COORDINATED
PROGRAM REVIEW
PROCEDURES
Collaborative
Information Package
Special Education
And
Civil Rights
School Year 2015-2016
MASSACHUSETTS DEPARTMENT
OF ELEMENTARY AND SECONDARY EDUCATION
Coordinated Program Review Procedures
Collaborative Information Package
Table of Contents
Coordinated Program Review System
3
Document # 1: Local Coordinator’s Planning Guide
12
Document # 2: Special Education Review Criteria (with Table of Criteria)
15
Document # 3: Interview and Observation Schedule
31
Document # 4: List of Interviewees
32
Document # 5: Observation Form
33
Document # 6: Civil Rights and Other General Education Criteria
(with Table of Criteria)
34
Appendix I: Student Record Review Procedures
45
Appendix II: Table of Required Special Education and Civil Rights and
Other General Education Documentation
50
Appendix III: Learning Time Worksheets
57
Document # 7: Approved Public Day Program Criteria
(with Table of Criteria)
63
Appendix IV: Table of Required Approved Public Day Program
Standards Documentation
83
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW SYSTEM
School Year 2015 – 2016
Overview
The Program Quality Assurance unit (PQA) of the Massachusetts Department of Elementary and Secondary Education oversees compliance with education
requirements through its Coordinated Program Review System (CPR), through Collaborative and private special education school program reviews, as well as
reviews of certain Special Education in Institutional Schools Settings programs. The Collaborative reviews cover selected requirements in the following areas:
Special Education (SE)
 selected requirements from the federal Individuals with Disabilities Education Act (IDEA-2004); the federal regulations promulgated under that Act at 34
CFR Part 300; M.G.L. c. 71B, and the Massachusetts Board of Elementary and Secondary Education’s Special Education regulations (603 CMR 28.00)
Civil Rights Methods of Administration and Other General Education Requirements (CR)
 selected federal civil rights requirements, including requirements under Title VI of the Civil Rights Act of 1964; the Equal Educational Opportunities Act
of 1974; Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities
Act of 1990, together with selected state requirements under M.G.L. c. 76, Section 5 as amended by Chapter 199 of the Acts of 2011 and M.G.L. c. 269
§§ 17 through 19.
 selected requirements from the Massachusetts Board of Elementary and Secondary Education’s Physical Restraint regulations (603 CMR 46.00).
 selected requirements from the Massachusetts Board of Elementary and Secondary Education’s Student Learning Time regulations (603 CMR 27.00).
 various requirements under other federal and state laws.
Approved Public Day Program Standards
 selected requirements from the Massachusetts Board of Elementary and Secondary Education Special Education regulations (603 CMR 28.09.)
 selected requirements from the Massachusetts Program and Safety Standards for Approved Public or Private Day and Residential Special Education
School Programs (603 CMR 18.00).
The Collaborative should select a staff person to act as the Local Program Coordinator who will work with the Department’s Onsite Team Chairperson. The
Local Coordinator’s Planning Guide may be found under Document # 1.
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The following is an overview of the Program Review system for the Collaborative:
Team:
Depending upon the size and the number of programs to be reviewed, a team of two or more Department staff members conducts a Coordinated
Program Review.
Timing:
Each Collaborative is scheduled to receive a Coordinated Program Review every six years and, for special education only, a mid-cycle follow-up visit
three years after the Coordinated Program Review.
Criteria:
The criteria PQA uses for monitoring the Collaborative programs are included in this information package, along with citations to state and federal
statutes and regulations. These criteria cover the areas of special education and civil rights necessary to determine that special education and civil
rights are being provided in accordance with applicable state and federal laws and/or regulations.
Methods: Methods used in reviewing programs include:

Review of documentation about the operation of the Collaborative programs.

Interviews of administrative, instructional, and support staff across all selected programs and grade levels.

Interviews of parent advisory council (PAC) representatives (only if the Collaborative has a PAC) and other interviews as requested by other
parents or members of the general public.

Review of student records. A representative sample of student records will be examined from those that were part of the Collaborative’s selfassessment, as well as a sample of additional records that show activities conducted since the start of the current school year.

Surveys of parents of students with disabilities: Parents of students with disabilities whose files are selected for the record review, as well as the
parents of an equal number of other students with disabilities, are sent a survey that solicits information regarding their experiences with the
Collaborative.

Observation of classrooms and other facilities: The onsite team visits a sample of classrooms and other school facilities used in the delivery of
programs and services to determine general levels of compliance with program requirements.
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Report:
Preparation:
At the end of the onsite visit, the onsite team will hold an informal exit meeting to summarize its preliminary findings for the Collaborative Director
and anyone else he or she chooses. Within approximately 45 business days of the onsite visit, the onsite chairperson will forward to the Collaborative
director a Draft Report containing comments from the Program Review. The Collaborative will then have 10 business days to review the report for
factual accuracy before the publication of a Final Report. The Final Report will be issued within approximately 60 business days after the conclusion
of the onsite visit.
Content:
The Final Report will include the following:
Ratings. The onsite team gives a rating for each compliance criterion it reviews; those ratings are “Commendable,” “Implemented,” “Partially
Implemented,” “Not Implemented,” “Not Applicable,” and “Implementation in Progress.”
Findings. The onsite team includes a narrative for each criterion that it rates “Commendable,” “Partially Implemented,” “Not Implemented,”
“Implementation in Progress,” or “Not Applicable” explaining the basis for the rating. It may also include findings for other related criteria.
Response: Where criteria are found “Partially Implemented or “Not Implemented,” the Collaborative must propose corrective action to bring those areas into
compliance with the relevant statutes and regulations. This corrective action plan will be due to the Department within 20 business days after the
issuance of the Final Report and is subject to the Department’s review and approval.
As the Collaborative implements the approved corrective action, Department staff will provide ongoing technical assistance. The Department believes that the
Coordinated Program Review is a positive experience and that the Final Report is helpful in planning for the continued improvement of programs and services in
each school district, charter school, and educational Collaborative.
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Orientation
The Monitoring Team Chairperson will contact the Collaborative director to set up an Orientation session for the director and key personnel to review steps for
the preparation and submission of documentation for the program areas of Special Education, Civil Rights, and for the selection of student records, and establish
timelines for essential activities.
Documentation Requirements
The onsite team relies heavily on educational Collaborative documentation regarding the special education programs and services made available to students and
parents. Documentation for all of the criteria in this Information Package is described in Appendix II and IV; please note, however, that the Collaborative need
submit only the documentation related to the criteria selected for review in its Coordinated Program Review. The Local Coordinator is encouraged to notify the
onsite chairperson when the Collaborative is providing alternative documentation to the onsite team.
NOTE: All required documentation must be uploaded in the Web Based Monitoring System.
It is not unusual for Department staff to request follow-up information in order to clarify the submitted documentation.
In many cases, this follow-up information is the missing piece that is necessary in order for the Department to rate
a particular criterion as Implemented.
The Collaborative should take immediate steps to begin the preparation of the required Coordinated Program Review documentation well in advance of the
due date set by the Department’s onsite chairperson.
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Student Record Selection and Review
Records Selection
During the Orientation session, the Monitoring Team Chairperson will provide the Collaborative with a list of the names of the special education students whose
records have been selected for verification by the Department. A representative sample of student records will be examined from the records that were part of the
Collaborative’s self-assessment, as well as an additional new sample of randomly selected student records to ensure the validity of the sample set. The Monitoring
Team Chairperson will refer to the Collaborative’s roster of eligible special education students to make student record selections.
A list of the student records selected for review by the onsite team will be provided to the Collaborative at the Orientation session so the records can be assembled
and prepared for Department review during the onsite phase of the review. This list will enable the Collaborative to organize these records. Where the parts of a
selected student record are situated in more than one location, all of those parts must be brought together in one location for the purpose of the
Department’s record review.
Onsite Records Review
During the records review phase of the review activity, a school Collaborative representative familiar with special education, civil rights requirements and any other
areas under review must be available to assist the onsite team; review procedures will be described in more detail by the Monitoring Team Chairperson. The
Department reserves the right to select additional student records for review during the course of monitoring.
The Department will send written surveys to parents of those special education students selected for record reviews. Additional parents of special education students
will also be drawn from the Collaborative’s Special Education Student Roster to receive surveys.
Note: Massachusetts Department of Elementary and Secondary Education Student Record Regulations provide for Department employees to have access to all
information contained in student records without need of the consent of parents. See 603 CMR 23.07(4)(d).
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Interviews
Preparation of Interview Schedules
Working with the Department’s Monitoring Team Chairperson, the local Program Review coordinator is responsible for scheduling all interviews for selected
personnel. The local coordinator should work closely with the Department’s Monitoring Team Chairperson to ensure appropriate scheduling.
The Onsite Team Member Interview and Observation Schedule (Document #3) must be returned to the Monitoring Team Chairperson for approval by the
Department at least two weeks prior to the onsite visit.
The Department will confirm all interviews to be conducted so that the Collaborative can notify all persons selected for interviews. The Monitoring Team
Chairperson will provide the local Program Review coordinator with a standard letter and description of the review procedures, which is to be copied and
distributed to every person selected for interview. In notifying local staff of the interview schedule, the Collaborative should emphasize that interviews are not to
evaluate a staff member’s individual performance, but to understand each staff member’s experiences in the implementation of various program requirements.
Every effort will be made to conduct the interviews in an efficient manner, recognizing that time is valuable to the Collaborative. The Collaborative coordinator
must give consideration to spaces that allow interviews to be conducted in a confidential manner.
Interviewees
The List of Interviewees for Special Education (SE) and Civil Rights (CR) (Document #4) contains the titles of possible persons to be interviewed during the
coordinated program review. Key administrators, other appropriate staff, and the special education PAC chairperson or co-chairperson(s) (if applicable) will be
interviewed. The Collaborative or the Department may add to this list others who would be able to describe efforts undertaken to implement program
requirements.
Selection Criteria for Staff Interviews
In the CPR, staff are selected for interview based on the program offerings at each level. For example, at least one special education teacher is interviewed for
each type of special education program and from across the range of grade levels. At least one related service provider is interviewed for each kind of related
service that the Collaborative provides. Instructional aides working with the teachers selected for interviews should also work in different settings with different
student populations at different grade levels.
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Classroom and Facilities Observation
A sample of classrooms and other school facilities used in the delivery of special education will be visited to determine general levels of compliance with
program requirements. The onsite team will observe these instructional programs at each level in the Collaborative. The Facilities/Classroom Observation Form
(Document #5) will be used by onsite team members as they complete this part of the Program Review. The Monitoring Team Chairperson will identify the sites
to be observed during the Orientation visit so that the local Program Review coordinator may inform program coordinators and pertinent staff of these
observations.
The Web-based Approach to Special Education Monitoring
Starting with the 2007-2008 SY, the Department commenced the piloting of a new web-based approach to comprehensive special education monitoring. Starting
with the 2011-2012 SY, the Department commenced the web-based approach to comprehensive civil rights monitoring. The web-based monitoring system
(WBMS) allows districts and now Collaboratives to submit, review and exchange documents and information with the Department through the Department's
security portal. This new approach combines familiar elements from the standard CPR procedures in combination with new features that strengthen
accountability and oversight for special education and civil rights on a continuous basis.
WBMS methods used in reviewing special education and civil rights programs include:
Self-Assessment Phase: This is a requirement for all Collaboratives participating in WBMS and is completed in the year prior to the onsite review.

