program. Develop an internal tracking and oversight system with periodic review by designated persons(s) responsible to ensure that that one year prior to a student reaching the age of majority, the district does inform the parents/guardians and the student of the rights that will transfer from the parent or guardian to the student upon the student’s 18th birthday. Conduct a second review of records of students who have turned 17, after all corrective actions have been completed, to verify that the district is informing the student, parents, and/or guardians, one year prior, of the rights that will transfer from the parent to the student at the age of majority. implementation of corrective actions by November 1, 2013. Submit a description of the district’s internal oversight and tracking system with periodic review, along with the name/role of the designated person(s) responsible by November 1, 2013. Submit a report of the results of the second record review. Include the number of records reviewed; the number of records in compliance; for records not in compliance, determine the root cause(s); and the specific action(s) taken by the district to remedy the by February 28, 2014.
Implemented (PI) or Not Implemented (NI) (a) Required Corrective Action and Timelines for Implementation Due Date(s) and Required Elements SE 1 Assessments are appropriately selected Student record review Interview Documents Tests and other evaluation methods are appropriately selected when assessing a student’s specific area of disability. Testing was conducted in a student’s native language. SE 2 Required and optional assessments Student record review Documents Interview All areas related to a student’s suspected disability are routinely assessed by the district at all grade levels. An educational assessment is completed by the district as well as an assessment by a teacher with current knowledge of the student’s specific abilities as they relate to the Massachusetts Curriculum Frameworks. The district works closely with local early intervention agencies in assessing the needs of identified students before the age of three. Optional assessments are completed at the request of the administrator of special education or parent. SE 5 Participation in Student record review Student record review, documents and interview
SE 14 Review and revision of IEPs PI Student record review Documents Interview Student record review, documents, and interview indicate that at least annually, on or before the anniversary date of the IEP, a Team meeting is not consistently held to consider the student’s progress and to review, revise, or develop a new IEP or refer the student for a re-evaluation, as appropriate. Furthermore, record review and interview indicate that the district maintains a practice of issuing IEP amendments to parents or guardians for the purpose of extending the annual IEP. Conduct an analysis of a cross section of student records across all grade levels from January 2013 to June 2013 determine why, at least annually, on or before the anniversary date of the IEP, a Team meeting is not held to consider the student’s progress and to review, revise, or develop a new IEP or refer the student for a as appropriate. Conduct a second review of records for students whose annual review meetings were held after all corrective actions have been completed, to verify that at least annually, on or before the anniversary date of the IEP, a Team meeting is held to consider the student’s progress and to review, revise, or develop a new IEP or refer the student for a as appropriate. Provide the Department with a description of the root cause(s) of the noncompliance, a description of the steps the district will take to correct the root cause(s), and the district’s proposed timeline for implementation of corrective actions by November 1, 2013. Submit a report of the results of the second record review. Include the number of records reviewed; the number of records in compliance; for records not in compliance, determine the root cause(s); and the specific action(s) taken by the district to remedy the by February 28, 2014.
