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Dover-Sherborn Public Schools

District Special Education Manual

2025-2026

Dover-Sherborn Public Schools is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, race, color, sex, gender identity, religion, national origin, sexual orientation, disability, or homelessness. (CR 18A)

Special Education Policies, Practices and Programming Manual

This guide is designed to provide families, educators, and community members with clear and comprehensive information about the special education services available across our district.

At Dover-Sherborn, we are committed to fostering an educational environment that is inclusive, equitable, and responsive to the unique needs of every learner. Our mission is to ensure that all students, including those with disabilities, are supported in achieving their full potential academically, socially, and emotionally.

Grounded in the core values of respect, collaboration, and high expectations, we believe that inclusive practices enrich the entire school community. We strive to provide individualized support in the least restrictive environment, enabling students with disabilities to participate meaningfully in the general education setting to the greatest extent possible.

We deeply value the partnership between schools and families. Parents and guardians are essential members of the educational team, and we are committed to open communication, shared decision-making, and mutual respect. Together, we aim to create pathways of success for all students, celebrating their strengths and addressing their needs with care, creativity, and expertise.

Student Services/Special Education - Dover Sherborn District

Kate McCarthy: Director of Student Services                                mccarthyk@doversherborn.org

Jennifer Johnson: Preschool and Out of District Coordinator                johnsonj@doversherborn.org 

Keri Romano Campbell: Student Services Administrative Assistant        campbellk@doversherborn.org                 

Laura Driscoll: Chickering Special Education Coordinator:                 driscolll@doversherborn.org

Jennifer Truslow: Pine Hill Special Education Coordinator:                       truslowj@doversherborn.org 

Jennifer Meek: Middle School Special Education Coordinator:                meekj@doversherborn.org 

Tory Sulser: High School Special Education Coordinator:                    sulsert@doversherborn.org 

_______________________________________________________________________

Pine Hill Special Education Staff - Dover Sherborn District

Chickering Special Education Staff - Dover Sherborn District

Middle School Special Education Staff - Dover Sherborn District

High School Special Education Staff - Dover Sherborn District

Statement of Non-Discrimination

It is the policy of the Dover-Sherborn School Department to guarantee equal opportunity to all qualified applicants and employees with respect to appointment, promotion, training, compensation, and general working conditions, without regard to age, color, disability, national origin, race, religion, gender identity, homeless status or sexual orientation. This applies to all special education programs including vocational opportunities.

Revised 9.9.25

Table of Contents

  1. Confidentiality
  2. Child Find
  3. Free and Appropriate Public Education (FAPE)
  4. Early Intervention
  5. Kindergarten Screening
  6. Dyslexia Screening
  7. District Curriculum Accommodation Plan
  8. MTSS
  9. 504 Plan
  10. Initial Special Education Eligibility Referral
  11. Assessment and Evaluation
  12. Team Meeting Information
  13. Team Considerations
  1. Finding of No Eligibility
  2. Annual Team Meeting
  3. Three Year Re-Evaluation
  4. IEP Amendment
  5. Progress Reports
  6. Summary of Performance
  7. Post Secondary
  1. Parent Rights/Opportunity for Participation
  1. Special Education Parent Advisory Council
  2. Student Discipline (IAES)
  3. Continuum of Services
  4. Alternative Placements (Vocational, Medical, OOD, Homeschool)

* Codes are used throughout the document to note state Civil Rights (CR #) or Special Education (SE #) regulations.

  1. Confidentiality (CR 26A)

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Each staff member working with students is expected to maintain a high level of confidentiality regarding information received from reviewing a students’ records, attending Team meetings or discussing a student’s strengths and weaknesses with teaching staff.  Parents/guardians entrust Dover-Sherborn staff with personal information about their child, their family history, and their fears and hopes for their child’s future.  We are expected to respect this privileged information and guard it carefully.  Confidentiality extends to all staff, professional and non-professional, and must be maintained both in and out of school settings.

  1. Child Find (SE 15)

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Dover-Sherborn Public Schools Special Education Office maintains an up-to-date census of all private and parochial schools that enroll students living within the Town of Dover-Sherborn. Students enrolled in private school at private expense or who are home-schooled have all rights for Special Education and/or related services as students enrolled within the Dover-Sherborn Public Schools. Letters are sent annually to all private and parochial schools to both request student enrollment information and to provide information regarding referral procedures, as well as the types of services available to students with disabilities. Additionally, parents/guardians of students who are home-schooled are notified annually to provide information regarding referral procedures and the types of services available to students with disabilities.

Parents/guardians of school age children, who are concerned about their child’s development, may contact the office of the school for the grade their child attends or would attend or the Special Education Office at (508) 785-0036, to request a screening or an evaluation as early as two and one-half years old.  This includes children attending private school at parent expense.  All children are screened the first month of their Kindergarten year.  Local physicians, daycare providers, and preschools in Dover and Sherborn are encouraged to assist the Dover-Sherborn Public Schools in finding eligible students.  Outreach to these locations and groups occurs three times a year through website posting, public posting and direct communication.  Additionally, the Dover-Sherborn Public Schools will place Student Find/Child Find information on the Student Services page of the school district’s website.

  1. Free and Appropriate Public Education (FAPE) (SE 24)

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The IEP should be considered a primary tool for supporting a student's involvement and progress in the general education curriculum, identifying the supports and services necessary to mitigate the impact of their disability allowing the student to access a Free and Appropriate Public Education (FAPE). As defined by federal regulation, the general education curriculum is the curriculum used with non-disabled children. FAPE allows a child to make effective progress. An IEP provides FAPE if it is reasonably calculated, developed in a Team process that is in compliance with federal and state standards, and provides the student with meaningful, measurable educational benefit. All students, regardless of the nature or severity of the disability or their educational setting, must have access to, and progress in, the general curriculum.

Within Massachusetts, the general education curriculum is defined as the Massachusetts Curriculum Frameworks in the following areas: English Language Arts, Mathematics, History and Social Sciences and Science and Technology. Other curriculum areas can and should be discussed if the student's disability affects progress in those areas.

General educators play a critical role in the Team process as the experts on the general education curriculum and classroom environment. Their participation in the Team process is required under state and Federal laws and regulations.

  1. Early Intervention (SE 17)

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Referrals for screening and evaluations by the Preschool Team are received from parents/guardians either independently or with the support of Early Intervention Staff, community preschool programs, pediatricians, and/or community human services programs.  The Dover-Sherborn Public Schools will place Student Find/ Child Find information on the Special Education Page of the school district’s website.

When a screening is requested, an initial meeting/screening is scheduled with the parent in order to collect further developmental information.  parents/guardians receive a package of material describing the screening and referral process at the screening appointment.  At that time, parents/guardians are asked to complete questionnaires regarding their child’s development.  Additional observations, medical information, early intervention provider and caregiver interviews may also be scheduled.  The Early Childhood Coordinator reviews all pertinent information and a determination is made regarding the need for evaluation.

IEP Team Transition

Parents/guardians of a child transitioning from early childhood (ages 3-5) to school-age can request an invitation to the initial IEP meeting be sent to representatives of the school district to assist with a smooth transition of services.

The Preschool Team, including an occupational therapist, physical therapist, speech therapist, and a preschool teacher, determines with the parent what the evaluation will include.  After appropriate notification to the parent and receipt of parental consent, an initial evaluation is conducted.  Assessments of young children are both formal and informal.  Dover-Sherborn Public Schools evaluates children as young as two years nine months old.  The evaluation Team makes every attempt to ensure that if the child is found eligible, special education services begin promptly at three years of age.

The evaluation of a two, three, or four year old should include assessments in all areas related to suspected disability and an observation of the child in a natural environment by an educator qualified in observing and interpreting early childhood development.  For children who are receiving service in Early Intervention, assessments from their service providers may be considered by the Team.  However, the Dover-Sherborn Public Schools reserves the right to conduct their own evaluation in the determination of eligibility for school-based services.

Tests and other evaluation material for young children must be selected and administered so as not to be discriminatory on a racial or cultural basis.  These must be provided in the child’s native language or other mode of communication unless it is clearly not feasible to do so.  Materials and procedures used to assess a child with limited English proficiency must be selected and administered to ensure that they measure the extent to which a child has a disability and needs special education and not the child’s English language.

A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child, including information provided by the parent and information related to enabling the child to participate in appropriate activities.  Tests and other assessment tools must include those tailored to assess the specific area of alleged educational need.  Tests must also be selected to ensure that if a test is administered to a child with impaired sensory, manual or speaking skills, the test must accurately reflect the child’s aptitude or achievement level rather than reflect the impairment.  No single measure may be used to determine eligibility.

  1. Kindergarten Screening

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Dover-Sherborn Public Schools will conduct kindergarten screenings each spring for children who are eligible to start kindergarten the following fall.  Such screening shall be designed to review a child's development and to assist in identification of those children who should be referred for an evaluation to determine eligibility for special education services.  Parents/Guardians who have chosen not to send their children to kindergarten or send their children to private kindergartens may also have their children screened at this time. 

The Screening Team may include a psychologist, a kindergarten educator and a speech therapist.  The screening tool currently by both Dover and Sherborn is the Early Screening Inventory. The Kindergarten Language Screening Test Second Edition, and the WIDA English Language Learner Screener (if home language survey indicates English is not primary language).

The staff gathers all screening results and reports them to the kindergarten staff, building administration and Administrator of Special Education.  Within two weeks of the screening, Screening Teams meet with Kindergarten Teachers to go over the screening results.  At that meeting, students who may require further evaluation are identified and referred, if appropriate.  More often, some children are determined to be developmentally appropriate while others may show slight delays in development on the screening instruments and will be rescreened mid-year to see if there are any concerns at that time.  Parents/Guardians are notified of the results of the screening and may request a meeting with school staff to answer questions or concerns.  Parents/Guardians of children in need of further evaluation are notified of such need and provided with information on the evaluation process and consent to evaluate forms.