Collaborative review of special education and civil rights documentation for required elements including document uploads. Upon completion of this
portion of the Collaborative's self-assessment, it is submitted to the Department for review. Collaborative review of a sample of special education student
records selected from across grade levels, disability categories, and levels of need. Additional requirements for the appropriate selection of the student
record sample can be found in Appendix I. Upon completion of this portion of the Collaborative's self-assessment, it is submitted to the Department for
review.
9
Desk Review Phase: The CPR Chairperson assigned to the Collaborative reviews the Collaborative's responses to questions regarding the critical elements for
appropriate policies, procedures, and practices, as well as actual documents and data submissions by criteria. The Collaborative's student record review data and
explanatory comments are examined by focus area and by criteria. The outcome of this review and three-year trend data from the Problem Resolution System is
used to determine the scope and nature of the Department's onsite activities.
Onsite Verification Phase: For Collaboratives that operate multiple programs, including where applicable approved public day programs, review activities will be
selected from the following:





Interviews of administrative, instructional, and support staff consistent with those criteria selected for onsite verification.
Interviews of parent advisory council (PAC) representatives and other telephone interviews as requested by other parents or members of the general
public.
Review of student records for special education: The Department selects a sample of student records from those the Collaborative reviewed as part of its
self-assessment to verify the accuracy of the data. The Department also conducts an independent review of a sample of student records that reflect
activities conducted since the beginning of the school year. The onsite team will conduct this review, using standard Department procedures, to
determine whether procedural and programmatic requirements have been implemented.
Surveys of parents of students with disabilities: Parents of students with disabilities whose files are selected for the record review, as well as an equal
number of parents of other students with disabilities, are sent a survey that solicits information regarding their experiences with the Collaborative's
implementation of special education programs, related services, and procedural requirements.
Observation of classrooms and other facilities: The onsite team visits a sample of classrooms and other school facilities used in the delivery of programs
and services to determine general levels of compliance with program requirements.
Report Preparation: At the end of the onsite visit, the team will hold an informal exit meeting to summarize its comments for the Collaborative Director and other
administrative staff he or she chooses. Within approximately 45 business days of the onsite visit, the Monitoring Team Chairperson will forward to the
Collaborative Director a Draft Report containing comments from the Program Review. The Draft Report comments for special education and civil rights are
provided to the Collaborative online through WBMS. These comments will form the basis for any findings by the Department. The Collaborative will then have
10 business days to review the report for accuracy before the publication of a Final Report with ratings and findings (see below). The Final Report will be issued
within approximately 60 business days of the conclusion of the onsite visit and posted on the Department's website at Public School Coordinated Program Review
Reports webpage.
Content of Final Report:
Ratings: In the Final Report, the onsite team gives a rating for each compliance criterion it has reviewed; those ratings are "Commendable,"
"Implemented," "Implementation in Progress," "Partially Implemented," "Not Implemented," and "Not Applicable." "Implementation in Progress," used
for criteria containing new or updated legal requirements, means that the Collaborative has implemented any old requirements contained in the criterion
and is training staff or beginning to implement the new requirements in such a way that the onsite team anticipates that the new requirements will be
implemented by the end of the school year.
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Findings: The onsite team includes a narrative statement in the Final Report for each criterion that it rates "Commendable," "Partially Implemented,"
"Not Implemented," "Implementation in Progress," or "Not Applicable," explaining the basis for the rating. It may also include findings for other related
criteria.
Response: Where criteria are found ""Partially Implemented" or "Not Implemented," the Collaborative must propose corrective action to bring those areas into
compliance with the relevant statutes and regulations. This corrective action plan (CAP) will be due to the Department within 20 business days after the issuance
of the Final Report and is subject to the Department's review and approval. Department staff will offer Collaboratives technical assistance on the content and
requirements for developing an approvable CAP. The approved CAP will be posted on the Department's website at Public School Corrective Action Plans
webpage. Department staff will provide ongoing technical assistance as the Collaborative is implementing the approved corrective action plan. Collaboratives
must demonstrate effective resolution of noncompliance identified by the Department as soon as possible, but in no case later than one year from the issuance of
the Department's Final Program Review Report.
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Document # 1:
COLLABORATIVE COORDINATOR AND SPECIAL EDUCATION
ADMINISTRATOR'S PLANNING GUIDE
This checklist is provided to assist the special education administrator (and Collaborative director where applicable) in working with the local Program Review
coordinator to plan and implement the special education portion of the Coordinated Program Review (CPR):
1. Collaboratives who receive notification of a scheduled CPR visit for the next school year participate in both the Department’s general introduction and
regional training sessions. The first session consists of a detailed orientation webinar regarding the web-based monitoring system (WBMS), which is
followed by a mandatory hands-on computer lab training session. Collaboratives should send two (2) or three (3) staff, who will be responsible for
collecting, reviewing and inputting the special education student record and document information for the self-assessment.
2. Prepare and submit Collaborative’s student record and documentation self-assessment within the required timeline. Department staff are available to
provide technical assistance for both regulatory content and WBMS system technical questions.
3. Work with the local Program Review coordinator to prepare the special education portion of the Collaborative profile of effective programs and practices
which includes a description of the strengths in the existing programs and practices. The profile of effective programs and practices should explain why the
Collaborative believes that the programs and practices described exceed federal and state special education requirements. The provision of specific examples
of effective programs and practices will be shared with the onsite team. It is recommended that this information be provided after the submission of the selfassessment. It can be submitted through “Additional Documents” in WBMS immediately after the self-assessment submission or can be provided to the
Monitoring Team Chairperson at the time of the orientation.
4. Participate in the local Program Review coordinator’s and Monitoring Team Chairperson’s orientation meeting(s) and inform administrative and teaching
staff about the Program Review, its purpose, the WBMS procedures, and the manner in which general and special education staff will be expected to
participate.
5. Prepare student records for the Department’s review. At the orientation meeting, the Monitoring Team Chairperson will inform the special education
administrator which special education student records from the WBMS self-assessment will be verified and which additional new records are selected for
review. Each student record selected for verification should have a copy of the completed self-assessment (printed from WBMS) placed in the front of
each student record. For those new records selected for review, the Special Education Student Record Detail cover sheet should be completed and placed
in the front of each record. The Special Education Student Record Detail cover sheet template is located in the WBMS Document Library. The additional
new records selected for review will be reviewed for activities conducted since the beginning of the current school year and generally consist of one of
three main activities: initial evaluation, annual review and re-evaluation.
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6. Prepare the notice for the public that announces that the Department is conducting a Coordinated Program Review of the Collaborative and provide
contact information for those persons wishing to speak to a member of the onsite team. A template for this notice can be found in the WBMS Document
Library.
7. Select a private location for the Department’s CPR Team to use as a meeting space throughout the onsite visit and a location that allows the Department to
review student records in a confidential manner for all program areas.
8. Select locations in each school building that allow for the Department to conduct interviews in a confidential manner.
9. The Collaborative submits a complete description of the continuum of special education programs and related services that the Collaborative provides
(including both substantially separate and approved public day) as part of the self-assessment. In coordination with the Monitoring Team Chairperson,
prepare a list of the classrooms and service delivery locations which have been selected for observation.
10. In coordination with the Monitoring Team Chairperson, prepare the interview and observation schedules (Document #3). At least five days before the
onsite visit, issue to every person scheduled for interview the Department’s standard notification letter prepared by the local Collaborative coordinator.
The template is located in the WBMS Document Library.
11. Be available throughout the program review, including during the onsite student record review, to answer questions, clarify data, and provide needed
assistance.
12. With other Collaborative administrators, respond to factual accuracy of the Draft Report of Comments.
13. With other Collaborative administrators, develop a dissemination plan for making the Final Report available to the public. At a minimum, this plan
should include members of the school committee/board of trustees, key Collaborative administrative staff, parents, Special Education Parent Advisory
Council representatives and other constituent groups.
14. Participate with the other program directors in the Department’s webinars on developing approvable Corrective Action Plans and Progress Reports.
15. Immediately after the Final Report is published, the Monitoring Team Chairperson will arrange for an onsite technical assistance visit with the local
Collaborative coordinator. The superintendent, local program coordinator and all other program directors for those areas requiring corrective action should
participate in this technical assistance visit.
16. With other Collaborative administrators, draft the Corrective Action Plan for the School Committee, to be submitted to the Department within 20
business days of receipt of the Final Report.
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17. Work with Collaborative staff in implementing recommendations and correcting any noncompliance noted in the Final Report, in accordance with the
corrective action approved or ordered by the Department, and ensure the timely correction of noncompliance within one year.
18. Submit any required progress reports and documentation requested by the Department, demonstrating the ongoing efforts of the Collaborative to
implement the corrective action approved or ordered by the Department fully, effectively, and in a timely manner.
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Document # 2
TABLE OF SPECIAL EDUCATION PROGRAM REVIEW CRITERIA
2015-2016
Assessment of Students
SE 6
Determination of Transition Services
SE 13
Progress Reports and Content
Student Identification and Program Placement
SE 22
IEP implementation and availability
Parent and Community Involvement
SE 29
Communications are in English and primary language of the home
Curriculum and Instruction
SE 35
Assistive Technology: Specialized materials and equipment
SE 40
Instructional Grouping Requirements
SE 41
Age Span Requirements
SE 42
Programs for Children Three and Four Years of Age
15
Student Support Services
SE 43
Behavioral Interventions
SE 45
Procedures for suspension up to 10 days and after 10 days: General requirements
SE 46
Procedures for suspension of students with disabilities when suspensions exceed 10 consecutive school days or a pattern has developed for
suspensions exceeding 10 cumulative days; responsibilities of the Team; responsibilities of the district
SE 48
Equal opportunity to participate in educational, nonacademic, extracurricular, and ancillary programs, as well as participation in general
education
SE 49
Related services
Faculty, Staff, and Administration
SE 51
Appropriate special education teacher licensure
SE 52
Appropriate certifications/licenses or other credentials-related services providers
SE 52A
Registration of educational interpreters
SE 53
Use of paraprofessionals
SE 54
Professional development
School Facilities
SE 55
Special education facilities and classrooms
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SPECIAL EDUCATION COORDINATED PROGRAM REVIEW CRITERIA 2015-2016
CRITERION
NUMBER
ASSESSMENT OF STUDENTS
SOURCE OF INFORMATION
SE 6
Determination of transition services
The Team discusses the student’s transition needs annually beginning no later than
when the student is 14 years old and documents its discussion on the Transition
Planning Form.
Data
Student Records
Interview
Principal or
Program Director/
Coordinator
Teachers
State Requirements
M.G.L.c.71B, Sections 12A-C
603 CMR 28.05(4)(c)
Federal Requirements
34 CFR 300.320(b); 300.321(b);
300.322(b)(2); 300.324(c)
Parent Survey
SE 13
Progress reports and content
1. Parents receive reports on the student's progress toward reaching the goals
set in the IEP at least as often as parents are informed of the progress of
non-disabled students.
2. Progress report information sent to parents includes written information
on the student’s progress toward the annual goals in the IEP.
3. Where a student’s eligibility terminates because the student has graduated
from secondary school or exceeded the age of eligibility, the
Collaborative provides the student with a summary of his or her academic
achievement and functional performance, including recommendations on
how to assist the student in meeting his or her postsecondary goals.
State Requirements
603 CMR 28.07(3)
Federal Requirements
34 CFR 300.305(e)(3); 300.320(a)(3)
17
Student Records
Summary of academic
achievement/functional performance
format
Description of Collaborative’s
procedures to monitor the content
