MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION MID-CYCLE REPORT Taunton Public Schools Date of the Mid-cycle Review Onsite: November 19, 2012 Date of this Report: January 3, 2013 PLEASE NOTE THAT THIS REPORT IS IN TWO SECTIONS. Required Special Education Criteria Monitored in this Mid-cycle Review Current special education criteria available by scrolling down to the special education instrument at Criterion Criterion Implemented Criterion Partially Implemented (PI) or Not Implemented (NI) Method(s) of Investigation Basis of Determination about Criterion If Partially Implemented or Not Implemented: Required Corrective Action and Timelines for Implementation (b) Progress Report Due Date(s) and Required Elements SE 7 Transfer of parental rights and student participation and consent at age of majority Student Records Interviews One year prior to the student reaching age 18, the district informs the student and parent/guardian of the rights that will transfer from the parent/guardian to the student upon the student’s 18th birthday. Notice is provided to both the student and the
Additional Special Education Criteria Monitored in this Mid-cycle Review Current special education criteria available by scrolling down to the special education instrument at Criterion Criterion Criterion Partially Implemented (PI) or Not Implemented (NI) Method(s) of Investigation Basis of Determination about Criterion If Partially Implemented or Not Implemented: (a) Required Corrective Action and Timelines for Implementation (b) Progress Report Due Date(s) and Required Elements SE 3 Special requirements for determination of a specific learning disability PI Student records Interviews Record review indicates that when a student suspected of having a specific learning disability is evaluated, the Team does not always create a written determination as to whether or not he or she has a specific learning disability, which is signed by all members of the Team. If there is disagreement as to the determination, one or more Team members do not document their disagreement. Review the student records in which an evaluation was conducted this past school year and there was a finding of a specific learning disability. Analyze the written determinations to establish the root cause(s) of the Based on this root cause analysis, indicate the specific corrective actions taken to remedy the non-compliance. Develop an internal oversight and tracking system to ensure that when a student suspected of having a specific learning disability is evaluated, the Team: Creates a written compliance. Submit the results of the root cause analysis with specific proposals for remedying the noncompliance and associated timelines. Submit a description of the internal oversight and tracking system and identify the person(s) responsible for the oversight. Submit this non-
determination as to whether or not the student has a specific learning disability, which is signed by all members of the Team; or If there is disagreement as to the determination, one or more Team members document their disagreement. The tracking system should include supervisory oversight and periodic reviews to ensure Develop a report of the results of an internal review of records of students suspected of having a specific learning disability and who have been evaluated since implementation of all of the information by March 22, 2013. Submit a report of the results of an internal review of student records and include the following: 1) Number of records reviewed; 2) Number of records in compliance; 3) Results of the root cause analysis of any records in compliance; and 4) Specific
SE 9 Timeline for determination of eligibility and provision of documentation to parent Student Records Evaluations are completed within 30 school working days and the Team meeting is held within 45 school working days after receipt of the parent’s written consent to evaluate. SE 13 Progress Reports and content Student Records Progress reports for students at Taunton High School address all IEP goals and for students at Taunton High School and in out-of-district settings, progress reports are issued as often as parents are informed of the progress of non-disabled students. SE 18B Determination of placement; provision of IEP to parent Student Records The placement page of the IEP is signed by the parent. Parents receive a copy of the IEP within two weeks following the Team meeting and parents sign a statement
IEPs. Professional development has been provided in inclusive teaching methods. SE 24 Notice to parent regarding proposal or refusal to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE Student Records The Notice of Proposed School District Action (N1) meets all of the content requirements of federal law, as all questions on page two of the form are consistently addressed. SE 26 Parent participation in meetings Student Records Student records contain copies of the Team Meeting Invitation (N3) notices that are sent to parents prior to
Team meetings. SE 32 Parent advisory council for special education Document Review Interviews The special education parent advisory council (PAC) has opportunities to advise the district on matters that pertain to the education and safety of students with disabilities. The PAC meets with school officials to participate in the planning, development and evaluation of the school district’s special education programs. SE 37 Procedures for approved and unapproved out-of-district placements Student Records Interviews Monitoring plans are included in the records of students in out-of-district placements and there is documentation of actual monitoring. Contracts with private day and residential programs were in the student records and meet the content requirements of 603 CMR 28.06(3)(f)(1-5).