  1. Dyslexia Screening

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At The Public Schools of Dover-Sherborn, we are committed to supporting the growth and success of every young reader. One important way we monitor reading development is through the use of a universal early literacy screening assessment. This brief assessment helps us understand each student’s early reading skills and identify those who may benefit from additional support. It is not used to diagnose a disability, but rather to guide instruction and early intervention efforts.

In alignment with Massachusetts regulation 603 CMR 28.03(1)(f), all students in grades K–3 are screened at least twice per year. Dover-Sherborn uses the DIBELS (Dynamic Indicators of Basic Early Literacy Skills), which is an approved early literacy screening tool by the Massachusetts Department of Elementary and Secondary Education. The assessment is administered individually by a trained teacher or staff member and typically takes about 10 minutes.

The DIBELS assessment looks at key skills that help predict future reading success, including:

After each screening window, school teams, including classroom teachers, reading specialists, special educators, the literacy coordinator, and the principal, meet to review results and determine next steps. If a student would benefit from additional reading support, a plan will be created and shared with the family.  Our goal is to provide timely and targeted support to ensure that all students build a strong foundation in reading.

Massachusetts Dyslexia Guidelines (DESE)

Specific Learning Disability: Dyslexia (DESE)

  1. District Curriculum Accommodation Plan (DCAP)

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Dover-Sherborn Public Schools is committed to supporting the success of all students through high-quality instruction, thoughtful differentiation, and a responsive learning environment. One of the tools we use to ensure that every student’s academic and social-emotional needs are addressed is the Dover-Sherborn District Curriculum Accommodation Plan

The DCAP outlines the strategies, supports, and resources available within general education to help meet the diverse needs of students—before considering special education services. It is designed to guide teachers and school teams in making instructional adjustments, providing behavioral supports, and using data-informed interventions to help students access the curriculum and achieve success.

  1. Multi-Tiered Systems of Support (MTSS)

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Dover-Sherborn Public Schools is dedicated to meeting the academic, behavioral, and social-emotional needs of all students through a proactive and data-informed approach known as Multi-Tiered Systems of Support (MTSS).

MTSS is a framework that promotes early identification and support for students who may be struggling, ensuring that every learner receives the appropriate level of instruction and intervention. MTSS is not a special education program but rather a general education process that supports all students and helps identify those who may need more intensive or individualized assistance.

The MTSS model is structured in three tiers:

MTSS is grounded in collaboration among educators, specialists, and families. It helps ensure that interventions are timely, data-driven, and effective. When students do not make expected progress through MTSS interventions, a referral for a special education evaluation may be considered.  By using MTSS, Dover-Sherborn aims to provide equitable access to learning, reduce academic gaps, and support the whole child, academically, behaviorally, and emotionally.

Each school building has a Student Success Team (SST) that serves as a collaborative problem-solving and coordination structure to support student achievement. The SST meets to review individual student progress and identify strategies, interventions, or resources that can help address academic, behavioral, or social-emotional needs. The team focuses on one student at a time, allowing for an in-depth discussion and tailored approach to maximize each student’s potential for success.

  1. 504 Plan

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A 504 Plan is a formal plan developed in public schools to ensure that students with disabilities have equal access to education. It is based on Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that protects individuals from discrimination due to a disability. A student may be eligible for a 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, concentrating, or walking. The plan outlines specific accommodations, supports, or services that help the student access the general education curriculum. Unlike an IEP, a 504 Plan does not require specialized instruction but provides access through accommodations within the general education setting. In Massachusetts public schools, 504 Plans are developed collaboratively by a school-based team, often including parents, and reviewed at least annually.

Pursuant to Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination in publicly funded activities the Dover Sherborn Public Schools has a duty to identify, refer, evaluate, and if eligible, provide access to public education to students with impairments in its jurisdiction. 504 Coordinator Information is below:

Kate McCarthy: Director of Student Services - District 504 Coordinator            mccarthyk@doversherborn.org

Jim Carnes: Assistant Principal - Chickering 504 Coordinator                carnesj@doversherborn.org 

Jen Ryan: Assistant Principal - Pine Hill 504 Coordinator                        ryanj@doversherborn.org 

Jenn Santosucoco: Assistant Principal - Middle School 504 Coordinator        santosuossoj@doversherborn.org 

Tim O’Mara: Assistant Principal - High School 504 Coordinator                omarat@doversherborn.org 

For additional information about the rights or parents of eligible children, or for answers to any questions you might have about identification, evaluation and placement into Section 504 programs, please contact your school's school counselor.

  1. Initial Special Education Eligibility Referral

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Special Education Referral (SE 9, 9A)

Once the Student Success Team (SST) has determined that all general education interventions have been exhausted and that the student is still experiencing difficulty in academic, behavioral or social-emotional areas, a Referral for an Initial Special Education Evaluation may be submitted to the Principal or Special Education Building Coordinator.  The SST referral should include all relevant information about pre-referral activities.  Include documentation of parent involvement in the determination to refer the student, interventions that have been attempted and their effectiveness.  

A student may be referred for an evaluation by a parent, a caregiver, a physician, Student Success Team or other party.  The following procedures are required by 603 CMR 28.04 regarding referral:

  1. When a student is referred for an evaluation to determine eligibility for special education, the school district shall send written notice to the child’s parent/guardian within five days of the receipt of the referral.  Referrals may be in writing or given orally.  In any case, document the referral and send written notice.  Written notice should be given in the primary language of the parent/guardian.
  2. The notice required by 603 CMR 28.04 shall meet all of the content requirements set forth in MGL c. 71B, Sec 3 and in federal law and shall seek the consent of the parent for the evaluation to occur, and provide the parent with the opportunity to express any concerns or provide information on the student’s skills or abilities.
  3. The school Team should provide the student’s parent/guardian with the opportunity to consult with the Administrator of Special Education or her designee to discuss the reasons for the referral, content of the proposed evaluation, and evaluation tools proposed.

Parent Request for an Initial Evaluation (SE 9)

        When a student is referred for an evaluation by their parent, this request is sent immediately to the school’s Special Education Coordinator for action.  The school district is responsible to respond to the parent’s request within 5 school days.  The Special Education Coordinator or her designee will, with input from the student’s teachers and other professionals, determine what assessments will be recommended and seek consent of the parent for an evaluation as well as provide the parent the opportunity to express any concerns, provide information on the student’s skills or abilities and/or meet to discuss the evaluation.

        The Special Education Coordinator will manage the distribution of notification and assessment in each building.  Notification of the referral is sent home with consent for the parent to sign.  When the signed consent is received, all evaluators are notified by the Special Education Coordinator of the receipt of the consent and the timeline.  The Special Education Coordinator logs receipt of the consent to evaluate and the timeline for the evaluation to be completed is established: thirty days from receipt of the parental consent.  The IEP Team meeting must be completed within forty-five days.  A copy of the completed evaluation report must be presented to the parent/guardian two calendar days before the Team meeting.

Informed Consent for an Initial Evaluation (SE 25)

        Within five days of the receipt of the referral request, parents/guardians of a student referred for an initial evaluation will receive notice of the School Department’s intent to evaluate their child from the assigned Liaison.  A Parent’s Rights Brochure will accompany the notice and consent form.  A parent may waive any of the specific assessments requested by the Team.  The Liaison assigned should have a waiver form completed and signed if this is the case.  Upon receipt of the parent’s/guardians signed consent to evaluate their child, the Liaison will notify the evaluator(s), set the timeline and set a date for the Team meeting.  No assessments may begin until parental/guardian consent is received.

  1. Assessment and Evaluation

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Assessment and Evaluation (SE 1)

State and federal law require evaluation of all areas related to the suspected disability.  The evaluation should be comprehensive and child driven.  No single procedure should be used as the sole criterion for determining eligibility.  The Student Success Team or Special Education Team with input from the parent determines the questions (see form in Appendix) to be answered by the evaluation.  The Dover-Sherborn Public Schools uses a variety of assessment techniques and instruments to guarantee that the Team will have an understanding of the student’s suspected disability and its effect on the child’s ability to make progress in school.  Evaluation may include formal and informal assessments.  Under some circumstances, a Team may request that the Dover-Sherborn Public Schools contract with an outside agency or evaluator to assist in an evaluation.  In most cases, however, the school-based Team completes the assessments.

The intent of a Team approach in evaluation is to ensure that a comprehensive picture of how a student functions within a school environment will emerge.  No individual assessment or assessor may determine eligibility for special education services.

Timeline Considerations for End of Year Evaluations

“If consent is received within 30 to 45 school working days before the end of the school year, the school district shall ensure that a Team meeting is scheduled so as to allow for the provision of a proposed IEP or written notice of the finding that the student is not eligible no later than 14 days after the end of the school year.” 603 C.M.R. 28.05(1).

For example, if the school year ends on June 13 (with no snow days) 45 school days prior to June 13 brings us to April 4.  Thirty school days prior to June 13 brings us to May 23.   Thus, we have three time frames to consider:

  1. Consent provided prior to April 4: the school district will be expected to complete the evaluation, Team meeting, IEP and send IEP to parents before the end of the school year on June 13.
  2. Consent provided after May 23: the school district will not be required to complete the evaluation prior to the end of the school year, because there are fewer than 30 school days remaining.
  3. Consent provided between April 4 and May 23: the school district will be required to complete the evaluation prior to the of the school year.  If the 45 day rule would go beyond June 13, then the school district will be required to convene the Team meeting, write the IEP, and send the IEP to parents no later than 14 calendar days following the end of the school year, June 27.