and frequency of progress reports
and the provision and content of
academic achievement/functional
performance summaries
Teachers
Related Service
Providers
Principal/Program
Director
Parent Survey
CRITERION
NUMBER
SE 22
STUDENT IDENTIFICATION AND PROGRAM PLACEMENT
IEP implementation and availability
1. Where the IEP of the student in need of special education has been accepted in
whole or in part by that student's parent, the Collaborative provides the
mutually agreed upon services without delay.
2. At the beginning of each school year, there is an IEP in effect for each enrolled
student.
3. Each teacher and provider described in the IEP is informed of his or her
specific responsibilities related to the implementation of the student’s IEP and
the specific accommodations, modifications, and supports that must be
provided for the student under it.
4. The Collaborative does not delay implementation of the IEP due to lack of
classroom space or personnel, provides as many of the services on the accepted
IEP as possible and immediately informs the responsible school district and
parents in writing of any delayed services, reasons for delay, actions that the
Collaborative is taking to address the lack of space or personnel and offers
alternative methods to meet the goals on the accepted IEP. Upon agreement of
the responsible school district and parents, the Collaborative implements
alternative methods immediately until the lack of space or personnel issues are
resolved.
State Requirements
603 CMR 28.05(7)(b); 28.06(2)(d)(2)
Federal Requirements
34 CFR 300.323
SE 22 is related to State Performance Plan Indicator 3.
(See http://www.doe.mass.edu/sped/spp/.)
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SOURCE OF INFORMATION
Data
Interview
Description of Collaborative
procedures to internally monitor
the full implementation of IEPs
by special educators and related
service providers
Teachers
Student Records
Parent Survey
Related
Service
Providers
CRITERION
NUMBER
SE 29
PARENT AND COMMUNITY INVOLVEMENT
Communications are in English and primary language of home
1.
Communications with parents pertaining to special education such as
progress reports and notices of disciplinary actions and other special
education related materials as might be generated by the Collaborative as a
result of an agreement with the sending school district are in clear and
commonly understood words and are in both English and the primary
language of the home if such primary language is other than English. Any
interpreter used in fulfilling these requirements is fluent in the primary
language of the home and familiar with special education procedures,
programs, and services. If the parents or the student are unable to read in
any language or are blind or deaf, communications required by these
regulations are made orally in English with the use of a foreign language
interpreter, in Braille, in sign language, via TTY, or in writing, whichever
is appropriate, and all such communications are documented.
2.
If the Collaborative provides notices orally or in some other mode of
communication that is not written language, the Collaborative keeps written
documentation (a) that it has provided such notice in an alternate manner,
(b) of the content of the notice and (c) of the steps taken to ensure that the
parent understands the content of the notice.
State Requirements
603 CMR 28.07(8)
Federal Requirements
34 CFR 300.322(e); 300.503(c)
SE 29 is related to State Performance Plan Indicator 8.
(See http://www.doe.mass.edu/sped/spp/.)
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SOURCE OF INFORMATION
Data
Interview
Student Records (Documentation
of accommodations made)
Collaborative
Director
Principals/
Program
Director/
Coordinator
Teachers
Parent Survey
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
Source of Information
Data
SE 35
Assistive technology: specialized materials and equipment
Observation
1. Specialized materials and equipment specified in IEPs are provided.
2. Evidence is provided that assistive technology is considered
for each eligible student and—if the student needs it in order to receive a free,
appropriate public education—is described in the IEP and provided.
Sample list of recently
purchased assistive
technology devices
State Requirements
Federal Requirements
34 CFR 300.105; 300.324(a)(2)(v)
Interview
Collaborative
Director
Principals/
Program
Director/
Coordinator
Teachers
Parent Survey
SE 40
Instructional grouping requirements for students aged five and older
1.
The size and composition of instructional groupings for eligible students receiving
services outside the general education classroom are compatible with the methods
and goals stated in each student's IEP.
2.
Instructional grouping size requirements are maximum sizes and the Collaborative
exercises judgment in determining appropriate group size and supports for smaller
instructional groups serving students with complex special needs.
3.
When eligible students are assigned to instructional groupings outside of the general
education classroom for 60% or less of the students’ school schedule, group size
does not exceed
 8 students with a certified special educator,
 12 students if the certified special educator is assisted by 1 aide, and
 16 students if the certified special educator is assisted by 2 aides.
4.
For eligible students served in settings that are substantially separate, serving solely
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Schedule of instructional
groups (by period)
including names of
students, teachers and
aides assigned
Teachers
Principals/
Program
Coordinators
Observation
Aides
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
5.
6.
7.
Data
Interview
Schedule of instructional
groups (by period)
including names of
students and dates of
birth for each student
Principals/
Program
Coordinators
students with disabilities for more than 60% of the students’ school schedule, the
Collaborative provides instructional groupings that do not exceed
 8 students to 1 licensed special educator, or
 12 students to 1 licensed special educator and 1 aide
 16 students to 1 licensed teacher and two aides.
After the school year has begun, if instructional groups have reached maximum size
as delineated in parts 3 and 4 of this criterion, the administrator of the program,
Collaborative director and the certified special educator(s) providing services in an
instructional group may decide to increase the size of an instructional grouping by no
more than 2 additional students if the additional students have compatible
instructional needs.
In such cases, the Collaborative provides written notification to the Department and
the parents of all group members of the decision to increase the instructional group
size and the reasons for such decision. Such increased instructional group sizes are in
effect only for the year in which they are initiated.
The Collaborative takes all steps necessary to reduce the instructional groups to the
sizes outlined in parts 3 or 4 of this criterion for subsequent years. Such steps are
documented by the Collaborative.
State Requirements
603 CMR 28.06(6)
SE 41
Source of Information
Federal Requirements
Age span requirements
The ages of the youngest and oldest student in any instructional grouping do not differ by
more than 48 months. A written request for approval of a wider age range is submitted to the
commissioner of elementary and secondary education in cases where the Collaborative
believes it is justified. Such requests are implemented only after approval of the Department
of Elementary and Secondary Education.
State Requirements
Federal Requirements
21
Copies of any ESE
approved age span
waivers
Teachers
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
Source of Information
Data
Interview
603 CMR 28.06(6)(f)
SE 42
Programs for children three and four years of age
General requirements:
1.
Where programs are provided for eligible students three and four years of age such
programs shall be developmentally appropriate and specially designed for students
ages three and four years.
2.
Reserved
3.
Where appropriate the Team allows a student to remain in a program designed for
three and four year old students for the duration of the school year in which the
student turns five years old (including the summer following the date of the student's
fifth birthday).
4.
Where appropriate the Team allows a student to remain ni a program designed for
three and four year old students for the duration of the school year in which the
student turns five years old (including the summer following the date of the student’s
fifth birthday).
Types of Settings:
5.
Substantially separate programs for young students are located in a public school
classroom or facility that serves primarily or solely students with disabilities.
Substantially separate programs adhere to the following standards:
a.
Substantially separate programs are programs in which more than 50% of the
students have disabilities.
b.
Substantially separate programs operated by the Collaborative limit class
sizes to 9 students with 1 teacher and 1 aide.
State Requirements
603 CMR 28.06(7)
Federal Requirements
34 CFR 300.101(b); 300.124(b); 300.323(b)
22
Schedule of instructional
groups (by period)
including names of
students (including
disability), teachers and
aides assigned and dates
of birth for each student
Principal/
Program
Coordinator
Teachers
Early
Childhood
Coordinator
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
SE 43
Behavioral interventions
For a student whose behavior impedes their learning or the learning of others, the Team
considers the student’s behavior including positive behavioral interventions and the possible
need for a functional behavioral assessment.
State Requirements
Student Records - IEP 2
and/or 3 (Behavioral
Intervention Plans)
Interview
Principal/
Program
Director/
Coordinator
Teachers
Federal Requirements
34 CFR 300.324(a)(2)(i)
SE 43 is related to State Performance Plan Indicator 4.
(See http://www.doe.mass.edu/sped/spp/.)
SE 45
Procedures for suspension up to 10 days and after 10 days: General requirements
 Any eligible student may be suspended up to 10 days in any school year without
implementation of procedures described in criterion SE 46 below.
 After a student with special needs has been suspended for 10 days in any school year,
during any subsequent removal the public school provides sufficient services for the
student to continue to receive a free and appropriate public education.
 The Collaborative provides additional procedural safeguards for students with
disabilities prior to any suspension beyond 10 consecutive days or more than 10
cumulative days (if there is a pattern of suspension) in any school year.
State Requirements
M.G.L. c. 76, sections 16-17
Federal Requirements
34 CFR 300.530-537
SE 45 is related to State Performance Plan Indicator 4.
(See http://www.doe.mass.edu/sped/spp/.)
23
Suspension Log of
special education
students
Description of
collaborative
implementation
practices for meeting
requirements under this
criterion
Principals/
Program
Director/
Coordinators
Teachers
Other
Designated
Collaborative
Staff
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
SE 46
Procedures for suspension of students with disabilities when suspensions exceed 10
consecutive school days or a pattern has developed for suspensions exceeding 10
cumulative days; responsibilities of the Team; responsibilities of the district
1. A suspension of longer than 10 consecutive days or a series of suspensions that are
shorter than 10 consecutive days but constitute a pattern are considered to represent a
change in placement.
2. When a suspension constitutes a change in placement of a student with disabilities, the
Collaborative, district personnel, the parent, and other relevant members of the Team, as
determined by the Collaborative, parent and the district, convene within 10 days of the
decision to suspend to review all relevant information in the student’s file, including the
IEP, any teacher observations, and any relevant information from the parents, to
determine whether the behavior was caused by or had a direct and substantial relationship
to the disability or was the direct result of the failure to implement the IEP—“a
manifestation determination.”
3. If Collaborative and district personnel, the parent, and other relevant members of the
Team determine that the behavior is NOT a manifestation of the disability, then the
suspension or expulsion may go forward consistent with the Collaborative policies and
procedures and the student must be offered:
a. services to enable the student, although in another setting, to continue to
participate in the general education curriculum and to progress toward IEP goals;
and
b. as appropriate, a functional behavioral assessment and behavioral intervention
services and modifications, to address the behavior so that it does not recur.
4. If Collaborative and district personnel, the parent, and other relevant members of the
Team determine that the behavior IS a manifestation of the disability, then the Team
completes a functional behavioral assessment and behavioral intervention plan if it has
not already done so. If a behavioral intervention plan is already in place, the Team
reviews it and modifies it, as necessary, to address the behavior. Except when he or she
has been placed in an interim alternative educational setting the student returns to the
original placement unless the Collaborative, parents and district agree otherwise or the
hearing officer orders a new placement.
5. Not later than the date of the decision to take disciplinary action, the parents are notified
24
Student Records
Collaborative procedures
for disciplining students
(Codes of Conduct to be
submitted under CR
10A)
Interview
Principals/
Program
Director/
Coordinator
Teachers
Parent
Surveys
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
Interview
of that decision and provided with the written notice of procedural safeguards. Any party
may requests a hearing because it believes that maintaining the student’s current
placement is substantially likely to result in injury to the student or others, the student
remains in the disciplinary placement, if any, until the decision of the hearing officer or
the end of the time period for the disciplinary action, whichever comes first, unless the
parent and the school district agree otherwise.
State Requirements
SE 48
Federal Requirements
34 CFR 300.530-537
Equal opportunity to participate in educational, nonacademic, extracurricular and
ancillary programs, as well as participation in general education
All students receiving special education, regardless of placement, shall 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 public school where the Collaborative
program is located.
Programs, services, and activities include, but are not limited to:
1. art and music
2. vocational education, industrial arts, and consumer and homemaking education
3. work study and employment opportunities
4. counseling services
5. health services
6. transportation
7. recess and physical education, including adapted physical education
8. athletics and recreational activities
9. school-sponsored groups or clubs
10. meals
State Requirements
603 CMR 28.06(5)
Federal Requirements
34 CFR 300.101 – 113
25
Description of the
continuum of vocational
programs available to all
students in the
Collaborative program or
public school where the
program is located
Principal/
Program
Director/
Coordinator
Teachers
Parent Survey
Description of
counseling services
