Chelmsford Public Schools How the Special Education Process works Brad Brooks, Director of Student Services January 6, 2015
Role of the Student Services Department The Office of Student Services coordinates the services that the Chelmsford Public Schools provide to students who require specialized instruction and/or support. These services may include: Specially Designed Instruction Guidance and Psychological Services Nursing Services Specialized Transportation Related Services (speech, OT, PT, interpreting, mobility, etc.) 504 Plans
The Basic Special Education Process Under IDEA (Individuals with Disabilities Education Act)
Determining eligibility for Special Education Services Step 1. Child is identified as possibly needing support beyond what is provided in regular education utilizing the District Curriculum Accommodation Plan (DCAP) Parents may be asked if the school district can evaluate their child (through Student Study Teams or SST s) Referral or request for evaluation. Parents may also contact the school or district to ask that their child be evaluated Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within 45 school working days after the parent gives consent.
District Curriculum Accommodation Plan Massachusetts General Laws, Chapter 71 A school district shall adopt and implement a curriculum accommodation plan to assist principals in ensuring that all efforts have been made to meet the students needs in regular education In many cases a DCAP is effective teaching Chelmsford's DCAP available on our webpage
Step 2. Child is evaluated The evaluation must assess the child in all areas related to the child s suspected disability The evaluation results will be used to decide the child s eligibility for special education and related services and to make decisions about an appropriate educational program for the child
What is an Independent Educational Evaluation? An Independent Educational Evaluation (IEE) is an evaluation conducted by a qualified examiner who is not employed by the Chelmsford Public Schools Parents/Guardians have the right to request an IEE of their student at district expense if they disagree with the school district s evaluation If an IEE is requested, the school district must provide you with information about where you may obtain an IEE and about the state requirements that apply to IEEs
Independent Educational Evaluations continued Within 5 days, the district may either agree to provide an IEE at district expense or request a hearing at the Bureau of Special Education Appeals (BSEA) to demonstrate that the evaluation conducted by the district was comprehensive and appropriate If an IEE is obtained at district or parent/guardian expense, the district must convene a Team meeting within ten school working days after receiving the evaluation information The Team will consider the evaluation results and determine what, if any, changes should be made to student s IEP
Step 3: Eligibility is decided A group of qualified professionals and the parents look at the child s evaluation results. An eligibility flowchart is used to determine whether or not the student is eligible for special education services. Parents may ask for a hearing to challenge the eligibility decision if they disagree with it Once a student has been found eligible for services, an Individualized Education Plan (IEP) must be written
Students must have a disability to be considered for special education To be eligible for special education services, a student must first be found to have a disability and this disability must cause the inability to make effective progress in school To judge whether a student is making effective progress, the Team must determine whether the student has: Made documented growth, with or without accommodations, in knowledge and skills acquisition including social/ emotional development and the learning standards of the district Made growth according to the chronological age and developmental expectations of the child
Eligibility continued The Team must carefully discuss the evaluation data and determine if an educational disability(ies) exists. Team members should identify the type of disability before taking the next step in the eligibility process ***In some instances, a child may have a disability and not be eligible for special education services
Disabilities Massachusetts State Regulations include the following types of educational disabilities: Autism Developmental Delay Intellectual Neurological Emotional Communication Physical Specific Learning Health Sensory: Hearing, Vision, Deaf-Blind
Step #4: Writing an IEP The IEP team gathers to talk about the child s needs and write the student s IEP. Parents and the student (when appropriate) are part of the team. Before the school system may provide special education and related services to the child for the first time, the parents must give consent The child begins to receive services as soon as possible after the meeting
Step #5: Placement is determined IEP must be developed in its entirety before placement is decided Team must be mindful of the requirements related to placement in the Least Restrictive Environment (LRE) Only after the needs of the child and the types of services have been discussed by the Team and agreed to in an IEP can the placement be effectively chosen by the Team The IEP is written to fit the student. The placement is chosen to fit the IEP
Next Steps After initial IEP meeting, within 10 days, district proposes an IEP and placement to parent/guardian. IEP/ placement is accepted, partially accepted or rejected by parent/guardian. If the parent/guardian does not agree with the IEP and placement, they may discuss their concerns with other members of the team and try to work out an agreement If they still disagree, parents or the district can request a mediation Parents or the district may also request a due process hearing with the Bureau of Special Education Appeals (BSEA)
Once a child is eligible for services: Annually- Team reconvenes Reviews progress Develops a new IEP Generally referred to as the Annual review Every 3 years- The student is reevaluated. Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, whether he/she continues to qualify for special education services and what the child s educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child s parent or teacher asks for a reevaluation. This evaluation is often called a triennial or 3 year re-eval
CPS Evaluation Team The district s evaluation team consists of: 53 Special Educators 15 School Guidance Counselors 13 Speech and Language Pathologists 7 Doctoral level Clinical Psychologists 3 Occupational Therapists/1 COTA 2 Physical Therapists 2 Board Certified Behavioral Analysts (BCBA s) 7 Contracted Service Providers to provide evaluations/ service in a variety of methodologies including: Hearing Vision impairment Orientation and Mobility
504 plans What is it? Section 504 of the Rehabilitation Act of 1973 is designed to prohibit discrimination. This statute obligates public schools to provide equal access and opportunities to persons with disabilities (Above what is noted in DCAP). For a student to be eligible for a 504 plan, the student must meet the following criteria. That is, student has: A physical or mental impairment that substantially limits one or more major life activities (e.g. learning, access to learning, etc.)