The Components of an Evaluation (SE 1)

 

The following assessments are required as a part of an evaluation:

  1. An assessment in all areas related to the suspected disability.

  1. An Educational Assessment which includes:
  1. History of student’s progress in general education curriculum.
  2. At least one teacher’s assessment in the area of curriculum conducted by a teacher with current knowledge regarding the Massachusetts Curriculum Frameworks (Educational Assessment Form A)
  3. An assessment of the student’s attention skills, participation behaviors, communication skills, memory, and social relations with groups, peers, and adults (Educational Assessment Form B)

  1. Optional Assessments: The Administrator of Special Education or the Special Education Team may recommend or the parent may request an assessment in one or more of the following areas:
  1. A comprehensive Health Assessment by a physician that identifies medical problems or constraints that may affect the student’s education.  The School Nurse may add additional relevant information from the student’s health records.
  2. A Psychological Assessment
  3. A Home Assessment that includes the student’s developmental history and other pertinent family information.

Each person conducting an evaluation shall summarize in writing the following:

  1. The procedures employed
  2. The results
  3. Their diagnostic impressions
  4. Their determination of student’s needs and specific services
  5. Recommendations to meet those needs.

These summaries/evaluation reports shall be made available upon request to the parent, at least two days before the Team meeting.

        Please refer to the Department of Elementary and Secondary's General Guide on Referral, Evaluation, and Eligibility Determination for more information.

When a Team Suspects a Learning Disability (SE 3)

        When a Team suspects a learning disability, a cognitive evaluation by the Psychologist should be part of the evaluation.  Assessments in academic achievement in suspected disability such as Reading, Math and Written Language should be included.  All previously recorded SST  interventions and standardized tests should be reviewed.  Processing assessments should be given to help determine relative strengths and weaknesses in differing modalities.  Someone other than the child’s teacher must observe the student.  A Team Report must be included as part of the evaluation.  There are specific criteria used to determine the existence of a learning disability:

        Data reflecting research-based interventions should be part of the evaluation procedures along with additional testing in the suspected area of need.:

  1. The achievement is determined not to be commensurate with the age and ability of the student.
  2. A severe discrepancy exists between intellectual ability and achievement in one or more areas may be considered:
  1. oral expression
  2. written expression
  3. basic reading skill and reading comprehension
  4. mathematics calculation and reasoning
  1. The severe discrepancy is not resulting from visual hearing or motor impairment, mental retardation, emotional disturbance, or environmental, cultural or economic disadvantage.
  2. ALL SLD forms required by DESE must be completed

Evidence of and discussions of these criteria are documented in the Team Report.

Special Educator Assessment (SE 2)

        The Special Educator may perform formal and informal assessments as well as an observation. The Special Educator’s assessment usually includes achievement testing in Math, Reading, and/or Written Language.  This depends on the curriculum area identified by the teacher as particularly difficult for this student.  An observation of learning behaviors or social skills is considered and completed.  In addition, the special educator will need to utilize various assessments to determine the student’s learning style.  The evaluating Team will determine how the assessments will be conducted.  The Speech and Language Therapist, the Psychologist, the Reading Specialist as well as the Special Educator, may all contribute to the understanding of the student’s ability to process information.

Educational History

        The evaluation Team will assign a member to review the chronology of the student’s school experience in Dover-Sherborn and elsewhere, and document this information on the Educational History Assessment Form.

Educational Assessment

        At least one of the student’s general education teachers must complete an evaluation of the student.  However, all teachers of a student who has been referred for an evaluation should be encouraged to complete an Educational Assessment.

Related Services Assessments

        Related services are developmental, corrective and other supportive services that are required to assist a child with a disability in school.  Some related services are defined by Massachusetts as special education.  This is determined based on the unique and individual needs of the child.  The following is a listing of such services:

Speech and Language

        A Speech and Language Therapist administers an assessment focusing on language development, specifically, articulation, phonological disorders, specific language impairment and fluency.  The therapist may also determine current performance in areas related to the general education curriculum: listening, speaking, reading and writing, as well as pragmatics.

Occupational Therapy

        An Occupational Therapy Assessment is administered by a Licensed Occupational Therapist.  Formal and informal testing procedures address the student’s performance in a general education classroom.  Performance components, which are assessed, include sensory processing, upper extremity coordination and perceptual and visual motor skills.

Physical Therapy

        The Physical Therapy Assessment is administered by a licensed Physical Therapist.  This assessment includes a classroom observation as well as independently administered testing procedures.  These procedures may assess one or more of the following: range of motion, muscle strength, muscle tone, reflex integration, posture, endurance, gait, functional skills and gross motor skills.  The evaluation determines if the student can safely navigate the school environment and participate in all elements of the school program.

Health Assessment

        When a Health Assessment is included as part of a Team evaluation, the School Nurse is responsible for following up with the student’s family.  The School Nurse should determine if it is appropriate to receive a release to communicate directly with the physician or other health care providers.

Behavior Assessment

A behavioral assessment is a process that identifies a specific or target behavior that interferes with a student's education. The assessment attempts to designate the particular behavior, identify the factors that support the behavior, and determine the purpose of the behavior.

  1. Team Meeting Information

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Special Education Team Meetings are a critical part of the special education process and serve as the foundation for planning and reviewing services and supports for eligible students. These meetings bring together educators, specialists, and families to discuss a student’s strengths, needs, and progress.

Parental participation is essential to the success of these meetings. As the expert on your child, your input helps ensure that the team has a complete understanding of your child’s needs and can make informed decisions in their best interest. Collaboration between school staff and families fosters trust, transparency, and shared responsibility.

Team Chair Responsibilities

        The Special Education Coordinator/Team Chair has the authority to commit the town’s resources.  At the Team Meeting, the Team Chairperson should make the following very clear:

        “The Team Chairperson has the authority to commit the resources of the town, however, there may be resources of which I am not aware.  If we come to a point where I feel there needs to be someone on the Team more familiar with community, town, regional or state-wide resources, we will adjourn and reconvene the Team which shall include the Administrator of Special Education or other such expert.”

        The Team Chairperson is identified on the consent form.  It may be the Contact Person, the Psychologist, the Coordinator of Special Education, the Principal, a School Counselor or the Liaison.  The Contact Person is the Primary Service Deliverer.   Most importantly, these two roles, Chairperson and Contact Person, must be identified before and/or after the meeting and the parent must know who they are.

IEP Team Meeting Attendance and Participation: (SE 8)

Mandatory Members of the IEP team:

  1. The parents/guardians of a child with a disability;
  2. Not less than one general education teacher (if the child is, or may be, participating in the general education environment);
  3. Not less than one special education teacher, or when appropriate, not less than one special education provider;
  4. A representative of the local educational agency (LEA) who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the LEA;
  5. An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above;
  6. Other individuals, at the discretion of the parent or the agency, who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
  7. Whenever appropriate, the child with a disability.

Excusal: A member of the IEP Team can be excused from attending an IEP meeting, in whole or in part, if:

  1. The parent of a child with a disability and the LEA agree, due to the fact that the member’s area of the curriculum or related services is not being modified or discussed.  The parent’s agreement must be in writing.
  2. The member submits, in writing to the parents/guardians and the team, his or her input into the development of the IEP prior to the meeting.  

How to Excuse: A member of the IEP team may be excused from attending an IEP meeting, in whole or in part, if:

  1. The parent of a child with a disability and the LEA agree, due to the fact that the member’s area of the curriculum or related services is not being modified or discussed.  
  2. The parent consents in writing, and the agency also; and
  3. The member submits, in writing to the parents/guardians and the team, his or her input into the development of the IEP prior to the meeting.  

Alternative means of meeting participation

When conducting IEP team meetings and placement meetings pursuant to Sections 614, 615(e), and 615(f)(1)(B), and carrying out administrative matters under Section 615 (such as scheduling, exchange of witness lists and RTIus conferences), the parent of a child with a disability and the LEA may agree to use alternative means of meeting participation, such as video conferences and conference calls.  [614(f)]    

                                         

Agenda

The agenda for the Team meeting should reflect the interests of all participants in an effort to reach consensus around:

  1. The focus of special education services
  2. Types of strategies that will foster effective progress
  3. Collaborative effort
  4. Relationship between proposed goals and the core curriculum
  5. Delivery of special education services

  1. Team Considerations

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When developing an Individualized Education Program (IEP), the Special Education Team must consider a variety of important factors to support the student’s success. These include the student’s strengths, parent concerns, results of evaluations, academic and functional needs, and how the disability affects progress in the general curriculum. The team also considers needs related to communication, behavior, assistive technology, and English language proficiency, if applicable.

Extended Evaluation

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An extended evaluation should be used when the evaluation information is inconclusive.  When the evaluation information is inconclusive, the Team is unable to determine if there is a disability, the nature of the disability or is unsure what services should be provided.  When theTeam has determined eligibility and some necessary objectives and services, then the Team should write a partial IEP while the Extended Evaluation is occurring.  The evaluation may not extend beyond eight school weeks.  An extended Evaluation may not be used for the following purposes:

Determining Eligibility (SE 9A)

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        When the Team reaches the eligibility decision-making phase of the evaluation process, it must

consider all of the assessment data, all observations of the student throughout the school

environment, the family’s input, the teacher’s observations, information regarding the curriculum

in the student ‘s particular grade, and information regarding specific areas of disability.  Close

examination of the student’s school history/record, systematic observation of the student in the

classroom and throughout the school environment, and the input of Team members with

expertise in the area of suspected disability and general education teachers should assist the Team in

determining if the student has a disability.

        Concurrently, the Team must review the definition of “to progress effectively in General

education” to determine whether there is a causal relationship between the disability and the

student’s ability to progress effectively. If the disability is shown to be inhibiting the student’s

ability progress effectively in General education and the student requires specially designed

instruction in order to access the general education curriculum, the student is eligible for special

education.