available to all students
in the Collaborative
program or the public
school where the
program is located
Early
Childhood
Coordinator
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
Interview
SE 48 is related to State Performance Plan Indicator 5.
(See http://www.doe.mass.edu/sped/spp/.)
See also Administrative Advisory SPED 2002-3: Vocational Educational Services for
Students with Disabilities
SE 49
Related services
For each student with special education needs found to require related services the
Collaborative provides or arranges for the provision of transportation and such
developmental, corrective, and other supportive services as are required to assist a student to
benefit from special education or to access the general curriculum, and includes:
1. speech-language pathology and audiology services
2. psychological services
3. physical therapy
4. occupational therapy
5. recreation, including therapeutic recreation
6. counseling services, including rehabilitation counseling
7. orientation and mobility services (peripatology)
8. medical services for diagnostic or evaluation purposes
9. school health services, including school nurse services
10. social work services
11. parent counseling and training, and
12. interpreting services.
State Requirements
603 CMR 28.02(18)
Federal Requirements)
34 CFR 300.34; 300.323(c)
26
Listing of related
services currently
provided or contracted
by the Collaborative
Teachers
Related
Service
Providers
Parent Survey
CRITERION
NUMBER
FACULTY, STAFF AND ADMINISTRATION
Source of Information
Data
SE 51
Appropriate special education teacher licensure
Individuals who design and/or provide direct special education services described in IEPs are
appropriately licensed.
State Requirements
M.G.L. c. 71, s. 38G; s. 89(qq);
603 CMR 1.07; 7.00; 28.02(3)
Federal Requirements
34 CFR 300.18; 300.156
See also Massachusetts Charter Schools Technical Advisory 07-01 at
http://www.doe.mass.edu/charter/tech_advisory/07_1.html
SE 52
Appropriate certifications/licenses or other credentials -- related service providers
Any person, including non-educational personnel, who provides related services described
under federal special education law, who supervises paraprofessionals in the provision of
related services, or who provides support services directly to the general or special education
classroom teacher is appropriately certified, licensed, board-registered or otherwise approved
to provide such services by the relevant professional standards board or agency for the
profession.
State Requirements
603 CMR 28.02(3),(18)
Federal Requirements
34 CFR 300.34; 300.156(b)
27
Special education
teaching staff roster for
hired and contracted
staff including the role of
each person
Electronic copies of
teacher licenses or
current waivers
Related service staff
roster for hired and
contracted staff,
including the role of
each person
Electronic copies of
certificates,
licenses, current waivers
or other relevant
credentials
Interview
CRITERION
NUMBER
FACULTY, STAFF AND ADMINISTRATION
Source of Information
Data
SE 52A
Registration of educational interpreters
Providers of interpreting services for students who are deaf or hard of hearing must be
registered with the Massachusetts Commission for the Deaf and Hard of Hearing.
State Requirements
603 CMR 28.02(3),(18)
Federal Requirements
34 CFR 300.34; 300.156(b)
See the Memorandum on New Requirements for Registration of Sign Language Interpreters
Who Work in Educational Settings at http://www.doe.mass.edu/news/news.asp?id=3416.
SE 53
Use of paraprofessionals
1.
Reserved.
2.
Persons employed as paraprofessionals and assistants do not design instruction for
students with disabilities but are expected to implement instruction under the
supervision of an appropriately certified or licensed professional who is proximate
and readily available to provide such supervision.
State Requirements
Federal Requirements
Interview
Roster of all educational
interpreters employed or
contracted with by the
Collaborative.
Electronic copies of
educational interpreters’
registrations
Observation
Description of the
current use of
paraprofessional staff,
including the name of
each paraprofessional’s supervisor
Collaborative
Director
Principals/
Program
Director/
Coordinators
Teachers
34 CFR 300.156
Electronic copies of
certificates, licenses,
current waivers or other
relevant credentials of all
supervisors of
paraprofessionals (unless
already submitted under
another criterion)
28
Aides
CRITERION
NUMBER
SE 54
FACULTY, STAFF AND ADMINISTRATION
Professional development
1. The Collaborative considers the needs of all staff in developing training opportunities for
professional and paraprofessional staff and provides a variety of offerings.
2. The Collaborative ensures that all staff, including both special education and general
education staff, are trained on:
a. state and federal special education requirements and related local special education
policies and procedures;
b. (if applicable) analyzing and accommodating diverse learning styles of all students in
order to achieve an objective of inclusion in the general education classroom of students
with diverse learning styles;
c. (if applicable) methods of collaboration among teachers, paraprofessionals and teacher
assistants to accommodate diverse learning styles of all students in the general education
classroom;
3. If the Collaborative provides transportation, then the Collaborative provides in-service
training for all locally hired and contracted transportation providers, before they begin
transporting any special education student receiving special transportation, on his or her
needs and appropriate methods of meeting those needs; for any such student it also provides
written information on the nature of any needs or problems that may cause difficulties, along
with information on appropriate emergency measures. Transportation providers include
drivers of general and special education vehicles and any attendants or aides identified by a
Team for either type of vehicle.
State Requirements
M.G.L. c. 71, section 38G , 38Q and 38Q ½;
603 CMR 28.03(1)(a); 28.06(8)(b) and (c)
Federal Requirements
Parts 1 and 2 of SE 54 are related to State Performance Plan Indicator 5.
(See http://www.doe.mass.edu/sped/spp/.)
29
Source of Information
Data
Interview
Staff training agendas
and other documentation
of training on special
education requirements,
policies, and procedures
and training related to
the accommodation of
diverse learning styles in
general education for
paraprofessional staff
and general and special
education teachers
Collaborative
Director
Documentation of inservice training for
transportation providers
and samples of
information provided on
students’ needs and
appropriate emergency
measures
Teachers
Early
Childhood
Coordinator
CRITERION
NUMBER
SCHOOL FACILITIES
Source of Information
Data
SE 55
Special education facilities and classrooms
The Collaborative program is located in facilities and classrooms that
1. maximize the inclusion of such students into the life of the school;
2. provide accessibility in order to implement fully each student’s IEP;
3. are at least equal in all physical respects to the average standards of any general education
facilities and classrooms in the building in which they are located;
4. are given the same priority as any general education programs in the allocation of
instructional and other space in the public school building in which they are lcoated in order
to minimize the separation or stigmatization of eligible students; and
5. are not identified by signs or other means that stigmatize such students.
State Requirements
603 CMR 28.03(1)(b)
Federal Requirements
Section 504 of the Rehabilitation Act of 1973
SE 55 is related to State Performance Plan Indicator 5.
(See http://www.doe.mass.edu/sped/spp/.)
(See related requirements under CR 22)
30
Observation
Interview
Public School
Principal (of
host school)
Teachers
Coordinated Program Review
Collaborative:
__
Document #3: Onsite Team Member Interview and Observation Schedule
ESE TEAM MEMBER: _
___
Date:
Time
Interviewee
(or note “Observation”)
Day:
Role
Building Name
(or type of facility)
31
_________________
Room Location
Comments
Document #4: List of Interviewees for Special Education and Civil Rights
Key administrators, other appropriate staff, and Special Education PAC representatives will be interviewed
about the special education program. The Collaborative or the Department may add to this list others who
would be helpful in describing efforts undertaken to implement special education requirements. The local
coordinator/administrator of special education should consult with the monitoring chairperson to prepare
the interview roster for special education. In the preparation of interview schedules (see Document #3), the
local Program Review coordinator will need to ensure that every staff member to be interviewed about
special education and civil rights is scheduled for an interview only once.
TITLE
NAMES
Collaborative Director
Principal(s) (or Asst.
Principal(s))/Program Coordinators from
each program included in the review.
Public School Principal for each
program located in a public school in
which a classroom observations will be
conducted.
Teacher Aide(s)/Paraprofessional(s)/
Classroom Assistant(s)
See Interviews in the Collaborative
Information Packages for selection
criteria.
Special Education Teacher(s) or Related
Service providers
See Interviews in the Collaborative
Information Packages for selection
criteria.
Special Education PAC Member(s)
(Chairperson and others selected by the
PAC) (if applicable)
Early Childhood Program Coordinator
Civil Rights Coordinator
32
Collaborative:
Program:
Massachusetts Department of Elementary and Secondary Education
Document #5: FACILITIES/CLASSROOM OBSERVATION FORM
Level:
Date:
TEACHER (S)
Room #:
PS
EL
MID
HS
MULTI
Time of Observation:
FOR ROOM WITH HEARING-IMPAIRED STUDENTS:
CLASSROOM USE
Classroom Has:
FLOOR
a.
Ceiling treated for good
acoustics
b.
Shades or drapes on windows
c.
Adequate overhead lighting
d.
Visually cued fire alarm
LOCATION
BSMT
1
2
3
Other
TEACHER / STUDENT RATIO
OK
# Students
# Teachers
# Aides
Among other classrooms
End of corridor
Other:
OK
PROBLEM (DESCRIBE)
Space
PHYSICAL
CONDITION
Good maintenance of audio
feedback equip.
FOR FACILITY WITH MOBILITY IMPAIRED
STUDENTS:
Accessible:
a. Building Entrance
Lighting
b.
lavatories
Acoustics
c.
classrooms
Attractiveness
d.
corridors
Maintenance
e.
cafeteria
Distractions:
f.
auditorium
Visuals
g.
playground
Auditory
h.
gymnasium
i.
pool
j.
all programs required by IEP
CLASSROOM/FACILITY IS:
YES
NO
COMMENTS
a.
At least equal to average standard for rest of system
____________________________________________________________
b.
Adequate for type of instruction/activity
____________________________________________________________
c.
Adequate for number of students
____________________________________________________________
d.
Placed in an area to facilitate integration with regular
education
____________________________________________________________
e.
Identified with positive or neutral sounding name, if any
____________________________________________________________
f.
Free of physical problems
____________________________________________________________
YES
NO
If no mobility-impaired student is presently enrolled and
building is the only one at the level, e.g., one high school and
it is not accessible, there is a plan as required by s.504 for
modifications to make building accessible.
COMMENTS:
33
NO
e.
Ventilation
SUMMARY
YES
LUNCHROOM:
Students sit with general education students
Document # 6: TABLE OF CIVIL RIGHTS AND OTHER GENERAL EDUCATION
REVIEW CRITERIA
2015-2016
Parent and Community Involvement
CR 7
Information to be translated into languages other than English
Curriculum and Instruction
CR 7A
School Year Schedules
CR 7B
Structured learning time
CR 7C
Early release of high school seniors
Student Support Services
CR 10
Anti-hazing
CR 10A
Student handbooks and codes of conduct
CR 10B
Bullying Intervention and Prevention
CR 17A
Use of physical restraint on any student enrolled in a publicly-funded education program
Faculty, Staff, and Administration
CR 20
Staff training on confidentiality of student records
CR 21
Staff training regarding civil rights responsibilities
Record Keeping
CR 26A
Confidentiality and student records
34
CIVIL RIGHTS COORDINATED PROGRAM REVIEW CRITERIA
2015-2016
CRITERION
NUMBER
STUDENT IDENTIFICATION AND PLACEMENT
Source of Information
Data
CR 7
Information to be translated into languages other than English
1. Important information and documents, e.g. handbooks and codes of conduct,
being distributed to parents are translated into the major languages spoken
by parents or guardians with limited English skills; the Collaborative has
established a system of oral interpretation to assist parents/guardians with
limited English skills, including those who speak low-incidence languages.
2. Recruitment and promotional materials being disseminated to residents in
the area served by the Collaborative are translated into the major languages
spoken by residents with limited English skills.
Copies of
information and
documents,
including
handbooks and
codes of conduct,
distributed in
English and in
translation
Title VI; EEOA: 20 U.S.C. 1703(f); M.G.L. c. 76, s. 5; 603 CMR 26.02(2)
Description of
system of oral
interpretation;
related documents
Implementation Guidance:
In order to be able to fulfill the requirements of part 1, the Collaborative must
have (and use) a system for determining which parents/guardians have limited
English skills and so need translations or interpreters.
Copies of school or
program
recruitment and
promotional
materials in
English and in
translation
Description of
distribution,
dissemination
methods
35
Interview
Collaborative Director
CR Coordinator
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
Source of Information
Data
CR 7A
School year schedules
Before the beginning of each school year, the Collaborative sets a school
year schedule for each program/school. The school year includes at least
185 school days for students in grades 1-12 at each elementary, middle,
and secondary school in the Collaborative, and these programs/schools are
in operation for at least 180 days a year for these students.
2. The Collaborative ensures that unless his or her IEP provides otherwise,
each elementary school student is scheduled for at least 900 hours of
structured learning time a year and each secondary school student is
scheduled for at least 990 hours of structured learning time a year, within
the required school year schedule. Where the Collaborative operates
separate middle schools, it designates each one as either elementary or
secondary.
3. Where the Collaborative sets a separate school year and school day
schedule for kindergarten programs, it provides at least 425 hours of
structured learning time a year. If the Collaborative schedules two sessions
of kindergarten a day, it ensures equal instructional time for all
kindergarten students.
1.
CR 7B
M.G.L. c. 69, s. 1G; 603 CMR 27.03, 27.04
Structured learning time
The Collaborative ensures that its structured learning time is time during which
students are engaged in regularly scheduled instruction, learning, or
assessments within the curriculum of core subjects and other subjects as
defined in 603 CMR 27.02 (including physical education, required by M.G.L.
c. 71, s. 3). The Collaborative’s structured learning time may include directed
study (activities directly related to a program of studies, with a teacher
