qwmpqyyjcvvguvkpiceeqooqfcvkqpuecpdgocfghqtOECUcpf UvgrWrUrtkpihkgnfswctvgtn{cuuguuogpvuA A1: They are on the MCAS Accommodations page of the IEP. OKUEGNNCPGQWU S3<JqyecpvjgxkfgqdgceeguugfhqthwvwtgtghgtgpegA A1: Each principal was given a copy of the video for their school. See your building principal to obtain the copy provided to your school. S4< Yjgp cpf jqy qhvgp ctg qdugtxcvkqpu qh uvwfgpvu ykvj Urgekhke Ngctpkpi FkucdknkvkgueqpfwevgfA A2: At least one team member other than the child s regular teacher shall observe the student s academic performance in the regular classroom setting for the initial evaluation and reevaluations (every 3 years). Children who are younger than school age will be observed in an appropriate environment. In our district, it is the school psychologist who completes the observation. 11