        In some instances, the Team will have clear evidence of a disability, well-documented data and

a history of diagnosis.  In others, the disability may not be as clear or there may be elements of

two or more disabilities present.  It is the responsibility of the Team to make a good faith effort

to determine the category of disability.  It is recognized that this is not always easy and may, in

fact, be altered at some other date.  The disabilities and characteristics are as follows:

Autism

A developmental disability significantly affecting verbal and nonverbal communication and social interaction. The term shall have the meaning given it in federal law at 34 CFR 300.8.

Federal Definition:

Autism Specific Considerations

State law requires IEP Teams to consider and address the following areas for all students who have a disability on the autism spectrum:

the need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism spectrum disorder; and other needs resulting from the child's disability that impact progress in the general curriculum, including social and emotional development.

Communication Impairment

The capacity to use expressive and/or receptive language is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language. The term may include a student with impaired articulation, stuttering, language impairment, or voice impairment if such impairment adversely affects the student's educational performance.

Developmental Delay

The learning capacity of a young child (3–9 years old) is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: receptive and/or expressive language; cognitive abilities; physical functioning; social, emotional, or adaptive functioning; and/or self-help skills.

Emotional Impairment

As defined under federal law at 34 CFR §300.7, the student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. The determination of disability shall not be made solely because the student's behavior violates the school's discipline code, because the student is involved with a state court or social service agency, or because the student is socially maladjusted, unless the Team determines that the student has a serious emotional disturbance.

Health Impairment

A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or attention deficit with hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia, if such health impairment adversely affects a student's educational performance.

Intellectual Impairment

The permanent capacity for performing cognitive tasks, functions, or problem solving is significantly limited or impaired and is exhibited by more than one of the following: a slower rate of learning; disorganized patterns of learning; difficulty with adaptive behavior; and/or difficulty understanding abstract concepts. Such terms shall include students with intellectual disability.

Neurological Impairment

The capacity of the nervous system is limited or impaired with difficulties exhibited in one or more of the following areas: the use of memory, the control and use of cognitive functioning, sensory and motor skills, speech, language, organizational skills, information processing, affect, social skills, or basic life functions. The term includes students who have received a traumatic brain injury.

Physical Impairment

The physical capacity to move, coordinate actions, or perform physical activities is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: physical and motor tasks; independent movement; performing basic life functions. The term shall include severe orthopedic impairments or impairments caused by congenital anomaly, cerebral palsy, amputations, and fractures if such impairment adversely affects a student's educational performance.

Sensory Impairment

The term shall include the following:

  1. Hearing — The capacity to hear, with amplification, is limited, impaired, or absent and results in one or more of the following: reduced performance in hearing acuity tasks; difficulty with oral communication; and/or difficulty in understanding auditorily-presented information in the education environment. The term includes students who are deaf and students who are hard-of-hearing.
  2. Vision — The capacity to see, after correction, is limited, impaired, or absent and results in one or more of the following: reduced performance in visual acuity tasks; difficulty with written communication; and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision.
  3. Deaf-Blind — Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

Specific Learning Disability

The term shall have the meaning given in federal law at 34 C.F.R. §§300.7 and 300.541.

Federal Definition:

Parent Evaluation Satisfaction

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At every initial and re-evaluation eligibility meeting, teams ask parents: “Are you satisfied with the school’s evaluations?” This question invites parents to express their views on whether the district-provided assessments accurately reflect their child’s needs or if additional evaluations are warranted. It ensures parent voices are heard and helps guide decisions on whether further evaluation or information is necessary for an informed eligibility determination.

IEP Development (SE 18A)

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Once a child is found eligible for special education, the team works together to create an Individualized Education Program (IEP) using the results from evaluations and the student’s current classroom performance. This helps guide the development of goals and objectives that are tailored to the student’s unique needs. After the IEP is created, parents must be given two copies of the plan as soon as possible.

The services recommended in the IEP should be based on what the individual student needs—not on what’s already available in the school. Every section of the IEP should be thoughtfully reviewed by the team, and nothing should be skipped or assumed.

Services and supports outlined in the IEP are meant to help the student:

These services should support the student’s growth and independence. They may be provided directly to the student or may be designed to support parents or school staff in helping the student succeed. For example, training or resources for families or teachers can be included if they help the student reach their goals.

The IEP isn’t a daily lesson plan, but it should clearly explain the student’s current strengths and challenges, and outline meaningful goals to guide their learning over the course of the year.

MCAS Accommodations and Participation (SE 5)

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All students registered in the Dover-Sherborn Public Schools are required to participate in MCAS testing as well as other district and federal required testing.  This includes students identified with special educational needs.  There are no exemptions or waivers.  For students with individual education plans, the special education Team will determine how the child will take the MCAS, the accommodations that may be necessary to take the MCAS or in very few cases whether an alternate assessment is necessary.  All decisions will be recorded on the student IEP in the proper places.  Standard and non-standard accommodations may be used as they relate to the instruction the child receives in the general education classroom and so noted on the student IEP.  Prior to the administration of the MCAS, the Team Chairperson/Liaison shall notify the school administration of the accommodations needed for students.  The Administrator shall insure that the accommodations are provided.  All scores shall be reported to parents/guardians in the same manner as for other students.

For students attending Out of District placements at collaborative, private or other placements at public expense, the student shall take the MCAS at the placement under the requirements identified on the IEP.  The Out of District placement shall indicate that the child’s district is the Dover-Sherborn Public Schools in an effort to ensure that the scores are reported to the Dover-Sherborn Public Schools District.  All scores shall be reported to the parents/guardians in the same manner as other students.

Upon receipt of MCAS scores and data, the special education staff shall analyze student strengths and weaknesses in relation to the student’s access to the general curriculum, special education needs and future IEP goals and objectives for inclusion in the IEP.  Additionally, special education students in need of assistance in passing the MCAS will be referred to and encouraged to attend district MCAS after school, summer and school day support programs.  All data analysis will be recorded on the district MCAS analysis form, filled in the student special education file and used as a guide to develop specific skill improvement goals in the IEP.

The Superintendent of the Dover-Sherborn Public Schools will file an MCAS performance appeal for the student’s parent or guardian or the student, if 18 or over, requests it, provided the student meets the eligibility requirements for such an appeal.  The Superintendent will obtain the consent of the parent or guardian or the student, if 18 or over, for any MCAS performance appeal filed on behalf of a student with a disability.  Included in the performance appeal will be, to the extent possible, the required evidence of the student’s knowledge and skills in the subject at issue.

Assistive Technology (SE 35)

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Assessment, Identification and Training for Students with Disabilities

The IEP team, which includes the student’s family and student if applicable, must consider the assistive technology needs of all students with disabilities. Many students with disabilities have difficulties with reading, writing, and math. Some children have problems with vision, hearing, listening and/or communicating. Others have physical, mobility, and motor problems. Assistive technology helps children use their strengths to compensate or "work around" weaknesses caused by the disability. Assistive technology includes "devices" and "services."  The IEP team makes decisions about assistive technology devices and services based on a student’s unique needs so that they can be more confident and independent. The law requires schools to use assistive technology devices and services to maximize accessibility for children with disabilities.

 

When a team is considering whether specific technology will be required in order to assist a student with access to the general education curriculum or participate more fully in the school day, the team may request an assistive technology evaluation.  In most cases, members of the student’s Evaluation team will collaborate on this evaluation.  This evaluation may include input from the Special Educator, a General Educator, the Speech and Language Pathologist, the Occupational Therapist, or the Physical Therapist.

 

Occasionally, the evaluation team may feel that there is more technological expertise required for the evaluation than they have immediately available to them.  In that case, a request is made to the Administrator of Special Education for an Assistive Technology Evaluation to be contracted.  The Administrator of Special Education will assist the Evaluation team in making the determination as to the evaluator or agency to complete such an evaluation. An assistive technology evaluation may include a functional evaluation of the student in school or at home. The evaluation will be considered in the development of the IEP.

In instances when Assistive technology devices and/or services are determined as required, the IEP Team must further determine and document which settings (classroom, home, or other) in which the student needs access to those devices and services in order to assure provision of F.A.P.E.

 

Assistive Technology is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

Assistive technology devices can be categorized as high-tech (e.g., electronic devices, computers, specialized software) or low-tech (e.g., non-electronic, simple tools).  Common examples of these devices are listed below (this is not an exhaustive list):

Communication and Language (Augmentative and Alternative Communication - AAC)

Reading and Literacy

Writing and Composition

Computer Access and Mobility

Hearing and Auditory Processing

Vision and Visual Impairment

Assistive Technology service is any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes:

  1. the evaluation
  2. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices
  3. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing
  4. coordinating and using other therapies, interventions, or services with assistive technology devices
  5. training or technical assistance for such child, or the family of such child
  6. training or technical assistance for professionals

Assistive Technology Training

The Public Schools of Dover and Sherborn will provide assistive technology training for the teachers, employers, service providers, the child, and family when identified. The student’s teachers may need training so they know how to use a device. The student and the family may need assistive technology services so they can learn to use a device. Additional service providers or individuals substantially involved in the life of the student may also require training in the identified technology.  Assistive technology services, including training, may be written in the student’s IEP.

Extended School Year

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                Extended school year programs are described under State and federal special education

Requirements.  All children “regress”–– lose progress, forget, revert to previous

behavior— to some extent between school years.  It must be determined whether a child’s

regression would likely be substantial, and whether the child would require a greater than usual

time to “recoup” – to get back to the level the child had achieved before a break in service.

        At least once annually the child’s Team must consider the need for an extended school year

program and record its determination in the IEP.  The child’s Team should not put off a

determination to offer ESY programming until the end of a break in service (i.e., summer

vacation).  The Team must consider the need for such services prior to the beginning of the

break in service by anticipating whether substantial regression and problems with re-coupment

will occur in the absence of ESY services.  

