the student reaching 18 years of age. When a student reaches 18 years of age the district implements procedures to obtain consent from the student, student and parent or delegated adult in accordance with the student’s selection regarding SE 8 IEP Team composition and attendance Student Records Staff Interviews A review of student records and interviews with staff members indicated that the district maintains procedures consistent with the requirements for Team attendance at each IEP meeting. Team chairs have received training and are implementing the excusal process that includes parental agreement and a
written report from the absent required Team member. SE 18A IEP development and content Student Records Staff Interviews Interviews with staff members and a review of student records showed that the IEP Team considers and addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing for students identified with a disability that affects social skills development or when the student’s disability makes him or her vulnerable to bullying, harassment or teasing, as well as for students identified with a disability on the autism spectrum. SE 25 Parental consent Student Records Document Interviews with staff members and a review of district documentation
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 Implemented 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 14 Review and Revision of IEPs PI Student Records Staff Interview A review of student records and interviews with staff members demonstrated that the district is not consistently convening Team meetings annually on or before the anniversary date of the IEP to review, revise or develop a new IEP. Specifically, in some instances, the district is proposing an amendment to extend the IEP dates in The district must review and update their procedures for using IEP amendments to ensure they are not used to extend IEP dates. Once updated the district must provide training to team chairpersons. See Administrative Advisory SPED 2007-1: IDEA -2004 Implementing Regulations . The district must also develop an internal oversight and tracking system to ensure that the district is at least annually, on or before the The district will submit the updated procedures related to using IEP amendments and evidence of staff training, which will include a training agenda, attendance sheet (including name and role) and copies of the materials
situations where there has been a delay in obtaining consent to a proposed In other instances, the district is proposing an amendment to extend the IEP dates due to a failure to schedule an annual team meeting on or before the anniversary date of the last IEP. anniversary date of the IEP, convening a Team meeting to consider the student’s progress and review, revise or develop an new IEP or refer the student for a as appropriate. Conduct an internal review of student records, for those students who have had an annual or subsequent to the district’s implementation of all corrective action, for evidence of compliance with this criterion. Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s). presented. Please submit this to the Department by November 29, 2012. Also please submit the description of the internal oversight and tracking system and identify the person(s) responsible for the oversight, including the date for the system’s implementation to the Department by November 29, 2012. Submit the results of the administrative review of student records. Indicate the number of student records evaluation
Regional and School Union 61 has established a unified PAC with parent representation from the member schools. These six districts maintain separate organizational codes, school committees, and budgets but do share the resources of a regional middle and high school. School Union 61 administrators maintain that the regional PAC supports the alignment of services between the districts as well the needs of the parents and students. Interviews indicated that the Tantasqua/Union 61 PAC has by-laws, meets regularly and conducts an annual workshop on the rights of students and their parents and guardians under state and federal special education laws. However, interviews also CMR 28.07 (4) Parent Advisory Council for Special Education. A request for a waiver for alternative compliance may be found at: . Please include all applicable forms and documentation, including the cover letter found at the above listed link. The district must work with the Tantasqua/Union 61 Parent Advisory Council (PAC) to develop a written plan that ensures PAC participation in the evaluation of the district’s special education programs. This plan should include a narrative description of the procedures that will be put into place, the name/role of responsible district staff member(s) and a timeline for implementation. 2012. The district must provide a copy of the plan developed in conjunction with the Tantasqua/ Union 61 PAC. Please provide this to the Department by November 26, 2012. Please provide a written narrative that update’s progress made on the plan and steps taken to ensure that PAC members participate in the evaluation of the school district’s special education programs. Please provide this to the Department by May 24, 2013.