Observation of classrooms and other facilities. A sample of nine instructional classrooms and other school facilities used in the delivery of programs and services was visited to examine general levels of compliance with program requirements. The report includes findings in the program areas reviewed organized under nine components. These components are: Component I: Assessment of Students Component II: Student Identification and Program Placement Component III: Parent and Community Involvement Component IV: Curriculum and Instruction Component V: Student Support Services Component VI: Faculty, Staff and Administration Component VII: Facilities Component VIII: Program Evaluation Component IX: Recordkeeping and Fund Use The findings in each program area explain the “ratings,” determinations by the team about the implementation status of the criteria reviewed. The ratings indicate those criteria that were found by the team to be substantially “Implemented” or implemented in a “Commendable” manner. (Refer to the “Definition of Compliance Ratings” section of the report.) Where criteria were found to be either "Partially Implemented" or "Not Implemented," the district or charter school must propose to the Department corrective actions to bring those areas into compliance with the controlling statute or regulation. Districts are expected to incorporate the corrective action into their district and school improvement plans, including their professional development plans. Norwell Public School District SUMMARY OF COMPLIANCE CRITERIA INCLUDED IN THIS REPORT REQUIRING CORRECTIVE ACTION PROGRAM AREA PARTIALLY IMPLEMENTED NOT IMPLEMENTED OTHER CRITERIA REQUIRING RESPONSE Special Education None None Civil Rights and Other General Education Requirements None None NOTE THAT ALL OTHER CRITERIA REVIEWED BY THE DEPARTMENT THAT ARE NOT MENTIONED ABOVE HAVE RECEIVED AN “IMPLEMENTED” OR “NOT APPLICABLE” RATING.
M.G.L. c. 71B, § 3; 603 CMR 28.03(1)(a)(4); 28.07(4) Rating: Implemented District Response Required: No CRITERION NUMBER SPECIAL EDUCATION IV. CURRICULUM AND INSTRUCTION Legal Standard SE 33 Involvement in the general curriculum Reserved Reserved At least one member of all IEP Teams is familiar with the general curriculum and is able to discuss an eligible student’s appropriate access to the general curriculum. In the IEP the district documents the student’s participation in the general curriculum. State Requirements Federal Requirements 603 CMR 28.05(4)(a) and (b) 34 CFR 300.320(a)(1)(i) and a(2)(i)(A); 300.321(a)(4)(ii) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 34 Continuum of alternative services and placements The district provides or arranges for the provision of each of the elements of the IEPs of students in need of special education from the ages of three through twentyone, ensuring that a continuum of services and alternative placements is available to meet the needs of all students with disabilities, and takes all steps necessary to ensure compliance with all elements of the IEPs, including vocational education. State Requirements Federal Requirements 603 CMR 28.05(7)(b) 34 CFR 300.109; 300.110; 300.115 Rating: Implemented District Response Required: No
CRITERION NUMBER Legal Standard SE 39B Procedures used to provide services to eligible students who are enrolled at private expense in private schools in the district and whose parents reside out of state The district conducts child find activities--comparable to those for public school students--for all students enrolled at private expense in private schools in the district. For students enrolled at private expense in private schools in the district and whose parents reside out of state, the district consults with the private schools in accordance with federal requirements. It conducts evaluations and determines eligibility in accordance with state and federal requirements. The district calculates the proportionate share of Federal Special Education Entitlement funds (Fund Code 240) required to be spent on eligible private school students (including all eligible students attending private school in the district whether their parents reside in the district, in another Massachusetts district, or out of state) and documents the spending of at least this amount of federal entitlement funds (Fund Code 240) on one or more of the eligible private school students attending private school in the district whose parents reside in the district or out of state. If the district provides services to any eligible private school student from out of state, it does so using an individual services plan. State Requirements Federal Requirements 603 CMR 28.02(7); 28.04; 28.05(2) 34 CFR 300.130-144; 300.301-311 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 40 Instructional grouping requirements for students aged five and older The size and composition of instructional groupings for eligible students receiving services outside the general education classroom are compatible with the methods and goals stated in each student's IEP. Instructional grouping size requirements are maximum sizes and the school district exercises judgment in determining appropriate group size and supports for smaller instructional groups serving students with complex special needs. When eligible students are assigned to instructional groupings outside of the general education classroom for 60% or less of the students’ school schedule,
CRITERION NUMBER Legal Standard SE 42 Programs for young children three and four years of age General requirements: The school district ensures programs are available for eligible children three and four years of age. Such programs shall be developmentally appropriate and specially designed for children ages three and four years. Where at all possible the school district accepts referrals from the Department of Public Health, other agencies, and individuals for young children when or before the child turns two-and-one-half years old in order to ensure continuity of services and to ensure the development and implementation of an IEP for eligible children by the date of the child's third birthday in accordance with federal requirements. Where appropriate, the school district elects, consistent with federal requirements to use the format and services of the Individualized Family Service Plan (IFSP), if appropriate, for an additional year as a means of transitioning eligible children to public school services. Where appropriate the Team allows a child to remain in a program designed for three and four year old children for the duration of the school year in which the child turns five years old (including the summer following the date of the child's fifth birthday). Types of Settings: Inclusionary programs for young children are located in a setting that includes children with and without disabilities and meet the following standards: Services in such programs are provided in the home, the public school, Head Start, or a licensed childcare setting. For public school programs that integrate children with and without disabilities, the class size does not exceed 20 with 1 teacher and 1 aide and no more than 5 students with disabilities. If the number of students with disabilities is 6 or 7 then the class size does not exceed 15 students with 1 teacher and 1 aide. Substantially separate programs for young children are located in a public school classroom or facility that serves primarily or solely children with disabilities. Substantially separate programs adhere to the following standards: Substantially separate programs are programs in which more than 50% of the children have disabilities. Substantially separate programs operated by the district limit class sizes to 9 students with 1 teacher and 1 aide. State Requirements Federal Requirements 603 CMR 28.06(7) 34 CFR 300.101(b); 300.124(b); 300.323(b) Rating: Implemented District Response Required: No
the provision of related services, or who provides support services directly to the regular or special classroom teacher is appropriately certified, licensed, boardregistered or otherwise approved to provide such services by the relevant professional standards board or agency for the profession. State Requirements Federal Requirements 603 CMR 28.02(3),(18) 34 CFR 300.34; 300.156(b) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 52A Registration of educational interpreters Providers of interpreting services for students who are deaf or hard of hearing must be registered with the Massachusetts Commission for the Deaf and Hard of Hearing. State Requirements Federal Requirements 603 CMR 28.02(3),(18) 34 CFR 300.34; 300.156(b) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 53 Use of paraprofessionals Reserved Persons employed as paraprofessionals and assistants do not design instruction for students with disabilities but are expected to implement instruction under the supervision of an appropriately certified or licensed professional who is proximate and readily available to provide such supervision. State Requirements Federal Requirements 34 CFR 300.156 Rating: Implemented District Response Required: No