Mandated Staff Training
2024-2025
Instructions
Mandated Training
IDEA & Special Education
IDEA
The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures students with disabilities receive appropriate public education and related services. It outlines specific requirements for school districts to meet the needs of these students.
Free Appropriate Public Education (FAPE)
All eligible children with disabilities must receive a FAPE tailored to their unique needs.
Least Restrictive Environment (LRE)
Students with disabilities should be educated with their non-disabled peers to the maximum extent appropriate. Special classes, separate schooling, or other removals should only occur when the nature or severity of the disability cannot be accommodated in general education.
Evaluation and Eligibility
Students must be evaluated to determine if they qualify for special education services.
Individualized Education Program (IEP)
An IEP is a written document developed by a team of educators and parents that outlines a student's specific educational needs, goals, and services.
IDEA & Special Education
IEP
An IEP ensures a student with an identified disability receives specialized instruction and related services to meet their individual needs.
Specialized Instruction directly addresses a student's academic and functional needs related to their disability. The goal is teach the student specific skills and knowledge necessary to progress in the general education curriculum.
Related Services support a student's ability to benefit from specialized instruction. The goal is to address the sensory, physical, or emotional needs that hinder a student's learning.
IDEA & Special Education
Parent and Student Participation
Parents and students are involved in the IEP development process and have the right to consent to evaluations and services. Parents have rights to appeal decisions and access their child's education records
Employees are obligated to:
Section 504 of the Rehabilitation Act
Section 504
Section 504 is a nondiscrimination statute that prohibits the exclusion of disabled individuals from participation in programs receiving federal funds when the exclusion is based on disability.
Section 504 also requires equal access to educational opportunities whether academic or non-academic, for person with disabilities and ensures that students with disabilities receive the same benefits from school programs and school services available to students without disabilities
Section 504 ensures that a student with a disability has equal access to education by requiring schools to provide accommodations for the student. Students who qualify for a 504 plan must be allowed to receive any help, benefit, and/or service to participate in activities that are available for students without disabilities, such as school- sponsored events and extra-curricular activities.
Section 504 of the Rehabilitation Act
Section 504 defines a person with a disability as any person who:
When determining if a person has a disability, a school cannot consider mitigating factors (e.g. medication, assistive devices) when determining how the impairment impacts the major life activities under consideration.
Section 504 of the Rehabilitation Act
What are the differences between Special Education and Section 504?
IDEA is a federal special education law for children with disabilities.
To be eligible for special education services and an IEP, a student must be diagnosed with a disability and, as a result of that disability, must require specialized instruction or related services to make effective progress.
Students on a 504 Plan do not require specialized instruction to make progress but, due to their disability, need additional support and accommodation for equal access to an education. A student’s 504 Plan will provide accommodations that allow a student with a disability to have the same level of access to the instruction, school activities, and school facilities as students without disabilities.
Examples of accommodations include extra time to complete assignments or a test, use of an audio book or calculator, or physical accommodations like access to an elevator
Section 504 of the Rehabilitation Act
504 Process
504 Administrators: The Director of Counseling, Director of Health Services, and Principal are the 504 Administrators responsible for oversight of the 504 process
504 Team Leaders: The school counselor and school nurse are 504 Team Leaders responsible for the coordination, development, and dissemination of the 504 plan.
504 District Coordinator: The Assistant Superintendent for Student Support Services is the District 504 Coordinator responsible for Section 504 Compliance for all students and their families. The Assistant Superintendent for Human Resources is the District 504 Coordinator for all matters related to employees.
Section 504 of the Rehabilitation Act
There are several steps to the 504 Process including child find, referral, evaluation, and eligibility. Any staff member who suspects a student may have a disability should talk to the school counselor or administrator about their concerns.
If a student is eligible under Section 504, a 504 Plan is developed.
504 Team: A 504 Team is available at each school to determine reasonable and appropriate accommodations for the student to receive equal access. The team typically consists of a school or district administrator, the student’s school counselor and/or school nurse, a general education teacher and any other staff that is familiar with the student or is an expert in the evaluation document that is being considered.
Parents/Guardians are encouraged to participate in the 504 process for their student and must receive notice of the 504 Plan and their rights under Section 504.
Section 504 of the Rehabilitation Act
All staff members are responsible for implementing accommodations in their role and in relation to the student. Additionally, the 504 Team may deem it appropriate to provide coaches and extracurricular programs with information regarding a student’s 504 Plan.
Students with 504 Plans are periodically re-evaluated, typically every 3 years, or sooner if needed.