ESY programs may include special education and/or related services and must be specifies on

the IEP.  Since ESY services are proposed in order to avoid substantial regression, the portion of

the child’s IEP for ESY services may differ somewhat from the portion of the IEP that governs

the provision of services for the regular school year.  The U. S. Department of Education, Office

of Special Education Programs, has indicated:

Extended School Year DESE Q and A

Bullying (SE 18A)

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Bullying Prevention and Intervention

Whenever the IEP Team evaluation indicates that a student's disability affects social skills development, or when the student's disability makes him or her vulnerable to bullying, harassment, or teasing, the IEP must address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. (G.L. c. 71B, §3, as amended by Chapter 92 of the Acts of 2010.) For students identified with a disability on the autism spectrum, the IEP Team must consider and specifically address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. (G.L. c. 71B, §3, as amended by Chapter 92 of the Acts of 2010.)

Because the IEP serves as a vehicle for improving the educational experience and achievements of a student with disabilities, the IEP Team uses a variety of information sources, including evaluations, assessment information, and its discussions of the student's present level of educational performance and social acumen, to inform the development of the IEP. The IEP Team's discussion focuses comprehensively on the student's educational needs and on the student's overall involvement in the school, including participation in the general curriculum and in extracurricular and other nonacademic activities. In this process, the IEP Team considers the student's disability and the impact of the disability on the student's interaction and communication with others.

Bullying Prevention and Intervention, Autism Spectrum Disorder Considerations

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For students identified with a disability on the autism spectrum, the IEP Team must consider and specifically address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. (G.L. c. 71B, §3, as amended by Chapter 92 of the Acts of 2010.)

Transportation

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Under Massachusetts and federal law, students with disabilities are entitled to transportation services when it is necessary for them to access a free appropriate public education (FAPE). If a student’s Individualized Education Program (IEP) team determines that the student requires specialized transportation, those services must be provided at no cost to the family.  According to 603 CMR 28.05(5)(b), when transportation is required by a student’s IEP, the district is responsible for arranging and funding appropriate transportation services.

Eligibility for Transportation:

Transportation is considered a related service under the Individuals with Disabilities Education Act (IDEA). If a student’s disability impacts their ability to safely or successfully get to and from school using regular transportation, the IEP team may determine that special transportation is necessary.  The need for specialized transportation is decided by the IEP team and must be documented in the IEP.  This may include:

Transportation for Extended School Year (ESY) and Other Services:
        If transportation is required for a student to participate in Extended School Year (ESY) services or other school-sponsored programming included in the IEP, it must be provided.

Transition Planning (SE 6, 7)

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The transition process for a student with a disability officially begins at age 14 and is not merely a plan for transition.  Parents/guardians should request that the student's IEP, when appropriate, include a Statement of inter-agency responsibilities and any needed linkages since this language is no longer in the statute.

Linkages to Post School Options – provide transition services by age 14 or earlier and update Annually By age 14, the IEPs of all students must include a post-secondary school vision Statement as well as identify the transition services necessary to support that vision.  IDEA defines transition services as “a coordinated set of activities for a student, designed within an outcome-orientated process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based upon the individual student’s preferences and Interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation.”  The transition services must be stated on the IEP.  The DESE Transition Planning Form is required for all students over the age of 13.  This is a mandated form, districts must use this form to document that transition planning has occurred.  Transition plans must be completed for every secondary student in need of special education and are added to the special education file with annual review and updating.

Age of Majority 

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In Massachusetts, regardless of the severity of their disability, students are considered adults and competent to make their own decisions at age 18 (Age of Majority).  Unless there is a court appointed guardian or the student has chosen to share decision making with his or her parent, the school district must seek the consent of the student to continue the special education program.  Students at age 18 have the right to make their own educational and medical decisions and must sign all consent forms.  Parents/Guardians and students must be notified about the transfer of parental rights to the student at least 1 year before the student turns 18 years of age.  Please document the status of each student on the IEP as well as on the district Age of Majority form, collecting the required signatures.  For students who have been assigned a legal guardian, please add a copy of the court document to the student’s file.

Supported decision-making (SDM) is an alternative to guardianship that allows an individual to make decisions about his or her own life with a team of chosen supporters. SDM enhances people's lives and maximizes their independence. (Supported/Shared Decision Making)

688 Referral

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A Chapter 688 referral is a formal process that helps students with significant disabilities prepare for adult services after high school. It is intended for students who will need ongoing support from adult service agencies, such as the Department of Developmental Services (DDS), the Massachusetts Rehabilitation Commission (MRC), or the Department of Mental Health (DMH). The referral must be made by the school district at least two years before the student is expected to graduate or turn 22, whichever comes first. Families play an important role in the referral process and are encouraged to participate in discussions and planning for their child’s transition. The referral does not guarantee services but helps state agencies plan for and coordinate appropriate adult services. More information can be found in the Massachusetts Chapter 688 law and on the Massachusetts Department of Elementary and Secondary Education (DESE) website.

Interagency Collaboration

The adult service system is complex and understanding it is essential for effective transition planning.  When students with disabilities graduate from school or turn 22 years of age, they move from an entitlement to a non-entitlement system.  While in school, students receive services and supports mandated by federal and State law.  As adults, while they may be eligible for service from adult service agencies, these services are not an entitlement, which means they are subject to the availability and funding of services.  Consequently, it is essential that educators, parents/guardians and students understand the adult service system years before adult services  need to be accessed.  

Adult Services

For students with severe disabilities, a Chapter 688 referral should be made to ensure that students who will require ongoing supports and services from one or more public agencies are part of the eligibility process for receiving services and supports as adults.  For other students who require fewer supports and services and may not meet the eligibility requirements for Chapter 688, a general referral for services can be made to adult service agencies.  Once agencies are identified, representatives should be invited to Team meetings in an effort to plan and develop adult service plans.

Assignment of an Educational Advocate

In accordance with special education regulations, the school committee is responsible for notifying the State Division of Special Education in writing when parents/guardians’ whereabouts are unknown or if the child is in the custody of a State agency and parents/guardians do not have educational decision-making rights.  Using the State’s “Educational Advocate Referral Notice” Form , a request can be made for assignment of an educational advocate.  Once assignment is received, the educational advocate should be invited to all Team meetings for the student.

Graduation

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Graduation from school is considered a change in placement.  Local school and State officials (NOT courts, hearing officers or Teams) set the academic standards for award of a general high school diploma.  In the Public Schools of Dover-Sherborn, meeting locally established graduation requirements and passing the required Statewide assessment (MCAS) constitutes graduation.

In regard to graduation, the district is required to provide prior notice of graduation 34CMR 300.20 (a)(3).  Such notice must include:

  1. A description of the action proposed or refused by the agency;
  2. An explanation of why the agency proposes or refuses to take the action;
  3. A description of any other options that the agency considered and the reasons why those options were rejected;
  4. A description of each evaluation procedure, test, record or report the agency used as a basis for the proposed or refused action;
  5. A description of any other factors that are relevant to the agency’s proposal or Refusal;
  6. A Statement that the parents/guardians of a child with a disability have protection under the procedural safeguards and if this notice is not an initial referral for evaluation; The means by which a copy of safeguards can be obtained;
  7. Sources for parents/guardians to contact to obtain assistance in understanding the provision of this part.

Least Restrictive Environment

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Under the Individuals with Disabilities Education Act (IDEA), students with disabilities have the right to be educated in the Least Restrictive Environment (LRE). LRE is not a specific place, but a principle that ensures every student receives an education that meets their individual needs while promoting inclusion. A student should only be placed in a more restrictive setting (such as a separate classroom or special school) if their needs cannot be met satisfactorily in a general education classroom with appropriate support and services.

* From Federation for Students with Special Needs

Equal Opportunity (SE48)

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In the Public Schools of Dover and Sherborn, all students receiving special education, regardless of placement, have an equal opportunity to participate in and, if appropriate, receive credit for the vocational, supportive, or remedial services that may be available as part of the general education program as well as the non-academic and extracurricular programs of the school. 

Programs, services, and activities include, but are not limited to: 

Through the IEP team process, the Public Schools of Dover and Sherborn assures that all students are able to participate in, and if applicable, receive credit for, all vocational, supportive, and remedial courses and services that are available to non-disabled peers as part of the general education curriculum and overall life of the school. IEP teams determine if services or supports (such as transportation or staffing) are needed for an individual student with a disability to access any educational or nonacademic activities. Additional opportunities afforded to all students on IEPs to support their transition to postsecondary environments include:

As determined by the IEP Team, the district has arranged and provided adult support to special education students to participate in school sponsored after school activities such as:

Special Education Placement (SE 18B)

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If any member of a Team has questions regarding what the most appropriate placement for a student may be, or how certain services may be delivered in the least restrictive setting, they should be in touch with the Administrator of Special Education.  The Administrator of Special Education is available to attend any meeting where the Team feels it will be discussing resources beyond those, which are readily available in their school building.  Parents/Guardians should be informed that the Administrator of Special Education will be attending the Team meeting.  All IEPs are to be developed before the determination of placement.

If questions arise regarding placements outside the school district or if the parent introduces issues that the Chairperson did not anticipate and is unprepared to respond, the Team Chairperson may do either of the following:

Administrator of Special Education will either be able to provide immediate assistance or

come to the meeting.

meeting that includes the Administrator of Special Education.

Following the meeting to develop the IEP.  In any case, where a second meeting needs to

occur, this must occur within the forty-five-day timeline.

14.         Finding of No Eligibility

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During an initial evaluation or re-evaluation meeting, the Team may determine that a student is not eligible for special education services.  The Team must make a finding of no eligibility:

the need of supportive services;

If the student has a disability and that disability substantially impacts a life function, the student may be eligible for a 504 Accommodation Plan.