available to assist students), independent study (a rigorous, individually
36
(See Appendix III for an
explanation of the Student
Learning Time Worksheets
to be completed pursuant to
this criterion.)
Interview
Principals/
Program
Director/
Coordinator
Teachers
The Student Learning Time
Worksheets are available on
the WBMS Library
Description of the
Collaborative policies and
practices related to directed
study, independent study,
technology-assisted
learning, presentations by
persons other than teachers,
Principals/
Program
Director/
Coordinator
Teachers
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
designed program under the direction of a teacher, assigned a grade and credit),
technology-assisted learning, presentations by persons other than teachers,
school-to-work programs, and statewide student performance assessments.
The Collaborative ensures that its structured learning time does not include
time at breakfast or lunch, passing between classes, in homeroom, at recess, in
non-directed study periods (study halls), participating in optional school
programs, or receiving school services such as health screening, speech, or
physical and occupational therapy, except where those services are prescribed
by a student’s IEP or Section 504 Accommodation Plan.
The hours spent in any type of structured learning time are verified by the
Collaborative. Where the Collaborative counts independent study or a schoolto-work program as structured learning time, it has guidelines that explain
clearly how hours spent by students are verified.
M.G.L. c. 69, s. 1G; 603 CMR 27.02, 27.04
CR 7C
Early release of high school seniors
When the Collaborative schedules the early release at the end of the year of the
senior class of a high school, it does so in a way that conforms with Board of
Elementary and Secondary Education requirements under 603 CMR 27.05,
ensuring that neither the conclusion of the seniors’ school year nor graduation
is more than 12 school days before the regular scheduled closing date of that
school.
M.G.L. c. 69, s. 1G; 603 CMR 27.05
37
Source of Information
Data
and school-to-work
programs
Interview
Description of any other
policies related to structured
learning time
Procedures for verification
of hours spent by students
in independent study or
school-to-work programs.
(See Appendix III for an
explanation of the Student
Learning Time Worksheets
to be completed pursuant to
this criterion.)
(See Appendix III for an
explanation of the Student
Learning Time Worksheets
to be completed pursuant to
this criterion.)
Secondary
Principals/
Program
Directors/
Coordinators
CRITERION
NUMBER
CURRICULUM AND INSTRUCTION
Source of Information
Data
Interview
Implementation Guidance- Criterion CR 7A, 7B and 7C:
Unless state or federal law provides otherwise,
1. the requirements of CR 7A, 7B, and 7C apply to all public school districts,
including charter schools and vocational-technical schools, and to
Collaboratives.
2. Collaboratives must fulfill the requirements for setting a school year
schedule for each of their schools and programs, and
3. Collaboratives must ensure the scheduling of the required structured
learning time for each student in a publicly funded school or program, with
structured learning time for students in grades 1-12 being distributed over
a minimum of 180 school days per year.
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
CR 10
Anti-Hazing Reports
1. The principal/program director of each secondary school issues a copy of
M.G.L. c. 269 §§ 17 through 19, to every student enrolled full-time, and every
student group, student team, or student organization, including every
unaffiliated student group, student team, or student organization, and a copy of
the school’s anti-hazing disciplinary policy approved by the school committee.
2. Each secondary school files, at least annually, a report with the Department
certifying
a) Its compliance with its responsibility to inform student groups, teams,
or organizations, and every full-time enrolled student, of the provisions
of M.G.L. c. 269 §§ 17 through 19;
b) Its adoption of a disciplinary policy with regard to the organizers and
participants of hazing; and
38
Report on file with
Department on or before
Oct. 1.
Documentation of receipt of
the required documents by
students.
Copies of student
handbooks or disciplinary
code distributed to students
Interview
Principals/
Program
Directors/
Coordinators
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
c) That the hazing policy has been included in the student handbook or
other means of communicating school policies to students.
Authority: M.G.L. c. 269 §§ 17 through 19
CR 10A
Student handbooks and codes of conduct
1. a) The Collaborative has a code of conduct for students and one for
teachers.
b) The principal/program director of every school containing grades 9-12
prepares, in consultation with the Board of Directors, a student
handbook containing the student code of conduct and distributes it to
each student annually, as well as to parents and school personnel; the
Collaborative revises the student code of conduct every year.
c) The principal/program director of every school containing other grades
distributes the student code of conduct to students, parents, and
personnel annually.
d) At the request of a parent or student whose primary language is not
English, a student handbook or student code of conduct is translated
into that language.
2. Student codes of conduct contain:
a) procedures assuring due process in disciplinary proceedings and
b) appropriate procedures for the discipline of students with special needs
and students with Section 504 Accommodation Plans.
3. Student handbooks and codes of conduct reference M.G.L. c. 76, s. 5 and
contain:
d) nondiscrimination policy that is consistent with M.G.L. c. 76, s. 5, and
affirms the school’s non-tolerance for harassment based on race, color,
national origin, sex, gender identity, religion, or sexual orientation, or
discrimination on those same bases;
e) the procedure for accepting, investigating and resolving complaints
alleging discrimination or harassment; and
39
Source of Information
Data
Signed acknowledgements
from designated officers of
student groups, teams,
organizations
Interview
The code of conduct for
teachers
Collaborative
Director
All handbooks and codes of
conduct for students
(including student
handbooks and codes of
conduct that have been
translated on request into
languages other than
English)
CR Coordinator
Principals/
Program
Director/
Coordinator
Teachers
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
Interview
f) the disciplinary measures that the school may impose if it determines
that harassment or discrimination has occurred.
Section 504; M.G.L. c. 71, s. 37H; 603 CMR 26.08
CR 10B
Bullying Intervention and Prevention
1. The Collaborative must update school handbooks to conform to their
updated amended Bullying Prevention and Intervention Plan (Plan). The
Collaborative handbook (and updated Plan) must be consistent with the
amendment to the Massachusetts anti-bullying law, which became
effective July 1, 2013. The amendments extend protections to students
who are bullied by a member of the school staff. As defined by G.L.c.
71, 370, as amended, a member of the school staff includes, but is not
limited to a “educator, administrator, school nurse, cafeteria worker,
custodian, bus driver, athletic coach, advisor to an extracurricular activity
or paraprofessional.” The Collaborative handbook must make clear that a
member of the school staff may be named the “aggressor” or
“perpetrator” in a bullying report.
2. Collaborative employee handbooks must contain relevant sections of the
Plan relating to the duties of faculty and staff.
3. Each year the Collaborative must give parents and guardians annual
written notice of the student-related sections of the local Plan.
4. Each year the Collaborative must provide all staff with annual written
notice of the Plan.
5. The Collaborative must implement, professional development for all staff
that includes developmentally appropriate strategies to prevent bullying
incidents; developmentally appropriate strategies for immediate,
effective interventions to stop bullying incidents; information regarding
the complex interaction and power differential that can take place
40
Copies of applicable section
of student handbooks
Collaborative
Director
Copies of applicable section
of employee handbooks
Teachers
Translated copies of the
Bullying Prevention and
Intervention Plan
Documentation of
professional development
for all staff
Principals/
Program
Director/
Coordinator
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
between and among a perpetrator, victim and witnesses to the bullying;
research findings on bullying, including information about specific
categories of students who have been shown to be particularly at risk for
bullying in the school environment; information on the incidence and
nature of cyber-bullying; and internet safety issues as they relate to
cyber-bullying.
State Requirements
M.G.L.c. 71, section 37H, as amended by Chapter 92 of the Acts of 2010
and as amended by sections 72-74 of Chapter 38 of the Acts of 2013.
M.G.L.c. 71, section 37O (e) (1) & (2). M.G.L.c. 71, section 370(d).
41
Interview
CRITERION
NUMBER
STUDENT SUPPORT SERVICES
Source of Information
Data
CR 17A
Use of physical restraint on any student enrolled in a publicly-funded
education program
1. a) The Collaborative has developed and implemented staff training at least
annually on the use of physical restraint consistent with regulatory
requirements. Such training occurs within the first month of each school
year and, for employees hired after the school year begins, within a month
of their employment.
b) At the beginning of each school year, each program identifies staff
authorized to serve as schoolwide resources to help ensure the proper
administration of physical restraint. Staff so identified have completed in–
depth training in the use of physical restraint consistent with 603 CMR
46.03(3) and (4).
2. The Collaborative administers physical restraint on students only when
needed to protect a student and/or a member of the school community from
imminent, serious, physical harm. The Collaborative implements restraint
procedures consistent with Department of Elementary and Secondary
Education regulations in order to prevent or minimize any harm to the
student as a result of the use of physical restraint.
3. The Collaborative has developed written procedures regarding appropriate
responses to student behavior that may require immediate intervention. Such
procedures are annually reviewed and provided to school staff and made
available to parents of enrolled students.
4. The Collaborative has developed and implemented reporting requirements
and procedures for administrators, parents and the Department consistent
with the regulations.
M.G.L. c. 71, s. 37G; 603 CMR 46.00
42
Interview
Collaborative policies and
procedures (including
reporting procedures) for
the implementation of 603
CMR 46.00
Collaborative
Director
Standard parent notice of
the Collaborative’s restraint
policies and procedures
Collaborative
Staff
Schedule of staff training
for all existing staff and
provisions for training of
newly hired staff
Names of staff in each
school identified as
schoolwide resources; dates
of their in-depth training
Outline of training topics
Log of restraints lasting
over five minutes or where
injury to the staff or student
occurs
CR Coordinator
CRITERION
NUMBER
FACULTY, STAFF AND ADMINISTRATION
Source of Information
Data
CR 20
Staff training on confidentiality of student records
The Collaborative trains personnel on the provisions of the Family Educational
Rights and Privacy Act, M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and on the
importance of information privacy and confidentiality.
FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99; M.G.L. c. 71, s. 34H; 603 CMR
23.00, esp. 23.05(3)
Interview
Collaborative Professional
Development Plans
Collaborative
Director
Training agendas with topics
and dates and other
documentation of training on
confidentiality of student
records for school personnel
Principals/
Program
Director/
Coordinator
Teachers
CR 21
Staff training regarding civil rights responsibilities
The Collaborative provides in-service training for all personnel at least annually
regarding civil rights responsibilities, including the prevention of discrimination
and harassment on the basis of students’ race, color, sex, gender identity,
religion, national origin and sexual orientation and the appropriate methods for
responding to it in the program setting.
Title VI: 42 U.S.C. 2000d; 34 CFR 100.3; EEOA: 20 U.S.C. 1703(f); Title IX:
20 U.S.C. 1681; 34 CFR 106.31-106.42; M.G.L. c. 76, s. 5; 603 CMR 26.00,
esp. 26.07(2), (3)
Training agendas with topics
and personnel attending, and
civil rights training topics
offered such as:
 state equal educational
opportunity regulations
 federal laws/regulations
prohibiting discrimination
against students
 antidiscrimination/diversity awareness training)
Collaborative
Director
CR
Coordinator/
Staff
Development
Coordinator
Principals/
Program
Director/
Coordinators
All Other
Collaborative
Staff
43
CRITERION
NUMBER
FACULTY, STAFF AND ADMINISTRATION
Source of Information
Data
CRITERION
NUMBER
RECORD KEEPING
Source of Information
Data
CR 26A
Interview
Confidentiality and student records
1. In accordance with federal and state requirements, the Collaborative protects
the confidentiality of any personally identifiable information that it collects,
uses or maintains.
2. The Collaborative maintains and provides access to student records in
accordance with federal and state requirements.
FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99; M.G.L. c. 71, s. 34H; 603 CMR
23.05, 23.07
44
Student records
Interviews
Interview
All Collaborative
Staff
COORDINATED
PROGRAM REVIEW
PROCEDURES
Collaborative
Information Package
2015-2016
Appendix I:
Student Record Review Procedures
45
Guidance for Selecting Student Records
Records selected should include a cross-section of all age groups, elementary, middle and high school levels, type of disability, and
location. For all student records being selected, include a variety of responsible school districts and demographic characteristics. The
range for the number of records to be selected is as follows:
If the program has a total enrollment of:
Up to 25 students
26 - 50 students
51 – 100 students
Over 100 students
Then select this number of student records:
All special education student records
(to a maximum of 10).
10-15 special education student
records
15-20 special education student
records
20+ special education student
records
NOTE: Always include one record containing each of the following, if it exists.
 A parent whose primary language is not English
 A student whose primary language is not English
With a mix of as many of these additional categories as possible:
 A student who has participated in MCAS on demand with accommodations
 A student who has participated in MCAS Alternate Assessment
 A student whose IEP has been revised mid-year
 An unplanned or emergency termination
 A student on a specific/individual behavior support plan 0
 A student has been suspended for 10+ days
46
Specific Selection Criteria: Examples
For Example, a Collaborative that serves a special education population of more than 100 students will select 20 records as follows:
Focus Area:
Procedures for Suspension
Recommended #
(If applicable/as
available)
(Up to) Three
Selection Criteria:


Transition: A. Early Childhood
(Up to) Two


Two (2) students suspended beyond ten (10)
Days
One (1) emergency termination
Two (1) records of students from Early
Intervention programs
One (1) record of student from other referral
source (e.g. agency or school district
screening)
Transition: B. Postsecondary
including
(Up to) Four




One (1) student aged 14 – 15
One (1) student aged 16 – 17
One (1) student aged 18+
One (1) student receiving vocational
educational services, if applicable.
Behavioral Interventions
(Up to) Three

At least two (2) records should be for students
on an individual behavior support plan.
At least one (1) record of student who has
undergone a restraint.

47
* When selecting student records for the focus areas, please note that some records can fulfill the requirements for multiple focus
areas.
For example:
Student
Student A
Student B
Student C
Sample Profile
1. 18 years old (Grade 12)
2. Most recent activity – reevaluation
Three-year old from early
intervention program
2. Most recent activity – initial
1.
1.
2.
3.
14 years old (Grade 8)
Most recent activity – annual
Home language identified as a
language other than English
1.
2.
3.
4.
5.
1.
2.
3.
4.
1.
2.
3.
4.
Focus Areas for Self-assessment
Team Process
IEP, Placement and Progress
Reporting
Assessment
Transition – Postsecondary
Behavior Support Plan in Place
Team Process
IEP, Placement and Progress
Reporting
Assessment
Transition - Early Childhood
Team Process
IEP, Placement and Progress
Reporting
Transition - Postsecondary
Primary Language of the Home other
than English
Parent Surveys:
After you have selected your records, you will be required to upload a list of the student names for those records selected for your self-assessment that
includes parent/guardian name, mailing address, and the primary language of the home. ESE will send out parent surveys.
48
Parent/Guardian Surveys: Parent/Guardian surveys will be sent out by the Department to all parents/guardians whose child’s student record
your program selected for review, as well as additional parent/guardian surveys to a matching number of parents/guardians of students enrolled
in the program.
STUDENT ROSTER
Student Name
D.O.B.
School District
Parent Name and Address
49
Primary
Disability
Level of
Need
IEP Dates
Primary
Language
of the
Home
Collaborative
Program
Where
Student
Placed
COORDINATED
PROGRAM REVIEW
PROCEDURES
Collaborative
Information Package
2015-2016
Appendix II
Tables of
Special Education
and
Civil Rights
and
Other General Education
Documentation Requirements
50
Table of Special Education and Civil Rights and Other General Education Required
Documentation
Special Education Documentation
The onsite team relies on Educational Collaborative documentation regarding special education programs
and services. Local Program Review Coordinators are encouraged to notify the Onsite Chairperson in
cases where the Collaborative is providing documentation to the onsite team other than that described
below.
Documentation for all of the SE criteria is listed in the table below. The purpose of this table is to assist
the Collaborative with the preparation of documentation for the program review.
For additional guidance on policies and procedures required under state and federal law, refer to the
numerous Special Education Administrative Advisories issued by the Department on many of the topics
covered by the special education compliance criteria. The Department’s Special Education Administrative
Advisories are available at http://www.doe.mass.edu/sped/advisories/default.html - archive and additional
technical assistance is available at http://www.doe.mass.edu/sped/ and http://www.doe.mass.edu/pqa/.
Please note the following for your responses:
A policy is the school district or Collaborative’s rule or standard as voted on by a School Committee or a
Board of Directors, or as established by a designee, such as a Superintendent or Director. When providing
information regarding a policy, do not submit laws or regulations copied from the Department’s website
or other sources.
A procedure is the method and practice through which policies are implemented. A description of a
procedure should include at minimum, who is responsible, to undertake what activity, under what
circumstances, within what timelines and under whose supervision.
TABLE OF DOCUMENTATION REQUIREMENTS
FOR SPECIAL EDUCATION
Special Education
Criterion Number
SE 13
Progress Reports and
content
Document Description
Progress Report format
Summary of academic achievement/functional performance format
Description of Collaborative procedures to monitor the content and
frequency of progress reports and the provision and content of academic
achievement/functional performance summaries.
51
Special Education
Criterion Number
Document Description
SE 22
IEP implementation and
availability
SE 35
Assistive Technology
Description of the Collaborative’s procedures for monitoring the
implementation of IEPs.
List of recently purchased assistive technology devices
SE 40
Instructional grouping
requirements for
students aged five and
older
Schedule of instructional groups (by period) including names of students,
teachers and aides assigned.
SE 41
Age span requirements
Provide a current list of all special education instructional groups (by
period) including names of students, teachers and paraprofessionals.
SE 42
Programs for young
children three and four
years of age
Provide a current list of all special education instructional groups (by
period) for young children three and four years old including names of
students (including disability status and dates of birth), teachers and
paraprofessionals.
SE 45
A current suspension log of special education students, maintained by the
Procedures for
suspension up to 10 days Collaborative.
and after 10 days:
Description of the Collaborative’s written procedures for the discipline of
General requirements
students with disabilities.
SE 46
Procedures for
suspension of students
with disabilities when
suspensions exceed 10
consecutive school days
or a pattern has
developed for
suspensions exceeding
10 cumulative days;
responsibilities of the
Collaborative
Description of the Collaborative’s written procedures for the discipline of
students with disabilities.
.
52
Special Education
Criterion Number
SE 48
Equal opportunity to
participate in
educational,
nonacademic,
extracurricular and
ancillary programs, as
well as participation in
general education
SE 49
Related services
Document Description
Description of the vocational, supportive, or remedial services that may be
available as part of the general education program as well as the nonacademic and extracurricular programs of the public school where the
Collaborative program is located.
List of related services currently provided or contracted for by the
Collaborative.
SE 51
Appropriate special
education teacher
licensure
Special education teaching staff roster for hired and contracted staff
including the role of each person.
Copies of teacher licenses or current waivers for these persons.
SE 52
Appropriate
certifications/licenses or
other credentials -related service providers
Related service staff roster for hired and contracted staff, including the role
of each person.
Copies of certificates, licenses or waivers or other relevant credentials.
SE 52A
Registration of
educational interpreters
Copy of the interpreter’s registration with the Massachusetts Commission
for the Deaf and Hard of Hearing.
SE 53
Description of the Collaborative’s practices for the use of paraprofessional
Use of paraprofessionals staff, including the name of each paraprofessional’s supervisor
Training agendas and sign-in sheets from paraprofessional participation in
special education staff development.
SE 54
Professional
development
List of all professional development activities, and the dates held, in the last
two years for Collaborative staff.
Documentation of in-service training for transportation providers, which
includes drivers of regular and special education vehicles and any attendants
or aides identified by a Team.
53
Civil Rights/General Education Documentation
In monitoring the implementation of civil rights and other general education requirements, the onsite
team relies heavily on documentation. The documentation that the Collaborative must submit for this
portion of the Coordinated Program Review is listed in the table below according to criterion number.
For criteria not listed in this table (where no specific document is required), the Collaborative is
encouraged to submit information that it believes provides evidence that the criterion is being
implemented. Local Program Review coordinators are encouraged to notify the onsite chairperson in
cases where the Collaborative is providing documentation to the Onsite Team other than that described
below.
All documents will be submitted using WBMS.
TABLE OF DOCUMENTATION REQUIREMENTS
FOR CIVIL RIGHTS/GENERAL EDUCATION
Criterion
Number
Required Documentation
Copies of information and documents published in English and in translation
CR 7
Information to be
translated into
languages other
than English
Description of system of oral interpretation; related documents
Copies of school or program recruitment and promotional materials in
English and in translation
Description of distribution, dissemination methods
54
CR 7A
School year
schedules
(See Appendix III for an explanation of the Student Learning Time Worksheets to
be completed pursuant to this criterion.)
CR 7B
Structured
learning time
Description of the Collaborative’s policies and practices related to directed study,
independent study, technology-assisted learning, presentations by persons other
than teachers, and school-to-work programs
Description of any other policies related to structured learning time
Procedures for verification of hours spent by students in independent study or
school-to-work programs.
(See Appendix III for an explanation of the Student Learning Time Worksheets to
be completed pursuant to this criterion.)
CR 7C
Early release of
high school
seniors
(See Appendix III for an explanation of the Student Learning Time Worksheets to
be completed pursuant to this criterion.)
CR 10
Anti-hazing
reports
Report on file with Department on or before Oct. 1.
Documentation of receipt of the required documents by students.
Copies of student handbooks or disciplinary code distributed to students
Signed acknowledgements from designated officers of student groups, teams
CR 10A
Student
handbooks and
codes of
conduct
The code of conduct for teachers
All handbooks and codes of conduct for students
(including student handbooks and codes of conduct that have been translated into
languages other than English)
Copies of applicable section of student handbooks
CR 10B
Bully
intervention
and prevention
Copies of applicable section of employee handbooks
Translated copies of the Bullying Intervention and Prevention Plan
Documentation of professional development for all staff
55
CR 17A
Use of physical
restraint on any
student enrolled in
a publicly-funded
education program
Collaborative policies and procedures (including reporting procedures) for the
implementation of 603 CMR 46.00
Standard parent notice of Collaborative’s restraint policies and procedures
Name of person responsible for staff training on use of restraint
Schedule of staff training for all existing staff and provisions for training of
newly hired staff
Names of staff in each school/program identified as resources; dates of their
in-depth training
Outline of training topics (both for staff who are resources and for all staff)
Log of restraints lasting over five minutes or where injury to the staff or
student occurs
Copies of any individual waivers issued by the Collaborative and parent
responses
Collaborative professional development plans
CR 20
Staff training on
confidentiality of
student records
CR 21
Staff training
regarding civil
rights
responsibilities
CR 26 A
Student records
confidentiality
Training agendas and other documentation of training on confidentiality for
personnel
Lists of dates, presenters, personnel attending, and civil rights training topics
offered
(such as state equal educational opportunity regulations, federal
laws/regulations prohibiting discrimination against students, and/or
antidiscrimination/diversity awareness training)
A description of the Collaborative’s policies and procedures to ensure
confidentiality of student records.
56
COORDINATED
PROGRAM REVIEW
PROCEDURES
Civil Rights
and
Other General Education Requirements
2015-2016
APPENDIX III:
Structured Learning Time Worksheets
Pursuant to Criteria
CR 7A – School Year Schedules
CR 7B – Structured Learning Time
CR 7C – Early Release of High School Seniors
57
CR 7A, 7B, 7C
Student Learning Time Worksheets
Purpose and Directions
PURPOSE:
The purpose of the Student Learning Time Regulations (603 CMR 27.00) is to ensure that every
publicly-funded school in Massachusetts provides sufficient structured learning time equitably for
all students. During a Coordinated Program Review, as part of the Department’s efforts to ensure
compliance with these regulations, the Collaborative director and the principal/program director
or program coordinator of each program selected for the Coordinated Program Review are
required to review the structured learning time that all students are scheduled to receive and to
make any changes necessary to conform with the Board of Elementary and Secondary
Education’s regulations.
DIRECTIONS:
The Collaborative Director should complete a copy of the Student Learning Time Worksheet with
respect to the annual schedule for all the programs to be reviewed.
The Collaborative Director should also distribute a copy of the Student Learning Time Worksheet
to each Program Director/Coordinator so that he/she can complete the form for his/her program
and return it to the Collaborative Director. Where a program has an instructional group whose
schedule does not conform to the standard instructional schedule, the Collaborative Director or
Program Director/Coordinator should complete a separate copy of the worksheet for that
instructional group, noting the name of the instructional group at the top after the name of the
program.
Please supply a completed worksheet for the Collaborative programs to be reviewed to the CPR
chairperson at least 8 weeks before the onsite visit. If any program is not in full compliance with
standards described under the program review criteria CR 7A, 7B, 7C and M.G.L. c.71, sec.3
(requirements for student learning time and physical education), attach to the Student Learning
Time Worksheet the Collaborative’s plan to bring all programs into full compliance with the
Board of Elementary and Secondary Education regulations.
(For CR 7A, 7B, and 7C, see http://www.doe.mass.edu/pqa/review/cpr/instrument/civilrights.pdf;
for M.G.L. c. 71, s. 3 see http://www.mass.gov/legis/laws/mgl/71-3.htm.)
The time and learning November 2012 advisory notice can be accessed on the Department’s website
here: http://www.doe.mass.edu/news/news.aspx?id=6682
The Time and learning Question and Answer guide can be accessed on the Department’s website
here: http://www.doe.mass.edu/edreform/timelearn/qanda.html#
58
COLLABORATIVE
STUDENT LEARNING TIME WORKSHEET
2015-2016 School Year
(Page 1 of 2)
Collaborative: _________________________________________________
1.
How many total days are scheduled for the school year including days set aside for professional
development and weather-related days?
______days
2.
How many days in the school year are ALL students scheduled to attend?
 Do not include kindergarten.
 Do not include orientation days unless all grades are in attendance.
 Do not subtract senior early release days.
______days
3.
The middle schools are designated as:
(Check one)_____Elementary (900 hours) OR _______Secondary (990 hours)
4.
If the Collaborative operates a kindergarten program how many annual hours are scheduled for
kindergarten students? (Please give the figures for all types of kindergarten programs in the Collaborative;
label “NA” any type of program that the Collaborative does not have.)
_______Morning half-day programs
_______Afternoon half-day programs
_______Full-day programs
5.
Are there any Collaborative programs that are not in full compliance with
 program review criteria CR 7A, 7B, and 7C
(http://www.doe.mass.edu/pqa/review/cpr/instrument/civilrights.pdf)
and