For additional information:
Education of English Learners (ELs)
Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), public schools must ensure that English Learner students can participate meaningfully and equally in educational programs
State law defines English Learner (EL) as a student who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English
Generally, but not always, ELs are in the same classrooms as English-proficient students. To better serve these students, core academic teachers and those administrators who supervise and evaluate core academic teachers are required to obtain an SEI teacher or SEI administrator endorsement
Educators must work collaboratively to provide EL students meaningful access to all curricular and extracurricular activities
Educators must also ensure meaningful communication for families who have requested language assistance (e.g. Translation & Interpretation).
All interpreters and translators, including staff acting in this capacity, should be proficient in the target languages, have knowledge of specialized terms or concepts in both languages, and be trained in the role of interpreter or translator, the ethics of interpreting and translating, and the need to maintain confidentiality. Please note that students, siblings, friends, and untrained staff members are not considered qualified translators or interpreters, even if they are multilingual.
Education of English Learners (ELs)
All Staff Responsibilities:
EL Department:
Required Reading for all employees:
McKinney Vento
Homeless Education Assistance Act
The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) ensures homeless children and youth have equal access to the same free and appropriate public education, including a public preschool education, as provided to other children and youths. It has most recently been reauthorized under the Every Student Succeeds Act of 2015 (ESSA).
The McKinney-Vento Act mandates a state coordinator in every state, a homeless education liaison in every school district, outlines the rights of homeless children and youth, defines homelessness, and requires collaboration and coordination across agencies and service providers.
Homeless children and youths: individuals who lack a fixed, regular, and adequate nighttime residence including:
McKinney Vento
Homeless Education Assistance Act
The Needham Public Schools ensures educational stability for homeless students by removing barriers to proper identification, enrollment, and retention of students who experience homelessness. Immediate enrollment, transportation, and attendance are addressed through district policy and procedures.
Homeless students have the right to remain enrolled in their school of origin and receive transportation or immediately enroll in the school district where they are temporarily residing.
School districts must immediately enroll homeless students in school to provide educational stability and avoid separation from school for days or weeks. This means that as soon as a school or the district is contacted by a student or family regarding enrollment in the Needham Public Schools, the Homeless Education Liaison should be contacted and registration/enrollment expedited even if the family is not able to provide all typically required documents for school registration and enrollment process. Students should be immediately enrolled while the records are being requested.
District’s Homeless Education Liaison
Mary Lammi, Assistant Superintendent for Student Support Services
For additional information: McKinney Vento Homeless Education Advisory
Non-Discrimination & Harassment
State and Federal anti-discrimination laws, including Title VI, VII, and IX, address discrimination in education and employment. These anti-discrimination laws apply to all students and employees.
The Needham Public Schools prohibits discrimination and harassment against students, parents/guardians, employees, or the general public based on race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age.
The District’s policy of non-discrimination and harassment extends to students, the general public, and individuals with whom it does business; no person shall be excluded from or discriminated against in admission to the Needham Public Schools or in obtaining the advantages, privileges, and courses of study.
Retaliation against any individual who has brought harassment or other inappropriate behavior to the attention of school officials or who has cooperated in an investigation of a complaint under this policy is unlawful and will not be tolerated by the Needham Public Schools.
Non-Discrimination & Harassment
Discrimination means discrimination or harassment on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age by which an individual is excluded from participation in, denied the benefits of, or otherwise subjected to discrimination under any program or activity of the school
Harassment means unwelcome conduct on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age that is sufficiently severe, persistent or pervasive to create a hostile environment for the individual at school.
Filing a complaint of discrimination, harassment, or retaliation:
Any member of the school community who believes they or another school community member has been the victim of any form of discrimination, harassment, or retaliation should report the conduct to a school administrator or the district’s Civil Rights Coordinator.
District Civil Rights Coordinators
Required Reading: Discrimination and Harassment Grievance Procedures
Title IX Non-Discrimination & Harassment on the basis of sex
Title IX protects people from discrimination based on sex in education programs or
activities that receive Federal financial assistance. Under Title IX, discrimination on the basis of sex can include sexual harassment.
This means that schools cannot discriminate based on sex in areas such as admissions, athletics, or any educational program. Under Title IX, discrimination on the basis of sex can include sexual harassment.
2020: The Department of Education implemented a complete overhaul of Title IX - mandating very specific policy and procedures be implemented by all schools.