Steps After No Finding

Parents/Guardians must be informed by the Team Chairperson in writing of the finding of no eligibility for special education using a Notice form.  For a three year re-evaluation no finding, they will receive an N1 form and for an initial eligibility no-finding, they will receive an N2 form.  All 6 questions must be completed and parents/guardians have the right to appeal any eligibility determination to the Bureau of Special Education Appeals (BSEA), including a finding of no eligibility.  Parents/Guardians may contact the BSEA directly or request the district’s assistance with this process.  This information is included in the Procedural Rights Brochure, which must be sent to parents at least once per school year.  

If it is the determination of the Team that the student does not qualify for special education

services under Section 28 or that a student is no longer in need of services under Section 28, the Team must make a finding of “No Eligibility”.  It is the Team Chairperson’s responsibility to:

15.           Annual Team Meeting

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Each year, annually, the IEP must be reviewed and updated to reflect the growth the student has made and new goals need to be developed as well. Input from general educators, special educators, parents/guardians and related service providers needs to be included. Input from the student is required if the student is over 14 years old.

16.        Three Year Re-Evaluation

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Informed Consent for a Three-Year Reevaluation (SE 12)

It is the responsibility of the Team Chairperson/Special Education Coordinator to generate the notice to reevaluate and send the parental consent form to a parent at least 60 days before the Individual Education Plan of a student will expire.  If the Team decides that no additional assessments are needed to determine if the student is eligible for special education; the Team may recommend to the parent:

  1. That all assessments given at the initial evaluation be repeated
  2. That no further assessments are needed at this time and the reasons for this; and
  3. That the parent has a right to request a full evaluation or a specific assessment.

A parent may waive any of the specific assessments requested in an evaluation.  If this is the

case, complete the waiver form and secure the proper signature(s).  Documentation of multiple

efforts to contact a parent in order to gain their consent must be maintained in the child’s special

education file.  In the event that consent is not received, contact the Administrator of Special

Education to determine the next step(s).  The re-authorized IDEA 2004 only requires that a Parent’s Rights Brochure be given to a parent once a year.

Assessment Components of the Three-Year Reevaluation (SE 12)

Students should be assessed in their area of need.  If a Team has additional questions or

concerns about a child, other assessments may be included.  When a three-year evaluation will determine eligibility, all components of the initial evaluation should be repeated with age appropriate instruments.

When a student enters at three or four years old, a full evaluation should be administered.  The

Dover-Sherborn Public Schools will consider outside Assessments, but must complete a district evaluation as well.  This evaluation will be repeated in three years or sooner using age appropriate instruments.

When a Team evaluation determines that a child younger than 9 years old is developmentally

delayed, the Team must reevaluate him/her by his/her ninth birthday to determine eligibility category.  Developmentally delayed is a disability category appropriate for children only up to nine years of age.  You will need a Psychological Evaluation to change the disability category.

17.         IEP Amendment

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If the Team determines that minor changes to the IEP are required an amendment must be

developed.  An amendment may be used to change the service delivery model when a student

changes schools if this is appropriate. An amendment may not be used to change the placement of the program.  

In making changes to a child's IEP after the annual IEP meeting for a school year, the parent of a child with a disability and the LEA may agree not to convene an IEP meeting for the purposes of making such changes, and instead may develop a written document to amend or modify the child's current IEP.  

Changes to the IEP may be made either by the entire IEP team or, as provided in Section, by amending, rather than redrafting the entire IEP.  The parent shall be provided with a revised copy of the IEP with the amendments incorporated.  

18.         Progress Reports (SE 13)

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IEP progress reports: The progress the child is making toward meeting the annual goals must be reported, but there is no longer a reference to "the extent to which the progress is sufficient to attain the goal by the end of the year." This information seems especially important to parents/guardians and teachers if there is a shared commitment to help all children learn to high standards set for all. Parents/Guardians may see progress all year only to realize in June that the progress was not sufficient to meet the goal.

Progress reports are sent home as often as general education report cards.  It is the liaisons responsibility to send home progress reports of all service deliverers.  It is the responsibility of service deliverers to give the progress reports to the liaisons in a timely fashion.  Progress reports are to contain a narrative Statement of the student’s meaningful progress toward meeting the Stated goal.  A Statement about the student’s ability to meet the goal within the Stated IEP period must be included.  If a child will not meet the goal, a Team meeting must be called and the Team should consider adjustments to the IEP to assist the child in making meaningful progress.  Complete, well-written progress reports assist students, parents/guardians and staff in the determination of effective progress.  Copies of progress reports should be maintained in the student’s special education files.

Defining Effective Progress

In accordance with Mass. Dept. of Education Eligibility Guidelines for Special Education, it is

important that the Team understand what the disability is and how it manifests itself in a student’s school performance.  “To progress effectively in general education” is the standard by which the Team is expected to judge whether or not a disability is affecting the student’s educational performance.  DESE defines “progressing effectively” in general terms, recognizing that student development and growth encompasses many knowledge and skill areas.  Generally, “progressing effectively” is to make documented growth in the acquisition of knowledge and skills, including social/emotional development, within general education according to chronological age and the individual educational potential of the child (For the purpose of this

definition, general education includes early childhood, preschool, academic, non-academic, and vocational programs and activities).

The Team members must use all assessment data, their knowledge of the child and the school’s curriculum to determine whether or not the identical handicap will be an impairment to the student’s performance.

Measuring Effective Progress

        The Dover-Sherborn Public Schools has a wide assortment of assessment criteria that may be used to determine whether a child is making effective progress or not.  No one single measure should be used to make this determination.  The following list identifies the most common means available to measure effective progress:

- Portfolio assessments        - Baseline data collection

- Quarterly grades        - Progress reports

- Psycho-educational assessments        -Pre-and post-academic testing

- Initial and reevaluation data        - Ongoing written observations

- Daily/weekly student logs        - Observations by staff

- Homework completion        -Feedback from students

- Feedback from parents/guardians        - Development checklists

- Disciplinary assessments        - Student journals

19.         Summary of Performance

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The Summary of Performance must be completed during the final year of a student’s high school education. The timing of completion of the SOP may vary depending on the student’s postsecondary goals. The Summary of Performance is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document. If a student is transitioning to higher education, the SOP, with additional documentation, may be necessary as the student applies to a college or university. Likewise, this information may be necessary as a student applies for services from State agencies such as vocational rehabilitation. In some instances, it may be most appropriate to wait until the spring of a student’s final year to provide an agency or employer the most updated information on the performance of the student.

20.         Post Secondary

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Programming Until Age 22

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In Massachusetts, students who receive special education services are entitled to keep getting support until they either earn a regular high school diploma or turn 22, whichever comes first. These services help students build the academic, social, and life skills they need to be successful after high school.

Guardianship

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Guardianship is a legal process that gives the guardian permission to take care of and make decisions for an incapacitated adult. An incapacitated person is someone with a clinically diagnosed condition that keeps them from being able to make or communicate decisions about their physical health, safety, or care. The person asking to be named guardian is called the petitioner, and the person believed to be incapacitated is called the respondent. (Guardianship Process)

21.         Opportunity for Parent/Guardian Participation (SE 26)

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Parents/Guardians should be the focal point of arranging the Team meeting, so try hard to work

it into the parent’s schedule.  If your school conducts a special day for Team meetings, let parents/guardians know with as much advance notice as possible.  Once you have made the phone contact, always follow it up with a written notice using the approved Massachusetts State Meeting Notice Form and Parent’s Rights Brochure.  If the parent/guardian cannot attend, other methods should be used to ensure parent participation, including phone calls, correspondence, and home visits.  A detailed record of all such attempts must be maintained.  Along with each completed IEP mailed to the parent/guardian, a summary of their rights that includes a specific date identifying the day when the parent/guardian must have responded by, either accepting or rejecting the IEP will also be sent.  If you are having problems getting parents/guardians to return a signed or rejected IEP, notify the Special Education Office for assistance.

Parents/Guardians are also kept informed by the normal grading process, IEP progress reports,

and direct contact with the teaching staff/liaison, or specialist servicing the child.  Parent/Guardian concerns are noted on the IEP and the parents/guardians participate in the formation of the Vision Statement.

Every effort must be made to involve our parents/guardians in the process, to encourage their

participation, with the goal to ensure they understand what is happening in the education of their child.  

Request for a Reevaluation or an Independent Evaluation (SE 11)

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Parents/Guardians may obtain an independent educational evaluation of their child by appropriate professionals at their own expense at any time.  In addition, federal and state law provides parents/guardians with a procedure for obtaining public funding of an IEE if they disagree with the school district's evaluation. This IEE is to be conducted by a qualified examiner who is not employed by the responsible school district.

Any request for a reevaluation outside the reevaluation cycle, or an independent evaluation, should be directed to the Administrator of Special Education for determination of next steps. Any request for an Independent Evaluation must be acted upon within 5 days.  Therefore, it is extremely important that you notify the Administrator of Special Education of such requests immediately.  Requests can come in writing or verbally.  In either case, action must be taken.  The Dover-Sherborn Public Schools will follow the guidelines for income eligibility for all IEE requests.  Information will be sent to parents/guardians upon request of an evaluation.

All IEE requests will be limited to the evaluations performed by the Team.  Requests for other evaluations such as neuropsychological, will be considered on a case-by-case basis.

In accordance with Massachusetts General Law C. 71B, s.3 and the regulations implementing that law, 603 CMR 28.04(5), parents/guardians are entitled to receive a publicly funded IEE under the following circumstances:

When a parent has requested an IEE at the district’s expense, they must provide in writing:

In order to determine whether or not a family is eligible for public funding for an IEE, the family’s financial state must be determined. If the child is eligible for free or reduced lunch, the district must fund the evaluation in full. If the family is not eligible, the district is required to fund the evaluation on a sliding fee scale, according to the family income.