M.G.L. c. 71, s. 3 (regarding physical education)
(http://www.mass.gov/legis/laws/mgl/71-3.htm)?
Yes
No
(See Next Page)
59
COLLABORATIVE
STUDENT LEARNING TIME WORKSHEET
2015-2016 School Year
(Page 2 of 2)
Collaborative: _________________________________________________
If “yes,” identify the program and the area(s) of noncompliance
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Attach the Collaborative’s plan to bring all programs into full compliance. At a minimum, this
plan must include:
• A complete description of the corrective action activities the Collaborative will implement
• Target completion dates
• Anticipated results
• Evidence of completion
• Person(s) responsible for implementation of activities
• The Collaborative’s process for evaluating corrective action and ensuring ongoing compliance
______________________________________________________
(Signature of Collaborative Director)
60
_________________
(Date)
PROGRAM
STUDENT LEARNING TIME WORKSHEET
2015-2016 School Year
(Page 1 of 2)
Name of Collaborative Program:____________________________________________
Level (Elementary, Middle, Secondary): __________________
Grades in School:______________________
Check One:
This worksheet applies to all students within the program.
There is a separate copy of this worksheet attached for each instructional group whose schedule
does not conform to the standard instructional schedule.
(On the separate copy, write the name of the group after the name of the program.)
1.
Of the number of student days scheduled in the student year (minimum 180), how many are scheduled
early release days or scheduled delayed opening days (e.g., day before holiday, professional development,
parent conferences)?
_______days
2.
How many annual structured learning hours are students missing due to scheduled early release or
scheduled delayed opening?
_______hrs. _______mins.
3.
The student day begins at _____A.M. and ends at _____P.M.; therefore the student day contains:
_______hrs. _______mins.
4.
How much time is spent per day in homeroom, at breakfast and lunch, passing between classes, at recess,
conducting health screenings and preventative services, and in non-directed study?
5.
6.
_______hrs. _______mins
Subtract the amount of daily non-instructional time in number 4 from the total time indicated in number 3.
This gives the daily structured learning time per student.
_______hrs. _______mins.
How many days in your school year are ALL STUDENTS scheduled to attend?
 Do not include kindergarten.
 Do not include orientation days unless all students are required to attend.
 Do not subtract senior early release days.
_______days
7.
Multiply the daily structured learning time indicated in number 5 by the number of student days in
number 6.
This equals:
_______hrs. _______mins.
(See Next Page)
61
PROGRAM
STUDENT LEARNING TIME WORKSHEET
2015-2016 School Year
(Page 2 of 2)
Name of Collaborative Program:____________________________________________________
8.
From the total in number 7, subtract the time not scheduled because of early release or delayed opening
indicated in number 2. This gives the amount of annual structured learning time.
_______hrs. _______mins.
9. List all grades (including kindergarten) in which physical education is taught as a required subject
for all students in the grade:
Grades: _________________________________________________________
10. (Only for programs have grade 12)
What was the last day of attendance for seniors last year?
_______________________________________
What was the date of graduation last year? _____________________________
What was the regular scheduled closing date for your school last year?
______________________________
(NOTE: No other group of students (grades 1-11) is eligible for release before the end of the
school year.)
_________________________________________________
(Signature of person completing this worksheet)
______________________
(Date)
Note: Where this school does not comply with CR 7A, 7B, 7C or M.G.L. c. 71, s. 3 (regarding
physical education), an action plan to bring it into full compliance is to be attached to the Student
Learning Time Worksheet.
62
Document # 7
TABLE OF APPROVED PUBLIC DAY PROGRAM REVIEW CRITERIA
2015-2016
3.1
Policies & Procedures Manual
3.2
Health Care Manual
4.2
Public Information and Postings
4.5
Immediate Notification
5.2
Policies and Procedures for Coordination/Collaboration with Public School District
5.2 (a) Contracts
6.1
Daily Instructional Hours
8.5
Current IEP & Student Roster
8.8
IEP Progress Reports
9.1
Policies and Procedure for Behavior Support
9.1(a) Student Separation Resulting from Behavior Support
9.4
Physical Restraint
9.6
10+ Day Suspensions
12.2
In-Service Training Plan and Calendar
12.2(a) Required Training-Behavior Support and Restraint Training
12.2(d) Required Training-Medication Training
13.4
Physical Facility/Architectural Barriers
15.5
Parent Consent and Required Notification
16.3
Nursing
18.1
Confidentiality of Student Records
63
APPROVED PUBLIC DAY PROGRAM REVIEW CRITERIA 2015-2016
AREA 3: ADMINISTRATION- MANUALS AND HANDBOOKS
CRITERION NUMBER
3.1
Policies & Procedures Manual
28.09(11)(b)
REQUIREMENTS
All approved public day programs shall maintain onsite a policies and
procedures manual and shall provide written notice to parents of
enrolled students that copies of such policies and procedures are
available upon request.
The program’s manual must contain a Table of Contents and a policy for
all subject areas. The policies and procedures must include, but are not
limited to:
 Reporting Suspected Child Abuse/Neglect to DCF and to the
Disabled Persons Protection Commission (Criterion 3.1(c));
 Evacuation and Emergency Procedures (3.1(d) ;
 Immediate Notification (Form2) (Criterion 4.5);
 Program Modifications and Support Services for Limited
English Proficient (LEP) students (Criterion 8.4);
 IEP Progress Reports (Criterion 8.8);
 Less Restrictive Placement (Criterion 8.10);
 Transition Planning (Criterion 8.11);
 Behavior Support (Criterion 9.1);
 Student Separation Resulting From Behavior Support (Criterion
9.1(a));
 Runaway Students (Criterion 9.3);
 Physical Restraint (Criterion 9.4);
 3-5 Day Suspensions (Criterion 9.5);
 10+ Day Suspensions (Criterion 9.6);
 Terminations (Criterion 9.7);
 Supervision of Students (Criterion 11.11); New Staff
Orientation and Annual In-Service Training (Criterion 12.1 and
12.2);
64
SOURCE OF INFORMATION
Documentation
 Policies and procedures manual
containing a Table of Contents and a
policy for all subject areas

Copy of written notice sent annually
to parents
NOTE: The policies and procedures manual
must be kept onsite and be visible in the
reception area or other commonly visited area
in the program. The policies and procedures
manual must be plainly marked.
CRITERION NUMBER






REQUIREMENTS
Parent Involvement (Criterion 15.1);
Change of Student’s Legal Status (Criterion 15.4);
Parent Consent and Notification(Criterion 15.5);
Registering Complaints and Grievances – parents, students and
employees (Criterion 15.8);
Student Transportation and Transportation Safety (Only where
applicable) (Criterion 17.1); and
Participation of the public day school program as well as school
district representatives at the TEAM and other key meetings,
including reviewing/revising the IEP (34 CFR 300.321).
65
SOURCE OF INFORMATION
CRITERION
NUMBER
REQUIREMENTS
SOURCE OF INFORMATION
Documentation
3.2
Health Care Manual
18.05 (9)
The program maintains a written and current Health Care Manual
containing a Table of Contents and all required health-related policies
and procedures. The program’s physician or a registered nurse shall aid
in the development of the Health Care Manual. The program’s licensed
physician or a registered nurse shall approve the Health Care Manual.
The manual is readily available to all staff and includes the following:
 Food and Nutrition (Criterion 14.2); (where applicable)
 Toileting Procedures (for schools that enroll students who
require toilet training or diapering only)(Criterion 14.3);
 Physician Consultant (Criterion 16.2); (where applicable)
 Provision of Medical, Nursing, and Infirmary Care (Criterion
16.3) (where applicable)
 Emergency First Aid and Medical Treatment (Criterion 16.4);
 Administration of Medications (Criterion 16.5);
 Administration of Anti-psychotic Medications (Criterion 16.6);
 Preventive Health Care (Criterion 16.7);
 Receipt of Medical Treatment – Religious Beliefs (Criterion
16.8);
 Protection from Exposure Based on Allergy to Food, Chemical
or Other Material (Criterion 16.11); and,
 No Smoking Policy pursuant to G.L. c. 71, § 37H (Criterion
16.12).
NOTE: Approved Day Schools must follow the Department of Public
Health regulations.
66


Health Care Manual containing a table
of contents that is clearly labeled and
contains all requirements under this
criterion
The health care manual contains a
Letter/memorandum (dated within
the past 12 months) documenting
the approval of its contents by a
licensed physician or registered
nurse
NOTE: The health care manual must be kept
accessible to all staff in administrative offices
and the school health center, infirmary or
nurse’s office.
AREA 4: DISCLOSURE OF INFORMATION
CRITERION NUMBER
4.2
Public Information and Postings
28.09(6)(a, b, c, d, e);
28.09(2)(b)(4)
4.5
Immediate Notification
18.03(10); 18.05(7);
28.09(12) (a, b)
REQUIREMENTS
The following information must be publicly posted:




SOURCE OF INFORMATION
Documentation

First aid procedures;
Emergency procedures;
Emergency telephone numbers;
Current ESE approval certificate; and
The program shall develop and implement a written procedure
describing how it notifies all appropriate parties of serious incidents
within the program and identifying the person responsible for making
this notification.
For ALL students (Massachusetts and Out-of-State students)
The program makes immediate notification to the parent, the public
school district special education administrator, and to any state agency
involved in the student’s care or placement (by telephone and letter), and
the Department of Elementary and Secondary Education (by telephone
and Form 2) of the following incidents:
 Death of a student;
 Filing of a 51-A report with DCF, or a complaint to the Disabled
Persons Protection Commission against the school or a school staff
member for abuse or neglect of a student;
 Any action taken by a federal, state or local agency that might
jeopardize the school’s approval with the Department; and
 Any legal proceeding brought against the school or its employee(s)
arising out of circumstances related to the care or education of any
of its students regardless of state of residency.
For Massachusetts Students Only:
 The hospitalization of a Massachusetts student (including out-patient
emergency room visits) due to physical injury at school or
67
Description of where the information is
kept that relates to this criteria
Observation:

All required postings.
Documentation:

Copy of the program’s written
procedures for notifying all appropriate
parties of serious incidents, including
the contact person responsible for
providing such notification.
Student Record Reviews:

All incident reports maintained in
student records
Interviews:



Executive Director
Program Director
Teachers
CRITERION NUMBER





REQUIREMENTS
previously unidentified illness, accident or disorder which occurs
while the student is in the program;
Massachusetts student injury resulting from a motor vehicle accident
during transport by school staff (including contracted staff) which
requires medical attention;
Massachusetts student serious injury requiring emergency medical
intervention resulting from a restraint
Massachusetts student run away;
Emergency termination of a Massachusetts student under
circumstances in which the student presents a clear and present
threat to the health and safety of him/herself or others
pursuant to 18.05(7) (d); and
Any other incident of serious nature that occurs to a Massachusetts
student.
SOURCE OF INFORMATION
AREA 5: ADMINISTRATION AND ADMISSION PROCEDURES
CRITERION NUMBER
REQUIREMENTS
SOURCE OF INFORMATION
Documentation:
5.2
Policies and Procedures for
Coordination/
Collaboration with Public School
Districts &
Contents for
Coordination/Collabor-ation with
Public School Districts
28.06(2-3)
28.09(9)(c)
&(d)
28.09(2)(b)7
Federal Regulations:
The Collaborative has policies and procedures that describe roles and
responsibilities of the program and its staff as well as general
communication and collaboration procedures that address the following:
a. Consideration of possible placement and admissions process;
b. IEP development and implementation and roles in 3-year
eligibility re-determinations;
c. Contents of and general arrangements for executing contracts
with placing school districts;
d. Participation of the program as well as school district
representatives at the Team and other key meetings, including
reviewing/revising the IEP;
e. Written progress reports;
f. Documentation regarding student-related developments,
including matters involving students’ behavioral plans,
functional behavioral assessments, manifestation
determinations, imposition of discipline, etc.
68
Copy of the program’s written procedures that
describe roles and responsibilities of the
program and its staff as well as general
communication and collaboration procedures
Interviews:

Executive Director
CRITERION NUMBER
300.349 and
300.400-.401
28.06(2-3)
28.07(5)
28.09(9)(c)
&(d)
28.09(2)(b)7
REQUIREMENTS
g. Administration of tests;
h. Preparations for students returning to a public school or other
less restrictive setting;
i. Preparations for students approaching or reaching ages 14, 16
and 18, later education, and adult life, consistent with IDEA
“transition” requirements and state age-of-majority law;
j. Monitoring of student progress;
k. Conditions for issuance of certificates of attendance or program
completion by the educational Collaborative.
SOURCE OF INFORMATION
NOTE: Please review federal regulations 300.349 and 300.400-401
before preparing this policy/procedure. Public school districts have the
lead responsibility for convening the Team that makes the initial and
subsequent (every 3 years) eligibility determinations, develops the IEP,
and decides upon an appropriate placement. Private and educational
Collaborative programs, however, play a major role in determining
whether a proposed placement in the program will meet a student’s
needs. Private and educational Collaborative programs have the
responsibility of delivering services on the IEP, assessing and
communicating progress, developing subsequent IEPs and planning for
the student’s return to a less restrictive environment and/or for adult life.
5.2(a)
Contracts
There shall be a written contract for each enrolled student consistent
with the requirements of 603 CMR 28.06(3) (f).
28.06(3)(f)
Written contracts: The Collaborative shall have a written contract with
all school districts. Each contract shall include, but not be limited to, the
following terms:
1. The out-of-district placement shall comply with all elements of
the IEP for the student and shall provide, in writing, to the
Administrator of Special Education detailed documentation of
such compliance through completion of required student
progress reports.
2. The out-of-district placement shall allow the placing school
69
Documentation:

Onsite verification of contracts (Review
contracts for all those students whose
records were part of the Student Record
Review )
CRITERION NUMBER
REQUIREMENTS
district to monitor and evaluate the education of the student and
shall make available, upon request, any records pertaining to the
student to authorized school personnel from the school district
and the Department in accordance with 603 CMR 23.00: Student
Records
3. The out-of-district placement shall allow the placing school
district and/or the Department to conduct announced and
unannounced site visits and to review all documents relating to
the provision of special education services to Massachusetts
students at public expense. Access to documents for the placing
school district shall include general documents available to the
public, documents specifically related to the student placed by
such district, and other documents only to the extent they are
necessary to verify and evaluate education services provided at
public expense.
4. The out-of-district placement shall afford publicly-funded
students all the substantive and procedural rights held by
eligible students, including but not limited to those specified in
603 CMR 28.09, and shall comply with all other applicable
requirements of 603 CMR 28.00 and applicable policy
statements and directives issued by the Department.
5. No school district shall contract with any out-of-district
placement that discriminates on the grounds of race, color,
religion, sexual orientation, or national origin, or that
discriminates against qualified persons with disabilities.
70
SOURCE OF INFORMATION
AREA 6: EDUCATIONAL PROGRAM REQUIREMENTS - STUDENT LEARNING TIME
CRITERION NUMBER
6.1
Daily Instructional Hours
603 CMR 27.04
REQUIREMENTS
The program ensures that each student is scheduled to receive an
average minimum of the following instructional hours unless otherwise
approved by ESE or a student’s IEP provides otherwise:

Elementary – A total of:




10 month program – 900 hours
11 month program – 990 hours
12 month program – 1080 hours

SOURCE OF INFORMATION
Documentation:

Secondary – A total of:
10 month program – 990 hours
11 month program –1089 hours
12 month program – 1188 hours