2024: On August 1st, the Department of Education released new regulations expanding the scope of what qualifies as sex discrimination under Title IX and impacting how schools handle sexual harassment and discrimination complaints including investigation, decision-making, and “informal resolution” procedures.
In essence, the new Title IX regulations strengthen protections against sex discrimination, including sexual harassment and assault, and provide clearer guidelines for schools to follow.
Title IX Non-Discrimination & Harassment on the basis of sex
Sex Discrimination
The regulations explicitly protect students and employees from all forms of “sex discrimination,” including discrimination based on:
This includes prohibiting an institution from adopting policies and practices that prevent a person from participating in an institution’s education program or activity consistent with the person’s gender identity.
The Department of Education will issue a separate rule regarding student eligibility to participate in male or female athletic teams.
Title IX Non-Discrimination & Harassment on the basis of sex
Examples of Sex Discrimination*
Different Treatment: Individuals being treated differently because of sex.
Example: Girls’ soccer team has inferior equipment, fewer coaches, and less resources than boys’ basketball team, despite having a similar or greater number of players.
Disparate Impact: When a facially neutral policy, rule or practice has a disproportionate impact on students of a particular sex and school does not have a substantial legitimate justification for that rule, policy, or practice.
Example: A particular aspect of a dress code has a disproportionate impact toward one sex versus another.
Pregnancy & Related Conditions: Failure to provide reasonable accommodations, such as breaks during class or changes in schedule, to a student who is pregnant or has a pregnancy-related condition.
* These definitions and examples are not included in the Title IX Regulation
Title IX Non-Discrimination & Harassment on the basis of sex
Sexual Harassment
Sex-based harassment is a form of sex discrimination and means sexual harassment and other harassment on the basis of sex, including:
*What is “hostile environment harassment”?
The new regulations define hostile environment harassment as:
Unwelcome sex-based conduct that, based on the totality of the circumstances, is subjectively and objectively offensive and is so severe or pervasive that it limits or denies a person’s ability to participate in or benefit from the recipient’s education program or activity.
Title IX Non-Discrimination & Harassment on the basis of sex
Examples of Sexual Harassment*
While it is not possible to list all circumstances that may constitute sexual harassment, the following are examples of prohibited conduct between students, employees, and obviously employees and students:
* These definitions and examples are not included in the Title IX Regulation
Title IX Non-Discrimination & Harassment on the basis of sex
Retaliation
Retaliation is an action by a peer or employee aimed at infringing upon a person’s rights under Title IX.
Intimidation, threats, coercion, and discrimination are all examples of retaliation.
Complainants, Respondents, and Witnesses are all entitled to be free from retaliation.
Schools must prohibit retaliation, including peer retaliation, and must respond to conduct that reasonably may constitute retaliation using the same procedures it uses for other forms of sex discrimination
Title IX Non-Discrimination & Harassment on the basis of sex
Reporting Requirements
All reports alleging sexual discrimination or harassment as defined by Title IX regulations will be promptly responded to following the District’s Title IX Grievance procedures.
Any District employee who has knowledge of an allegation of sexual harassment must inform the Title IX Coordinator or the Building Principal (who shall take responsibility for notifying the Title IX Coordinator). The employee’s knowledge may be based upon personal observation or upon a report from the alleged victim or from anyone else.
Title IX Coordinators:
Alexandra Montes McNeil, Assistant Superintendent for Human Resources
Mary Lammi, Assistant Superintendent for Student Support Services
For Additional Information: NPS Discrimination/Harassment
Bullying Prevention & Intervention
In accordance with M.G.L. c. 71, § 370 prohibiting school bullying, the Commonwealth of Massachusetts requires all schools to develop, adhere to, and update a plan to address bullying prevention and intervention
The District’s plan applies to students and members of the school staff, including but not limited to educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletics coaches, advisors to an extracurricular activity and paraprofessionals
Bullying Prevention & Intervention Plan
Bullying Prevention & Intervention
The Needham Public Schools is committed to providing all students with a safe, supportive, and inclusive learning environment
We understand that a strong and healthy school culture is critical to every student’s success and to that end strictly prohibit bullying, cyber-bullying, and retaliation
We believe that preventing and intervening in these harmful behaviors is one component of our larger effort to promote social-emotional learning and anti-bias education within our school environment
Our comprehensive efforts to support all students, preschool through grade 12, include:
Bullying Prevention & Intervention
Bullying is the repeated use by one or more students or by a staff member of a written, verbal, or electronic expression or a physical act or gesture directed at a target that:
Cyber-bullying is bullying through the use of technology or any electronic communication such as:
Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.