The district uses a standard letter, outlining the requirements for requesting an IEE. Included with this letter should be a copy of:

applicable).

If the family is either not eligible for public funding or refuses to provide the information to the district, or requests a publicly funded independent evaluation in an area not yet assessed by the district, a response must be provided to the parent within five school days whether or not the district will fund the evaluation, and should the district decide to not fund the evaluation, the district must proceed directly to the BSEA. Any requests by a parent for a publicly funded independent evaluation must be given to the Administrator of Special Education’s office immediately.

Once the independent evaluation for a child already on an IEP is received, the Team must reconvene within ten school days to consider the results and make any necessary changes to the IEP. If a parent presents an independent private evaluation for a child prior to the initiation of an initial evaluation by the district, the District will convene a meeting to review the report and develop a proposal for evaluation. This will begin the initial referral and evaluation process. The outside evaluation will be considered by the Team along with the District’s evaluation.

Outside Evaluations (not publicly funded)

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Parents have the right to seek an outside (independent) evaluation at their own expense if they have concerns about their child’s needs or progress. While families are encouraged to share the results with the school, the district is not required to accept or follow the recommendations. In most cases, the school will conduct its own evaluations in the same areas to determine eligibility and services. These school-based evaluations are used to guide decisions made by the Special Education Team.

Access to Records

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A log of access will be maintained at the Administrative Office. It will contain all the information required from the student records regulations.  If you maintain separate records; be sure to maintain logs for each record.  Staff that have direct contact with the child (teachers, counselors, etc.) need not sign this log to review or otherwise use the files.

The student record consists of the child’s transcript and temporary record and includes, among other things, record of the student’s special education eligibility or program.  There are several rights relating to the student’s record.  parents/guardians, and under certain circumstances, the child has a right to inspect and review any and all records relating to the student which are collected, maintained, or used by the school district.  If the child’s record includes information regarding another child, the parents/guardians have a right to inspect or review only the information relating to their child.  The school district will only limit parents/guardians’ access to the student records if the school district has received legal documentation that limits a parent’s authority in this regard (for example, a divorce or custody decree that limits a parent’s access to information about his/her child).  All the rights associated with the student records are contained in Massachusetts State Regulations and Laws.

Fees for Copies of Records

Fees charged for reproducing records must be reasonable.  In any case, do not exceed the cost of reproduction and be sure to follow any other guidelines mentioned in the Parent’s Rights Brochure.  However, parents/guardians are not charged a fee for copies if to do so would effectively prevent the parents/guardians from exercising their right to inspect and review the records.

The Student’s Right of Access

Students 14 years old or in the ninth grade have all the rights that parents/guardians have under the Student Record Regulations.  If a student is from 14 through 17 years old or has entered ninth grade, both the student and their parents/guardians, acting alone or together, may exercise these rights.  Once the student turns 18, the rights accorded parents/guardians under Student Record Regulations, become those of the student.  However, parents/guardians may continue to exercise those rights unless the student makes a written request to the Principal or Superintendent to prevent them from doing so.  Should the child make such a request, parents/guardians will not retain the right to review his/her records.

Parent/Guardian Review of the Student Record

If the parents/guardians ask to review the student record, the school must allow them access without any unnecessary delay and, in any event, no later than two school days after their request, unless parents/guardians have agreed to a longer period of time.  parents/guardians’ right to inspect or review the student’s record include the right to do so before any meeting regarding an IEP or due process hearing relating to the identification, evaluation or program placement of their child.  Parent’s right to inspect and review student records include the right to:

A)          Obtain copies of any information included in the record upon request.

  1. Meet with qualified school personnel to have the student’s record interpreted.
  2. Have a representative inspect, review and interpret their student’s record upon receipt of a written request.

Changing Information in the Student Record

Parents/guardians have the right to add information, comments or data to the student record. Parents/guardians may request that their child’s record be amended.  This request should always be in writing to the School Principal, identifying the item or items specifically.  If the request is to change information inserted by a TEAM meeting, the request cannot be honored until either the IEP is accepted OR the appeals process is exhausted (if the IEP is rejected).  The School Principal shall meet with the parent or student (if 18 years old) and ascertain the need for amending the record.  Then, within one school week after receiving this in writing, the Principal shall inform the parent in writing of the action taken, or if the request is turned down, the reasons for not honoring the request.  Be sure to send a copy of all correspondence to the Administrator of Special Education. Should the request be denied, the parent or student has a right to appeal to the Superintendent of Schools.  The Superintendent will render a written decision to the parent or student.

Consent to Release Information

Except for non-personally identifiable information, no information shall be released from a Student’s record to a third party unless agreed to in writing by the parent/guardian or student over 18 years old.  Under no circumstances shall special education information be released unless parent/guardian/student approves.  Courts and such agencies as DCF should normally provide a release of information form signed by a parent before information is released to them.  A written Consent Form should always be used to gain permission to release information on a student.  Unless the Principal has been provided a copy of a court order denying parental access to information, both parents/guardians have a right to access information on their child.  Unless parents/guardians make the school aware that information must be sent to two addresses (in cases of divorce, etc.), the school shall only be obligated to send information to the addresses listed on student records.  A school district may not release information from education records to participating agencies without parental consent.  

Destruction of Information

Special Education records will follow the student through the grades.  There is no need for teachers to keep records on students after the student moves to the next grade or teacher.  Once the student graduates from high school or turns age twenty-two, the student’s file will be maintained for seven years UNLESS the child’s program is federally funded and undergoing an audit, in which case the child’s file (especially the IEP) will be maintained until the audit is ended, and all appeals have been satisfied.  The entire audit process should be resolved before these student files are destroyed.  No Special Education student files should be destroyed before the seven year period.  

The District issues public notice of intent to destroy the files of all students on a yearly basis, after retention for two years.  Parents/guardians are given the opportunity to retain their child’s file at this time.  The Administrative Office will publicize its intent to destroy records held for seven years.  The Guidance Office at the high school keeps non-special education records such as the student’s school transcript for sixty years.  However, a permanent record of a student‘s name, address, and phone number, his or her grades, attendance record, classes attended, grade level completed, and year completed may be maintained without time limitation.

Records for children in parochial/private/other schools shall not be the responsibility of the school Principal, the Central Office, or any other school official, unless there has been some special arrangement for placement of that child at that school.  Each case shall be worked out separately.  Normally, the schools maintain all students’ records at the agricultural schools and vocational-technical schools.  

Advocate/Attorney Involvement

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Parents and Guardians have the right to involve an educational advocate or attorney in any part of the special education process. This includes attending meetings, reviewing documents, helping you understand your rights, and supporting your child’s needs.

You may choose to invite an advocate or attorney to:

Schools are required to work collaboratively with any individuals you invite to support your child’s educational planning. If you plan to bring an advocate or attorney to a meeting, it's helpful to let the school know in advance so appropriate arrangements can be made.

22.         Special Education Parent Advisory Council (SEPAC)

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The Special Education Parent Advisory Council (SEPAC) is a district-level, parent-driven group that works in partnership with school administrators to improve special education services and outcomes for students with disabilities. Open to all parents and guardians of students with IEPs or 504 Plans, SEPAC provides a forum for families to share experiences, offer input, and learn about special education processes and supports. The council helps ensure that the voices of families are heard in planning, development, and evaluation of special education programs. We encourage all interested parents and caregivers to get involved and attend meetings.

23.        Student Discipline for Students with Disabilities

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Massachusetts and federal laws provide important protections for students with disabilities when it comes to school discipline. These laws recognize that some behaviors may be related to a student’s disability and ensure fair treatment during disciplinary actions.

Key Protections for Students with IEPs or 504 Plans:

The Individuals with Disabilities Education Act (IDEA) provides significant procedural safeguards for students with disabilities facing disciplinary removals, especially when those removals exceed 10 school days.

The key legal concept that triggers these enhanced procedures is a Change of Placement.

Change of Placement Triggers

A disciplinary removal constitutes a "Change of Placement" for a student with a disability if:

  1. Exceeds 10 Consecutive School Days: The student is suspended or removed for more than ten school days in a row for a single incident.
  2. Pattern of Removals Exceeding 10 Cumulative Days: The student has been subjected to a series of removals that total more than ten school days in a school year, AND the following factors indicate a pattern:

When a change of placement occurs, the following procedures and responsibilities are mandatory:

Procedures for Suspension Exceeding 10 Days (Change of Placement)

The central procedure is the Manifestation Determination Review (MDR), which must be held within 10 school days of the decision to change the student's placement.

1. Manifestation Determination Review (MDR)

Purpose: To determine if the behavior that led to the disciplinary action was a "manifestation" of the student's disability.

The MDR Team must answer two questions:

  1. Was the conduct in question caused by, or did it have a direct and substantial relationship to, the child's disability?
  2. Was the conduct in question the direct result of the Local Education Agency's (LEA)/district's failure to implement the IEP?

MDR Outcome: Behavior is a Manifestation ("YES" to either question)

MDR Outcome: Behavior is NOT a Manifestation ("NO" to both questions)

2. Provision of Services (FAPE)

After a student with a disability has been removed from their current placement for a total of more than 10 school days in the same school year, the district must provide services to the extent necessary to enable the child to:

Continuation of Services:
        Even if a student with a disability is suspended or expelled, schools must continue to provide educational services that allow the student to make progress in the general curriculum and toward IEP goals.

Interim Alternative Educational Setting (IAES):
        In cases involving weapons, drugs, or serious bodily injury, schools may place a student in an alternative setting for up to 45 school days, even if the behavior is determined to be related to the disability. The team determines the IAES.

