Upon reaching the age of majority, students are signing their IEPs. SE 8 IEP Team composition and attendance PI Student Records Interviews Not all required Team members are consistently present at the IEP Team meeting, including the student’s general education teacher (if the student is involved in a general education program) and the parent. When a required member of the Team does not attend the IEP Team meeting, the district is not following appropriate procedures to excuse the required Team member that include: The district and the parent agree, in writing, that the attendance of the Team member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed; or The district and the parent in writing, to excuse a required Team member’s participation and the excused member provides written input into the Review Team meeting composition from a sample of IEP Teams that have convened in the 2012-2013 school year and analyze the information to establish the root cause(s) for the non-compliance. Based on this root cause analysis, indicate the specific corrective actions that will be taken to remedy the non-compliance. Develop an internal oversight and tracking system for ensuring the following: The required Team members attend the IEP Team meeting; Appropriate excusal procedures are followed if a required Team member is unable to attend the IEP Team meeting; and is written documentation of efforts made to have parents participate in the Team meeting, including through the use of alternative Submit the results of the root cause analysis with specific proposals for remedying the non-compliance and proposed timelines for corrective actions. Submit a description of the internal oversight and tracking system and identify the person(s) responsible for the oversight. Please submit the above information by September 13, 2013. Please submit the results of the second review of records and
who conducted the review, with their role(s) and signature(s). SE 18A IEP and content PI Student Records Interviews For students identified with a disability on the autism spectrum and for those students whose disability affects social skills development or whose disability makes them vulnerable to bullying, harassment, or teasing, the IEP Team is not consistently considering and addressing the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. For those students whose records were identified by the Department, the district must reconvene the IEP Teams to consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing. Please see Technical Assistance Advisory SPED 2011-2: Bullying Prevention and Intervention for assistance and guidance on meeting this requirement: Provide the IEP Team chairpersons with training on the requirements for addressing bullying prevention and intervention in the IEP. Develop an internal oversight and tracking system to ensure that IEP consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment and teasing. The For those student records identified by the Department, submit a copy of the IEP and the Special Education Team Meeting Attendance Sheet (N3A) to indicate that the IEP Teams have reconvened. Submit evidence of the IEP Team chairperson training and include the agenda, materials and signed attendance sheet with the name and role of staff. Submit a description of the internal oversight and tracking
tracking system should include supervisory oversight and periodic reviews to ensure compliance. Develop a report of the results of an internal review of records to ensure that IEP Teams that have convened after all corrective actions have been implemented are addressing the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing in the IEP. *Please note when conducting internal monitoring the district must maintain the following documentation and make it available to the Department upon request: a) List of student names and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s). system with periodic reviews, with the name and role of the designated person by September 13, 2013. Submit the results of the review of records and include the following: The number of records reviewed; The number of records in compliance; For any records not in compliance, determine the root cause; and The specific corrective actions taken to remedy the compliance.