SE 15 Outreach by the school district Documents Interview The district conducts outreach to community and professional organizations several times a year, from which promotion or transfer of students in need of special education services may occur. These organizations include clinical and health care groups, group homes, parent organizations, early childhood organizations, and agencies serving homeless persons. SE 18B Provision of IEP to parent PI Student record review Documents Student record review and documents indicate that the summary of proposed IEP services provided to the parent at the conclusion of the Team meeting does not include all required elements, specifically, a statement of the major goal areas associated with the services proposed on the service delivery grid. Student record review, documents, and interview indicate that placement is no longer pre-determined by the district to the Team meeting. Conduct a training for special education Team Chairpersons on the required elements associated with providing parents/guardians with a summary of proposed services at the conclusion of an IEP Team meeting. Please refer to the memorandum on the Implementation of 603 CMR 28.05(7): Parent response to proposed IEP and proposed placement at Develop an internal tracking and oversight system with periodic review by designated persons(s) responsible to ensure that when parents receive a summary of the proposed IEP, it includes all required elements, specifically, a Submit to the Department evidence of staff training (agenda, signed and dated attendance sheet with staff role and name, and training materials) by November 1, 2013. Submit a description of the district’s internal oversight and tracking system with periodic review, along with the name/role of the designated person(s) responsible by November 1, 2013. Submit a report of the results of the record
statement of the major goal areas associated with the services proposed on the service delivery grid. Subsequent to staff training and corrective actions, conduct an analysis of a cross section of student records for students across all grade levels who had a Team meeting between October 2013 to December 2013, to ensure that parents/guardians are provided with a summary of proposed services at the conclusion of an IEP Team meeting that includes all required elements, specifically, a statement of the major goal areas associated with the services proposed on the service delivery grid. review. Include the number of records reviewed; the number of records in compliance; for records not in compliance, determine the root cause(s); and the specific action(s) taken by the district to remedy the by February 28, 2014. SE 20 restrictive program selected Student record review Documents Interview Student record review, documents, and interview indicate that students at all grade levels are not being removed from the general education classroom for services when the student’s evaluation data and performance indicate that modification of the curriculum
would be sufficient. Furthermore, the justification of the removal of a student from a general education classroom setting is clearly defined and stated in the student’s IEP. SE 21 School day and school year requirements Student record review Documents Interview The Team does routinely consider and document on a student’s IEP the need for an extended day and/or year school program, including the need for residential services, and indicates on the IEP why the shorter or longer program may be necessary. SE 22 IEP and availability Student record review Documents Interview The district does not delay in providing IEP services to incoming students or to students who are actively enrolled in the district. Furthermore, all students have a current IEP in place at the beginning of each school year.
parent participation in IEP Team meetings. Review a sample of student records across grade levels for Team meetings conducted after all corrective actions have been completed, to verify that parents are encouraged to participate in IEP meetings, and all attempts to facilitate parents’ participation are documented. tracking system with periodic review along with the name/role of the designated person(s) responsible by November 1, 2013. Submit a report of the results of the record review. Include the number of records reviewed; the number of records in compliance; for records not in compliance, determine the root cause(s); and the specific action(s) taken by the district to remedy the by February 28, 2014. SE 29 Communica-tions are in English and primary language of home Student record review Documents Interview Student record review, documents, and interview indicate that communications with parents are in English and the primary language of the home. When these communications are provided orally, the district keeps written documentation.
SE 32 Parent advisory council for special education Documents Interview Document review and interview indicate that the district has an established PAC which meets regularly with school personnel to participate in the process of planning, development, and evaluation of the district’s programs. SE 34 Continuum of alternative services and placements Student record review Documents Interview Student record review, documents, and interview indicate that the district provides the appropriate continuum of services at all grade levels that is specified on each student’s IEP, including social/emotional and behavioral services and programming for students age 18-21. SE 36 IEP implementation, accountability, financial Student record review Documents Interview Student record review, documents and interview indicate that the district does supervise each out-of-district IEP and participates in the IEP Team meeting, as well as oversees off campus activities consented to in students’ IEPs. SE 37 Procedures for approved and unapproved placements PI Student record review Documents Interview The district has not placed any students in unapproved placements this school year. Student record review, Conduct an analysis of student records from out of district placements from January 2013 to June 2013, to determine why monitoring plans are Provide the Department with a description of the root cause(s) of the noncompliance, a description of the
Interview behavioral needs through the use of positive behavioral interventions including the possible need for a functional behavioral assessment. These interventions are documented in the student record. SE 44 Procedure for recording suspensions Documents Interview The district has procedures for all school levels that appropriately document the number and duration of school suspensions from any part of the student’s program. SE 45 Procedures for suspension up to 10 and 10 days Documents Interview The district has procedural safeguards in place for students with disabilities who approach 10 consecutive or 10 cumulative school days of suspension. These procedures are consistently applied across all school levels within the district. SE 46 Suspension of students with disabilities that exceed 10 days Documents Interview The district has procedures in place at all school levels to determine whether a student’s behavior was caused by or had a direct and substantial relationship to his or her disability or was the result of the district’s failure to implement the student’s IEP. At this time, the district has not