Bullying Prevention & Intervention
Bullying and cyberbullying are prohibited:
Retaliation against a person who reports bullying, or who provides information during an investigation of bullying or who witnesses or has reliable information about bullying is prohibited
Bullying Prevention & Intervention
Reporting Obligations
Disciplinary Action
Balancing accountability with the need to teach appropriate behavior:
Bullying Prevention & Intervention
At risk students
The Needham Public Schools recognizes that students may be more vulnerable to bullying based upon actual or perceived differences related to race, color, religion, ancestry, national origin, sex, socio-economic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical developmental or sensory disability or by associations with other people who have one or more of these characteristics.
Needham Public Schools will provide support to students whose vulnerability is brought to the attention of a teacher, guidance counselor or administrator through observation or direct report from a student, staff member or parent/guardian. This support may be in the form of counseling, education to support both the student’s ability to report bullying and his/her skills, knowledge and strategies to respond to bullying or harassment.
Bullying Prevention & Intervention
Students with Disabilities
As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may be vulnerable to bullying, harassment, or teasing because of a disability, the Team will consider what should be included in the IEP to develop the student’s skills and proficiencies to avoid and respond to bullying, harassment, or teasing.
The provisions apply if the student’s disability (a) is on the autism spectrum, or (b) affects social skills development, or (c) makes the student vulnerable to bullying, harassment, or teasing. For students on the autism spectrum, protection under the law will be automatic. For students in the other two categories, the Team must make a determination as to whether the student's disability affects social skills development or renders the student vulnerable to bullying, harassment, or teasing. Teams should be aware that students with emotional impairments, developmental delays, health impairments, communication disorders, and neurological impairments are likely to have a disability that affects their social skills development. However, Teams should carefully evaluate whether students with any type of impairment have delays in social skills development or are otherwise vulnerable to bullying, harassment, or teasing because of their disability.
Prevention of Physical Restraint & Requirements
Physical restraint
Physical restraint is direct physical contact that prevents or significantly restricts a student’s freedom of movement
The goal is to avoid and prevent physical restraint
Physical Restraint should never be used:
If physical restraint is used as a last resort:
Prevention of Physical Restraint & Requirements
If physical restraint is required, it is imperative to monitor the student’s well-being
The following restraints are strictly prohibited:
The following are not considered physical restraints:
Physical Escort
A physical escort is a temporary touching or holding, without force to help induce a student to walk to a safe location. Once the student begins to struggle or resist, it is no longer considered an escort, and staff members must determine if there is immediate danger to the student or others
Prevention of Physical Restraint & Requirements
Seclusion vs. Time-Out
Seclusion
The involuntary confinement in a room or area from which the student is physically prevented from leaving. Seclusion does not include the ue of time out as defined by DESE
Time-Out
A behavioral support strategy where a student temporarily separates from the learning activity of the classroom, either by choice or by direction from staff for the purpose of calming. During a time-out:
Prevention of Physical Restraint & Requirements
The emphasis is on de-escalation and prevention
If physical restraint is used as a last resort:
Section 51a: Mandated Reporter Requirements
As educators, we are mandated reporters and must notify the Department of Children and Families (DCF), whenever we have reasonable cause to suspect abuse or neglect by a caretaker
Mandated reporters are protected from liability in any civil or criminal action, and DCF maintains the reporter’s confidentiality
It is important to note that it is not within the purview of school personnel to investigate or make determinations around whether or not abuse or neglect by a caretaker occurred – DCF determines if the 51A report requires further investigation
Section 51a: Mandated Reporter Requirements
Definitions
Abuse: The non-accidental act by a caretaker that causes or creates a substantial risk of physical or emotional injury; or constitutes a sexual offense under state law; or any sexual contact between a caretaker and a child under the care of that individual
Neglect: The failure of a caretaker to take necessary action to provide a child with minimal and essential care, “provided that the inability is not due solely to inadequate economic resources or solely to the existence of a handicapping condition.” Minimal, essential care includes, but is not limited, to adequate food, clothing, supervision, or other essential care
Caretaker: A “Caretaker” can be a parent, step-parent, guardian, or any household member; however, anyone responsible for the health and welfare of a child can be considered a caretaker – for example, school staff, relative, or babysitter
The Department of Children and Families: DCF works in partnership with families and communities to keep children safe from abuse and neglect. In most cases, DCF can provide support and services to keep children safe with parents or family members
Section 51a: Mandated Reporter Requirements
District Procedures
When we have reasonable cause to believe a child under 18 is suffering from abuse or neglect the law requires mandated reporters to immediately make an oral report to DCF and file a written report within 48 hours. We also reserve the right to notify local law enforcement