Who can initiate a 504 plan? A referral for possible 504 eligibility can be initiated by a parent or professional of the school district Most Section 504 referrals will begin by being routed through our Student Study Team (SST) process to address difficulties in area of academic and/or behavioral difficulty either by professional staff or parents On occasion, students found ineligible for/discharged from special education services may be eligible for regular education accommodations under section 504. If determined that a 504 plan may be necessary, the building 504 coordinator will schedule a 504 meeting with parents and appropriate staff members.
504 plan- procedures An evaluation is required in every instance when it is believed that a student may have a disability under Section 504. Documentation of the team s determination will need to be noted in the student s file. Medical diagnoses need to be in writing from a physician Information regarding classroom performance will be provided from the classroom teacher(s) through assessments, samples of student s work, and anecdotal information Independent data (such as outside counseling reports) may be obtained to assist in the data gathering
Creating a 504 plan Within a reasonable amount of time of the initiation of the referral, the schools 504 coordinator will convene a section 504 Meeting The 504 team shall include the following: Building principal (or designee); General education teacher(s); Parent/guardian; The student, if applicable (required over 18) Guidance counselor or similar School nurse Related services (if applicable) Other representative having experience with, or information regarding, the referred student; and Anyone at the discretion of the parents
504 plans- continued Once it is determined that the student meets the requirements for a 504 plan, the building 504 coordinator will: Have signatures of conference participants on final draft of plan Insure that parents/guardians have a copy of the plan and their rights Delivers copies (paper/electronically) of the plan to: District 504 Coordinator; All teachers working with student; Guidance/Support staff; Students cumulative folder
504 Plans may include: Large print materials for students with visual impairment Adaptive equipment for students who use a wheelchair School nurse for students with diabetes/allergies/heat sensitivity/etc. Frequent trips to the bathroom for students with irritable bowel syndrome Staff training to support students with bipolar disorder Preferential sitting or movement breaks for students with ADHD Additional monitoring during certain periods for students with a seizure disorder Extended time on tests and assignments for students with anxiety disorder A sound amplification system for students with a hearing impairment
Common questions: Transportation- What is the difference between regular and specialized transportation? Regular Transportation is when a student does not require transportation as a result of their disability Specialized Transportation is when a student s team has determined transportation is required generally as a result of needed modifications, equipment, and/or assistance
Student Services/Special Education Department Kara Saranich-CHIPS Preschool Coordinator Patty Doherty- Team Chairperson (Harrington, Byam and Parker MS) Lisa Diaz- Team Chairperson (Center, South Row and McCarthy MS) Marla De La Cruz- CHS Team Chairperson Renee Morgan- Out of District Coordinator Administrative Support Terry Randolph- CHS Katie Wholey- CHS Shirley Dorai- Central Office
Student Services and Special Education Alphabet Soup (ADD/ADHD) Attention deficit disorder and attention deficit hyperactivity disorder (BSEA)Bureau of Special Education Appeals (CPR) Coordinated Program Review (DCA) District Curriculum Accommodation Plan (ESY) Extended School Year Services (FAPE) Free and Appropriate Public Education: Special education and related services provided at public expense, without charge to the parents
Alphabet Soup continued (FBA) Functional Behavioral Assessment (IDEA) Individuals with Disabilities Education Act: Legislation written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress reauthorized this federal law in 2004 (IEP) Individualized Education Plan (IEE) Independent Educational Evaluation
Alphabet Soup continued (LRE) Least Restrictive Environment (LEA) Local Education Agency: Term used to describe a school district responsible for a student (OSD) Operational Services Division (PQA) Program Quality Assurance: DESE s compliance monitoring and complaint management procedures for school districts (SST) Student Study Team
Questions?