SPrEaD the word

Volume 1 Issue 8 (02.11.2020)

MPS Special Education Process and Procedure Manual

Team Process


The Special Education Eligibility Flowchart has been designed by the Massachusetts Department of Elementary and Secondary Education to assist Teams in making eligibility determinations. It is necessary to complete this form as a collective group at the Team meeting. The flowchart is a worksheet and not a notice/form. This worksheet should become part of the student record but does not need to be mailed to parents.


If the student has one or more of the disabilities defined at 603 CMR 28.02(7) (see list below) and if, as a result of the disability(ies) the student is unable to make effective progress in the general education program without the provision of specially designed instruction, and the student's inability to progress is a result of the disability(ies) and not a result of an inability to meet the school discipline code, limited English proficiency, social maladjustment, or lack of instruction, the Team shall determine that the student is eligible to receive Special Education services.


If the student is determined not to be eligible for Special Education services, the Team chairperson shall record the reason for such finding, list the meeting participants and provide written notice to the parents of their rights in accordance to federal requirements within ten (10) days of the Team meeting.


Disability List

  • Autism - A developmental disability significantly affecting verbal and nonverbal communication and social interaction.

  • Developmental Delay - The learning capacity of a young child (3-9 years old) is significantly limited, impaired, or delayed.

  • Intellectual Impairment - The permanent capacity for performing cognitive tasks, functions, or problem-solving is significantly limited or impaired.

  • Sensory Impairment - The term shall include the following: Hearing Impairment or Deaf; Vision Impairment or Blind; Deafblind

  • Neurological Impairment - The capacity of the nervous system is limited or impaired.

  • Emotional Impairment

  • Communication Impairment - The capacity to use expressive and/or receptive language is significantly limited, impaired, or delayed.

  • Physical Impairment - The physical capacity to move, coordinate actions, or perform physical activities is significantly limited, impaired, or delayed.

  • Health Impairment - A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired..

  • Specific Learning Disability - The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

EXTENDED SCHOOL YEAR (ESY)

ESY RECOMMENDATIONS DUE 02/28/2020

  • Please begin to enter students who have ESY in their ACTIVE IEP (ESY is noted in the service delivery grid and Schedule Modification). This document has a tab for each building. Please be sure you are entering your student information on the appropriate SCHOOL tab.
  • If the student's meeting has not taken place and there is data to support ESY, please include them. Please note the meeting note in column J.
  • Related Service Providers, please add your services in the labeled columns.
  • Families will be sent ESY paperwork based on this document.

New Parent Survey Responses

Families continue to return their IEP Process Parent Survey. Click here to see what they are saying!

FOLLOW-UP FROM ELEMENTARY PHONICS TRAINING

I wanted to provide you with an update.

  • The Telian training has been scheduled and will take place on February 13th at Shaw. There will be two sessions (8:15-10:45 and 12-12:45) to accommodate coverage. Participants have been contacted. by administration.


In progress:

  • Lizz and I will observe ELA blocks (small and whole group)
  • Administrative conversations regarding academic service delivery and continuum of services
  • Special department conversations regarding academic service delivery and continuum of services
  • Defining the role of Special Education providers in MTSS


Here is the link to the Phonics presentation that took place on Tuesday, January 7th with Lizz.

Future Topics:

  • Development of the IEP
  • Parent Response to an IEP
  • MPS Policy and Procedures Regarding In School Observation by Parents and their Designee