Mandated Reporters in schools, must either notify DCF directly or notify a school administrator or designee who then becomes responsible for filing the report. However, staff members retain the right to contact DCF directly
Any Needham Public Schools staff member who has a concern related to the possible neglect or abuse of a child should immediately contact an administrator or school counselor to report the concern. Together a determination will be made regarding reasonable cause and the need to make an oral report to DCF
A written report will be completed and sent to DCF within 48 hours after the oral report has been made in accordance with regulations
We all want children to remain safe, and Mandated Reporters are critical in protecting the children under their care
51a Mandated Reporting: Child Abuse & Neglect
Student Records/FERPA
Data privacy is the right to determine when, how, and to what extent your personal information is shared. Parents and students entrust schools to safeguard sensitive personal data like their name, address, and contact information
It is also important that pertinent student information be readily available to authorized school personnel to provide students with appropriate instruction and educational services
The Department of Elementary and Secondary Education (DESE) and the Family Educational Rights and Privacy Act (FERPA) establish requirements regarding the handling of student records and privacy. These requirements protect student and parent rights of confidentiality, inspection, amendment, destruction of student records, and some control of the disclosure of personally identifiable information
Student Records/FERPA
Student Records
The student record consists of the transcript and the temporary record, including all information concerning a student where they may be individually identified
The transcript includes only the minimum information necessary to reflect the student's educational progress. This information includes name, address, course titles, grades, credits, and grade level completed
The transcript is kept by the school district for at least sixty years after the student leaves the system
The temporary record contains the majority of the information maintained by the school about the student. This may include such things as standardized test results; class rank; school-sponsored extracurricular activities; evaluations and comments by teachers, counselors, and other persons; disciplinary records; and other information
The temporary record is destroyed within five years after the student leaves the school system as long as proper notice is given to parents/guardians and/or the student
Student Records/FERPA
Data Collection
Data collected in student record is limited to information relevant to the student’s educational needs
Employee personal files/notes (“memory aides”)
The student record does not include personal notes from a school employee unless it is shared with authorized personnel. Once shared, it becomes a part of the student record and is subject to all provisions under the law
Emails and electronic communications are considered part of the student records
Inspection of Record
A parent or an eligible student has the right to inspect all portions of the student record upon request. The record must be made available within two days after the request, unless the parent or student consents to a delay
The parent and eligible student also have the right to receive a copy of any part of the record. There are procedures in place to respond to a parents/guardians’ request for records promptly
Student Records/FERPA
Confidentiality of Record
Except where the regulations specifically authorize access by third parties, no individuals or organizations other than the parent, eligible student and school personnel working directly with the student are allowed to have access to information in the student record without the specific, informed, written consent of the parent or eligible student
As district employees, we must protect student privacy. When we
understand and adhere to these laws and regulations, we can assure students and parents/guardians their information is safe
Helpful tips:
Staff Responsible Use of Digital Resources
Staff use of digital resources is guided by the School Committee Responsible Use of Digital Resources policy (policy IJNDB-1)
All staff should become familiar with and adhere to this policy
Staff Responsible Use of Digital Resources
Prohibited use of school instructional technology includes but is not limited to:
Employees who have a question or need further clarification about these prohibitions should seek guidance from their building principal or supervisor.
Instructional Technology Tools and Applications
Use this link to see the approved list digital tools and the process to vet new resources
All of the approved apps have been reviewed relative to:
The Needham Public Schools is committed to protecting student data and information
Social Media Policy
From engaging conversations to sharing valuable resources, the Needham Public Schools community benefits from authentic connections made through social media. These platforms allow us to share information, learn together, inspire one another, and even extend the classroom experience beyond the walls of our schools
However, while social media can be a fun and enriching tool, it's important to remember that in the online world, the lines between personal and professional, public and private, can sometimes blur. To help navigate this digital landscape responsibly and represent our school community with pride, we've created these social media guidelines for you to follow. Let's work together to harness the power of social media for good, fostering a safe, positive, and enriching online environment for all
Staff are encouraged to review School Committee Responsible Use of Digital Resources policy (IJNDB-1)
Required Reading: NPS Staff Social Media Guidelines
Thank you!
Thank you for completing the Needham Public Schools Mandated Staff Training.
Remember to submit your electronic signature indicating that you have reviewed and understand the material included in the training.
Have a wonderful school year!