SPrEaD the word

Volume 1 Issue 2 (10.28.2019)

Thank you all for taking the time to read the first edition of "SPrEaD the word". I appreciate the feedback many of you have provided. As a result, as new information needs to be shared, I will do my very best to get it out via this e-newsletter. Please know that this information has been or will also be shared by the Team Chairs at upcoming CPT/PLC meetings.


In this issue and for the next few, I will be sharing out sections of the Millbury Public Schools Special Education Process and Procedure Manual. The Special Education Process and Procedure Manual for Millbury Public Schools was developed to ensure consistency across the district. This manual aligns with 603. CMR 28.00 Special Education Regulations.


All special education personnel who are responsible for the coordination and implementation of special education evaluations and services should review this manual.


Millbury Public Schools is committed to providing students with disabilities access to the curriculum and general education programs. With strong and successful inclusive practices, we will be able to provide the instruction necessary to help students with and without disabilities work toward grade level expectations.


Special education services are not viewed as a separate model, but instead as a part of the continuum of supports, interventions, and services created to ensure that the general education environment is responsive to the diverse learning needs of all students.

MPS Special Education Process and Procedure Manual

VISION (page 3)

The vision of the Millbury Public Schools Special Education Department is to:

  • Provide a continuum of programming that meets the individual needs--academic, physical, social, behavioral, and emotional needs-- of every student so that each student has equal opportunities to a comprehensive range of instructional and related services to expand inclusionary opportunities, in order to develop self-advocacy and independence

  • Include students as permanent members of the general education classroom so that they feel a sense of belonging. To the maximum extent possible, services and supports are brought directly to them.

  • Collaborate to ensure that all students have access to general education curriculum with rigorous expectations, to set and achieve the highest possible goals, and to be accountable for data-driven results

  • Engage community resources to support students, children, and their families




GUIDELINES FOR AN EFFECTIVE TEAM MEETING (Appendix)

Before Team Meeting

❐ At least 10-14 days prior to the date of the Team Meeting, send Meeting Invitation (N3) and Attendance (N3A) Ensure that all required team members are included.

❐ Provide parents access to any reports 2 days prior to the meeting.

❐ If a staff member is unable to attend, they must submit a written report to the parent prior to the meeting whenever possible. Excusal form must be filled out.

❐ Check in with all staff attending to ensure they are prepared and will complete their part of the DRAFT IEP at least 2 school days before the meeting.

❐ Remind Team members that any assessment report should be summarized at the meeting.

❐ Have templates of Eligibility Flowchart (initials and re-evaluations), disability definitions, and enough copies of a DRAFT IEP (Service Delivery Grid should not be completed for Initial meetings. ) available. The Draft IEP should include the current service delivery grid, so that the Team may discuss the current services and propose any necessary changes..

❐ Have a Procedural Safeguards sheet available in case a parent needs it.

❐ Plan on a designated person welcoming the parents and escorting them to the meeting place. Think ahead to seating --it matters!!

❐ Be sure not to make parents wait for the meeting to start. BE PROMPT!


During the Team Meeting

❐ The Draft IEP should be projected for all Team members to see. A paper copy should be available to the parent(s)/guardian(s).

❐ The Team Chair will facilitate the meeting and the Special Education Liaison should be making edits within the electronic version throughout the meeting.

❐ Do introductions. Provide parents with an extra Attendance Sheet for their reference during the Team meeting.

❐ Pay attention to the voice tone and body language of everyone during the Team meeting.

❐ Avoid educational jargon, be sensitive to how you and others are giving information.

❐ Keep the meeting moving forward-handle any contentious situations with calm and class.

❐ If things get out of control, do your best to bring people back to focus, if impossible, end the meeting and reconvene when hopefully cooler heads will prevail.

❐ Response for something unexpected: “We are not prepared to discuss ______ at this time. We will need 2 weeks to collect data and will reconvene at that time.”

❐ If you are keeping personal notes, do not share them with others at the meeting, once you share them at the meeting, they then become part of the student's record.


After the Team Meeting

❐ Provide parents with a copy of the IEP meeting summary sheet immediately following Team meeting.

❐ Designate a Team member to escort parents out.

❐ Keep the door open until parents have left the area.

❐ If changes were not made in real-time, remind staff to go back into the IEP and make changes and corrections as soon as possible. Remind them to check spelling, grammar, and content.

❐ Two (2) copies of the IEP are mailed home within ten (10) school days of the Team meeting.

❐ Building Principal will read and sign all IEPs. If there is an error or question, the Team Chair will either get a telephone call or an email detailing the issue. Please remedy or have the staff member remedy the situation immediately.

❐ Team Chair and Special Education Clerk monitors the 30 day time period. If the IEP is not signed by the parent at the 20th calendar day, call the parents to inquire and offer to answer any questions they might have. Remind them that no changes will be implemented until the IEP is signed.

Progress Reports

Progress reports are issued to families at least as often as report cards for students without disabilities. With that said, preschool and kindergarten provide families with progress reports twice per year (January and June). Grades 1-6 issue report cards three times per year (November, March, and June). Grades 7-12 issue report cards four times per year (November, January, April, and June).


Progress Report Due Dates:

Elmwood--Grades 1-3

  • Reflect progress through November 27
  • Due December 10th by 10AM to Wendy


Shaw

  • Reflect progress through November 20
  • Due December 5 by 9AM to Wendy


MJSHS
  • Reflect progress through November 1
  • Due November 15 by 2:15 pm to Amanda


Friendly Reminders:

Please remember to:

  • Document progress in the Active IEP
  • Reference the data (save the data in the event the parent asks to review it)
  • Proofread all progress reports
  • Include your name and role on all progress reports
  • “POST” all progress reports.
  • Provide two (2) copies of each progress report in alpha order


*Upon turning in your progress reports (exact spot, to be shared by Team Chairs/Sped Clerks), staff will check off that they have turned them in and file them. **There will be a file folder system at the drop off location. Staff will need to place their progress reports into the file folders. There will be two sections: one for file, one for mailing.


*Kristie, Wendy, and Amanda will run a post verification report. This will identify students that may not have been posted or are missing a progress report.


*Team Chairs will connect with any staff member who has not turned in their progress reports or if students are missing. It is the expectation that staff will rectify this immediately.


*Building Administration will be notified if the problem is not resolved in a timely manner.


*Kristie, Wendy, and Amanda will mail progress reports within 5 days and file other copy.


*Please note: Administration may request to review data at any point during the term or upon submission of progress reports. Data collection and progress reports can and will be used as evidence for purposes of educator evaluations.