Discipline and Students Not Yet Found Eligible:
        If a student hasn’t yet been found eligible for special education but the school had knowledge that the student might have a disability, similar protections may apply. This includes situations where parents have made a written referral, requested an evaluation, or expressed concerns to staff. A student facing discipline may assert the same procedural safeguards and disciplinary protections as a student with an Individualized Education Program (IEP) if the district is deemed to have had "knowledge" of a suspected disability.

1. Basis of Knowledge

The district is deemed to have "knowledge" of a suspected disability if, before the behavior precipitating the disciplinary action occurred, any of the following conditions were met:

2. Disciplinary Requirements if Knowledge Exists

If the district is deemed to have "knowledge" based on any of the criteria above, the student is entitled to the full disciplinary protections of IDEA:

Trigger

Procedural Requirement

Proposed removal exceeding 10 consecutive days OR constituting a Pattern of Removals.

The district must convene a Manifestation Determination Review (MDR) meeting within 10 school days of the decision to change placement.

MDR determines behavior is a Manifestation of the suspected disability.

The student must be returned to the placement from which they were removed, and the district must immediately initiate an expedited evaluation (see below).

MDR determines behavior is NOT a Manifestation of the suspected disability.

The school may apply the same disciplinary procedures as it would to a non-disabled student, but the expedited evaluation process still must proceed.

For more information, you can refer to:

24.         Continuum of Services and Programs (SE 34, 56)

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Services

Academic Support

The goal of Academic Support is to maximize a student's access to and success with the high school curriculum and to assist students in effectively planning for and transitioning to post-secondary opportunities. The Learning Center is available to students with a current Individual Educational Program (IEP), and who require academic support to compensate for learning differences that may otherwise preclude them from making effective progress at Dover-Sherborn High School.

 

This support  focuses on empowering each student to become an independent learner who can successfully employ strengths and strategies that compensate for weaknesses. Academic support focuses on the goals and objectives identified in a student's Individual Education Program (IEP). Instructional time is devoted to developing effective time management and organizational skills and strategies with specific links to content area requirements. Students are encouraged to utilize technology and apply higher order critical thinking skills that relate to the high school curriculum. Students are provided with instruction to become more efficient learners who are able to independently manage their academic responsibilities.

 

Inclusion/In-Class Supports

Special education staff work within the general education classroom to provide support to students with a wide variety of diagnosed disabilities. The staff works to provide strategies that accommodate and support all learners.  Special education and general education teachers collaborate on techniques that assist in differentiation of instruction.

 

Related Services (SE 49)

In addition to programmatic offerings, related services are often an integral part of assisting children with disabilities in improving skills and accessing appropriate curricular content.  These services include physical therapy, occupational therapy, speech and language therapy, behavioral assessment and social-emotional and guidance services.  These staff members provide necessary interventions to students and valuable consultation to staff and parents/guardians.

In-District Programming

Integrated Pre-School Programming at Chickering and Pine Hill Elementary School—-The Dover and Sherborn Public Schools each offer Integrated Preschool Programs at their local elementary schools for children who turn 3 or 4 by September 1st. An Integrated Preschool serves all children, both typically developing as well as those with special needs. This inclusion model allows all students to thrive as they learn through multimodal differentiated instruction. The preschool programs provide young children with educational experiences that support their social, emotional, cognitive and physical development. The consistent yet flexible structure, combined with research-based learning activities, helps to prepare children for kindergarten and beyond.

The Connections Program is a specialized special education program within the Dover-Sherborn Public Schools, housed at Chickering Elementary School. Designed for students who have been found eligible for special education services and referred through the team process, the program provides a highly individualized and supportive learning environment.  Connections students share targeted goals in the areas of adaptive skills, communication, and self-regulation. These goals are addressed through evidence-based instruction, high leverage practices, and multidisciplinary supports tailored to each student’s unique strengths and needs. Instruction is primarily based in a sub-separate classroom setting, utilizing the principles of Applied Behavior Analysis (ABA), multidisciplinary regulation interventions, and structured teaching methodologies. Students benefit from individualized or small-group instruction, with a 1:1 or 1:2 student-to-staff ratio, ensuring intensive and responsive support. Staff collaborate with general education professionals to identify and maximize opportunities for inclusion in the general education setting.

Language Based Learning Disability Programming at Middle and High School is a program that supports the learning of students with a Language-based learning disability (LBLD).  LBLD is the inability of individuals with average to above average cognitive ability to learn at their level of potential and to access curriculum through traditional educational techniques due to neurologically-based challenges with the processing and expression of language. Students with a LBLD require explicit skill-based, strategy-based instruction to develop literacy and support executive function. Executive function coordinates the cognitive and psychological processes necessary for effective communication.

 

The G.R.I.T.(Growth, Resiliency, Integrity, Tenacity) Program at Middle and High School is based on a therapeutic learning center model, which services students with emotional disabilities, social-emotional challenges, behavioral obstacles, and academic challenges.  The main structure of the support is delivered through a home-base setting to support all areas of students’ functioning when students require more assistance than they can receive in a traditional model of intervention.  Students receive a variety of support through a special education liaison,  counselor, and educational assistant(s). 

Transfer Students (SE 59)

When a student with an IEP moves to The Public Schools of Dover-Sherborn, the district must provide a Free Appropriate Public Education (FAPE), including special education services comparable to those in the student’s previous IEP, in consultation with the parents. These services must begin immediately upon enrollment, and remain in effect until a District-specific IEP is developed or adopted.

Out of District Special Education Placements

Collaborative and Private School Programs

Programs outside of the district, both collaborative and private placements, are accessed for students who require intensive support and programming.  Usually these are low-incidence populations who are better served in a setting where more intensive therapies and small group interventions are available.   Dover-Sherborn is a participating member of the ACCEPT and TEC Collaborative. Other collaborative and private schools are attended by Dover-Sherborn students.  Students are matched to a program that best meets their individual needs within the least restrictive environment possible.  Residential placements may be selected for the few students who require full-time care for behavioral, social-emotional or significant developmental issues.  

Consideration of Vocational Educational Services for Students with Special Education Needs (CR 13)

According to Massachusetts Law, each school must ensure that students with disabilities have available to them “a variety of educational programs and services available to non-disabled students, including art, music, industrial arts, consumer and homemaking education and vocational education.”  When considering the vocational needs of a student with special educational needs, a Team must be aware that:

When a student is found to be in need of vocational services, the Team Liaison should work with the School Counselor in charge of vocational services as well as Administrator of Special Education to procure the appropriate services.  

Private School Schools Attending Private Schools in Dover and Sherborn

For students enrolled at private expense in private schools in the district and whose parents/guardians reside out of Dover or Sherborn, 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/guardians 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/guardians 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.

        Each year, The Public Schools of Dover-Sherborn invites private school representatives to meet and discuss how services will be provided, and a service plan (instead of an IEP) will be created for eligible students. A district liaison will ensure students are tracked for services, annual reviews, and required evaluations. For questions or more information, please contact the Administrator of Special Education.

Parentally Placed Private School Students and Special Education

        Students who attend private or parochial schools may still be eligible for special education services through Dover-Sherborn Public Schools. If a parent or guardian believes their child may need support, they should speak with the school principal, who will forward the request to the Special Education Team for review. The referral and evaluation process is the same as it is for students enrolled in the public schools.

        If the child is found eligible, services will be offered as if they were a student in the district. A teacher or staff member from the private school will be invited to the Team meeting to provide input. Services may be delivered in different ways—such as having the student come to a district school for direct services, or through consultation with families, the student, or private school staff.

24.         Alternative Educational Placements (Medical, Homeschool)

Home Hospital Information

If a student is unable to attend school for medical reasons, a doctor can request that the school provide home or hospital instruction. This service helps students keep up with their schoolwork while they are recovering at home or in the hospital. While it can’t fully replace the school experience, it is meant to prevent the student from falling behind in their classes.

Home or hospital instruction is not the same as special education, unless the student already has an IEP. In most cases, it is considered a general education support to help students stay connected to learning during a medical absence. Schools and families work together to make sure the student continues to make progress while they are unable to attend school in person.

Short-term Home Hospital Tutoring

The form below is for students with a medical diagnosis that results in the student being confined to the home, hospital, or otherwise unable to attend school for medical reasons for at least 14 days, or on a recurring basis that will accumulate to at least 14 days over the course of the current school year,

Long-term Home Hospital Tutoring

The form below is for If, in the opinion of the student's physician, an eligible student is likely to remain at home, in a hospital, or in a pediatric nursing home for medical reasons for more than 60 school days in any school year.

Homeschool Placement

In Massachusetts, parents have the legal right to homeschool their child, including a child with a disability. However, the provision of special education services for homeschooled students is not guaranteed in the same way it is for students enrolled in public schools. The following process and information pertains to students with disabilities pursuing Homeschooling:

Homeschooling Approval

Parents must submit a homeschool education plan to their local school district for approval. This plan should include the proposed curriculum, instructional materials, and methods for assessing progress. Approval is required annually.

Special Education Rights Change


        Once a child is withdrawn from public school and homeschooled, they are no longer entitled to receive the full set of IDEA protections or special education services through an IEP. This includes:

Limited Services May Be Offered


        Under Massachusetts law, local school districts may choose to provide limited special education services to homeschooled students through an Individual Services Plan (ISP), but this is not required. The availability and type of services vary by district and may depend on federal funding.

Child Find Obligation Still Applies

        Even for homeschooled children, school districts are still responsible under Child Find (federal and state law) to identify and evaluate children who may have disabilities. Parents may still request evaluations through the district.

Re-Enrolling in Public School

If a homeschooled student re-enrolls in the public school system, the IEP team must reconvene to determine eligibility and appropriate services. An updated evaluation may be needed.