Please submit the above information by December 5, 2013. SE 25 Parental consent PI Student Records Interviews When a parent revokes consent, in writing, to special education services, the district provides written notice to the parent of its proposal to discontinue services on the revocation of consent as well as information on how the parent can obtain a copy of his/her rights to procedural safeguards. The district provides notice within a reasonable time before it intends to discontinue services. Staff members are aware that they may not use mediation or request a due process hearing to obtain agreement or a ruling for continuation of services. Although the district consistently obtains parental consent before an evaluation, the district does not provide the parent with sufficient information as to the proposed evaluations to meet the requirement of this criterion Develop procedures for obtaining parental consent to conducting an evaluation. The procedures must include seeking consent from the parents to conduct specific assessments listed on the Evaluation Consent Form (N1A). Train IEP Team chairpersons on these new procedures. Develop an internal oversight and tracking system to ensure that the district is including specific assessments on the N1A when seeking parental consent. The tracking system should include supervisory oversight and periodic reviews to ensure Develop a report of the results of an internal review of student records in which assessments were completed since implementation of all of the district’s corrective actions for Submit a copy of the procedures and evidence of training, including the agenda, materials and signed attendance with the name and role of staff. Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person by September 13, 2013. Submit the results of the review of records and include the
(PI) or Not Implemented (NI) and Timelines for Implementation Date(s) and Required Elements SE 3 Special requirements for determination of specific learning disability Student Records Interviews When a student suspected of having a specific learning disability is evaluated, the Team creates a written determination as to whether or not he or she has a specific learning disability. The Team uses the most current required SLD form (28M/10), which is signed by all members of the Team. If there is disagreement as to the determination, one or more Team members document their disagreement. SE 4 Reports of assessment results Student Records Interviews Reports of assessment results define in detail and in educationally relevant and common terms, the student’s needs, offering explicit means of meeting those needs. SE 6 Determination of transition services Student Records Interviews The district is completing the Transition Planning Forms annually, documenting discussions and updating information as appropriate. Specifically, the action plan section of the form is consistently completed and transition plans are updated when students graduate from middle school. When a Team determines that a
SE 9A Elements of the eligibility determination; general education and services for ineligible students Student Records Interviews student is not eligible for special education but may be eligible for accommodation(s) for disability(ies) under Section 504, the Team appropriately refers the student for consideration under that regular education program. SE 13 Progress Reports and content PI Student Records Interviews Progress reports at all school levels do not consistently include written information on the student's progress towards the annual goals in the IEP. In addition, some progress reports were not completed for all IEP goals. Provide training to special education staff responsible for completing progress reports on writing progress reports that address the student’s progress towards the annual IEP goals and on completing progress reports for all goal areas. Develop an internal oversight and tracking system for ensuring that progress reports are written consistently and contain information on the student’s progress towards the annual goal. The oversight and tracking system should include periodic reviews by the Director of Special Education to ensure ongoing Develop a report of the results of an internal review of student records, in which progress reports were written subsequent to Submit the training information, including the agenda and sign-in sheet. Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person by September 13, 2013. Submit the results of the
student’s program. Students are sometimes removed from the general education classroom solely because of needed modification to the curriculum. indicate the specific corrective actions that will be taken to remedy the non-compliance. Develop an internal oversight and tracking system for ensuring that the least restrictive environment is appropriately addressed and written justification meets the requirements of this criterion. The oversight and tracking system should include periodic reviews of IEPs by the Director of Special Education to ensure ongoing Develop a report of the results of an internal review of a sample of 15 student records across all school levels, in which IEPs have been written since implementation of all of the district’s corrective actions, for evidence of compliance with ensuring the least restrictive environment and appropriately completed Non-participation Justification statements. Please note when conducting internal monitoring the district must maintain the following documentation and make it available to the Department upon request: a) List of the student and grade levels for the records reviewed; b) Date of the remedying the non-compliance and associated timelines. Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person by September 13, 2013. Please submit the results of the second review of student records and include the following: The number of records reviewed; The number of records in compliance; For any records not in
grouping requirements for students aged five and older Document Review Interviews Specifically, the groupings for students served in substantially separate settings for more than 60% of the student’s school schedule do not exceed the instructional group size requirements. SE 41 Age span requirements PI Document Review There are several classes at Brockton High School, one at Joseph F. Plouffe Academy and one at Ashfield Middle School where the ages of the youngest and oldest students in the special education instructional groupings differ by more than 48 months and the district has not submitted a written request for approval to serve a wider age range to the Commissioner. When the district identifies instructional groupings where the age span exceeds 48 months, it must either restructure the instructional groupings so that the groupings are in compliance with regulatory requirements or submit a written waiver request immediately to the Commissioner regarding those classes. Develop an internal oversight and tracking system to ensure that special education instructional groupings do not exceed the regulatory requirements. The tracking system should include supervisory oversight and periodic reviews to ensure Develop a report of the results of an internal review of special education instructional groupings at Brockton High School, Joseph F. Plouffe Academy and Ashfield Middle School for the 2013-2014 school year to ensure compliance with age span requirements. Submit a description of the internal oversight and tracking system and identify the person(s) responsible for the oversight by September 13, 2013. Submit a report of the results of the review of class rosters and include: The number of classes reviewed; The number in compliance; For any classes not in compliance, determine