The program ensures that, unless a student’s IEP provides otherwise,
each elementary school student is scheduled for at least 900 hours of
structured learning time a year and each secondary school student is
scheduled for at least 990 hours of structured learning time a year
(including physical education for all students, required by M.G.L. c. 71,
§ 3), within the required school year schedule. Where the private special
education program operates separate middle schools, at the beginning of
the school year it designates each one as either elementary or secondary.
NOTE: The program ensures that its structured learning time is time
during which students are engaged in regularly scheduled instruction,
learning or assessments within the curriculum of core subjects and other
subjects as defined in 603 CMR 27.02. The program’s structured
learning time may include directed study (activities directly related to a
program of studies, with a teacher available to assist students);
independent study (a rigorous, individually designed program under the
direction of a teacher, assigned a grade and credit); technology-assisted
71
Block schedule that includes:
Beginning and ending time for each
instructional block;
Subject area for each block;
All non-instructional time (e.g. lunch,
recess, transitions between classes,
etc...); and
If non-instructional time activities are
counted as instructional hours, they
must be specified in student’s IEPs and
ample IEP goals and objectives must be
submitted
Calculation of the total number of
instructional hours per year with
documentation of how total was
determined
Interviews:
 Program Director
 Teachers
 Related Service Providers
CRITERION NUMBER
REQUIREMENTS
learning; presentations by persons other than teachers; school-to-work
programs; and statewide student performance assessments.
SOURCE OF INFORMATION
AREA 8: EDUCATIONAL PROGRAM REQUIREMENTS - INDIVIDUALIZED EDUCATION PROGRAMS
CRITERION NUMBER
8.5
Current IEP & Student Roster
28.09(5)(a)
REQUIREMENTS
The program has on file a current IEP for each enrolled Massachusetts
student that has been issued by the responsible public school district and
consented to and dated by the student’s parent(s) (or student, when
applicable).
SOURCE OF INFORMATION
Documentation:
 A roster of publicly funded
Massachusetts students currently
enrolled in the program containing the
following information:
 Each student’s initials (not name);
 The school district responsible for
preparing the student’s IEP;
 The agency(ies) supporting any part of
the student’s tuition;
 The portion of tuition supported by such
agency(ies);
 The implementation date of the current
IEP;
 The date of expiration for the student’s
current IEP;
 The date of parental signature;
 The name of the school district contact
person for each student; and
 For each unsigned IEP,
evidence/documentation of efforts
and/or steps taken for the public school
district to obtain signed IEPs
Student Record Reviews:
 Current IEPs of students
72
CRITERION NUMBER
REQUIREMENTS
SOURCE OF INFORMATION
Interviews:
 Education Director
 Teachers
 Parent Survey
8.8
IEP –
Progress Reports
28.07(3)
34 CFR 300.320(a)(3)(ii)
The program shall send periodic copies, quarterly or concurrent with the
sending district’s report cards, of progress reports to the public school.
Such reports must include written information on the student’s progress
toward the annual goals in the IEP (specifying the reporting period),
including information on the extent to which such progress is sufficient
to enable the child to achieve the goals by the end of the year.
Student Record Reviews:
 Current IEPs of students
Interviews:
 Program Director
 Teachers
 Parent Survey
Copies of progress reports shall be maintained in student records,
including documentation of persons or agencies receiving such reports.
AREA 9: EDUCATIONAL PROGRAM REQUIREMENTS- STUDENT DISCIPLINE AND BEHAVIOR SUPPORT
CRITERION NUMBER
9.1
Polices and Procedure for
Behavior Support
REQUIREMENTS
The program develops and implements a comprehensive set of policies
and procedures dealing with discipline and behavior support that meet
all federal and state special education requirements.
18.03(7)(b)(2); 18.05(5, 6, 7);
28.09(11); 603 CMR 46.00
The policy must include a description of the behavior support
procedures used in the facility including the following if applicable:
 The type and range of restrictions a staff member can
impose for unacceptable behavior, including suspension and
termination;
 The form of restraint used in an emergency; the behavioral
interventions used as alternatives to restraint, and the
73
SOURCE OF INFORMATION
Documentation:
 Copy of written behavior support
policies and procedures
Student Record Review:
 Individual Student Behavior Plan
maintained in student record
 IEPs
Interviews:
 All Staff
CRITERION NUMBER

9.1(a)
Student Separation Resulting
from Behavior Support
18.05(5)(i); 18.05(6, 7);
46.02(5)(b)
9.4
Physical Restraint
(Day programs only)
18.05(5); 603 CMR 46.00
REQUIREMENTS
controls on abuse of such restraints (See 603 CMR 46.00
and
Any denial or restrictions of on-grounds program services.
NOTE: Meals shall not be withheld as a form of punishment or
behavior support. No student shall be denied or unreasonably delayed a
meal for any reason other than medical prescriptions.
If the program’s behavior support policy and procedures result in a
student being separated in a room apart from the group or program
activities, it shall include, but not be limited to, the following:
1. Guidelines for staff in the utilization of such an area;
2. Persons responsible for implementing such procedures;
3. The duration of the procedures including procedures for approval by
the chief administrative person or his/her designee for any period
longer than 30 minutes;
4. Requirement that students shall be observed at all times and in all
parts of the room, and that the staff shall be accessible at all times;
and
5. A means of documenting the use of time-out for an individual
student, including, at a minimum, length of time, reasons for this
intervention, who approved the procedure, and who monitored the
student during the time out.
 Time out rooms shall not be locked.
 Any room or space used for the practice of separation must be
physically safe and appropriate to the population served by the
facility.
Use of physical restraint on any student enrolled in a publiclyfunded education program
1. a) The Collaborative has developed and implemented staff training at
least annually on the use of physical restraint consistent with
regulatory requirements. Such training occurs within the first
month of each school year and, for employees hired after the
school year begins, within a month of their employment.
Use of physical restraint on any
74
SOURCE OF INFORMATION
Documentation:
 Copy of written policies and procedures
regarding behavior support specific to
student separation
 Student Record Reviews
 Documentation related to Criterion
 9.1(a)(5) maintained in student records
or time out log of all students
Interviews:
 All Staff
Documentation:
Collaborative policies and procedures (including
reporting procedures) for the implementation of
603 CMR 46.00
Standard parent notice of the Collaborative’s
restraint policies and procedures
CRITERION NUMBER
student enrolled in a publiclyfunded education program
REQUIREMENTS
b) At the beginning of each school year, each program identifies
staff authorized to serve as schoolwide resources to help ensure
the proper administration of physical restraint. Staff so identified
have completed in–depth training in the use of physical restraint
consistent with 603 CMR 46.03(3) and (4).
2.
The Collaborative administers physical restraint on students only
when needed to protect a student and/or a member of the school
community from imminent, serious, physical harm. The
Collaborative implements restraint procedures consistent with
Department of Elementary and Secondary Education regulations
in order to prevent or minimize any harm to the student as a result
of the use of physical restraint.
3.
The Collaborative has developed written procedures regarding
appropriate responses to student behavior that may require
immediate intervention. Such procedures are annually reviewed
and provided to school staff and made available to parents of
enrolled students.
4.
The Collaborative has developed and implemented reporting
requirements and procedures for administrators, parents and the
Department consistent with the regulations.
SOURCE OF INFORMATION
Schedule of staff training for all existing staff
and provisions for training of newly hired staff
Names of staff in each school identified as
schoolwide resources; dates of their in-depth
training
Outline of training topics
Log of restraints lasting over five minutes or
where injury to the staff or student occurs
Interviews:
Collaborative Director
CR Coordinator
Collaborative Staff
M.G.L. c. 71, s. 37G; 603 CMR 46.00
9.6
10+ Day Suspensions
34 CFR 300.530 – 537
18.05(7)
The program shall develop and implement the following procedures
when suspensions constitute a change of placement. A suspension is a
change of placement when: 1) it exceeds 10 consecutive school days or
2) it is one of a series of suspensions that constitute a pattern under 34
CFR 300.536.
 A request is made of the student's responsible school district to
convene an IEP Team meeting prior to a suspension that constitutes a
change in placement of a student with disabilities.
 The program participates in the TEAM meeting:
o To develop or review a functional behavioral assessment of
75
Documentation:
 Copy of written suspension policies and
procedures
 Onsite review of tracking mechanism of
suspensions.
Student Record Reviews:
 Documentation regarding tracking the
number and duration of suspensions, as
well as notification of all appropriate
CRITERION NUMBER
REQUIREMENTS
the student’s behavior and to develop or modify a behavior
intervention plan;
o To identify appropriate alternative educational setting(s);
and
o To conduct a manifestation determination (i.e. to determine
the relationship between the disability and the behavior).
 If the TEAM determines that the behavior is NOT a manifestation of
the disability, the school may suspend or terminate the student
consistent with policies applied to any other student in the program.
The responsible school district must, however, offer an appropriate
education program to the student that may be in some other setting.
 If the TEAM determines that the behavior IS a manifestation of the
disability, the TEAM, takes steps to modify the IEP, the behavior
intervention plan, and/or the placement.
NOTE: Sending a student home “early” or an in-school suspension of a
student who is not receiving instruction from either a licensed teacher or
a paraprofessional who is being supervised by a licensed teacher is
considered a suspension if the student’s IEP does not allow for the
modification of learning time requirements of the Board of Elementary
and Secondary Education.
76
SOURCE OF INFORMATION
parties, is maintained in student records
or a copy of the student suspension log.
 Documentation of notification to
parents, school districts and other
appropriate parties are maintained in
student records.
 Evidence of IEP Team meetings, notices
and meeting notes, revised IEP,
manifestation determination, behavioral
intervention plan and/or functional
behavioral assessment if applicable.
Interviews:
 Program Director
 Clinical Director
 Teachers
 Related Services Providers
 Parent Survey
AREA 12: EDUCATIONAL STAFFING REQUIREMENTS – STAFF TRAINING
CRITERION NUMBER
12.2
In-Service Training Plan and
Calendar
28.09(7)(f); 28.09(9)(b);
28.09(10);
18.03(3); 18.05(9)(e)(1);
18.05(10); 18.05(11)(h)
Title VI: 42 U.S.C. 2000d; 34
CFR 100.3; EEOA: 20 U.S.C.
1703(f); Title IX: 20 U.S.C.
1681; 34 CFR 106.31-106.42;
M.G.L. c. 76, § 5; 603 CMR
26.00, esp. 26.07(2, 3)
REQUIREMENTS
All staff, including new employees, interns and volunteers, must
participate in annual in-service training on average at least two hours per
month.
The following topics are required in-service training topics and must be
provided annually to all staff:
a. Reporting abuse and neglect of students to the Department of
Children and Families and/or the Disabled Persons Protection
Commission;
b. Disciplinary and Behavior Support Procedures used by the program,
such as positive reinforcement, point/level systems, token
economies, time-out procedures and suspensions and terminations;
as well as Restraint Procedures including de-escalation methods
used by the program;
c. Runaway policy;
d. Emergency procedures including Evacuation Drills and Emergency
Drills; and
e. Civil rights responsibilities (discrimination and harassment).
The following additional topics are required in-service training topics
and must be provided annually to all teaching staff:
 How the learning standards of the Massachusetts Curriculum
Frameworks are incorporated into the program’s instruction;
 Procedures for inclusion of all students in MCAS testing and/or
alternate assessments; and
 Student record policies and confidentiality issues.
The following additional topics are required in-service training topics
and must be provided annually to appropriate staff based on their job
responsibilities:
 CPR training and certification;
 Medication administration (including, but not limited to,
administration of antipsychotic medications and discussions of
77
SOURCE OF INFORMATION
Documentation:
 List of trainings conducted regarding
this criteria with the agenda including
the topic, hours, and staff sign in sheet.
Interviews:
 All staff
CRITERION NUMBER
12.2(a)
Required Training - Behavior
Support and Restraint Training
18.05(5, 6, 7)
12.2(d)
Required TrainingMedication Training
REQUIREMENTS
medications students are currently taking and their possible side
effects);
 Transportation safety (for staff with transportation-related job
responsibilities); and
 Student record policies and confidentiality issues (for staff who
oversee, maintain or access student records).
Training on behavior support and suspension and termination procedures
includes:
 Program’s student conduct/discipline code
 Description of safeguards for students’ emotional, physical, and
psychological well-being
 Policies on use of time-out procedures and
techniques for dealing with disruptive and violent behavior
 Detailed procedures pertaining to the use of any type of
restraint, which must meet or exceed any requirements in applicable
state regulations or policy
 Procedures for obtaining and recording data regarding student
discipline and behavior along with a description of how such data
will be integrated into IEP Team discussions
 Procedures for obtaining parental consent, if appropriate, for
behavior support procedures
NOTE: An educational program within a program or facility subject to
M.G.L. c. 123 or Department of Mental Health Regulations must
comply with the restraint requirements of M.G.L. c. 123, 104 CMR
27.12 or 104 CMR 28.05, where applicable.
Training about the nature of a medication, potential side effects and any
special precautions or requirements shall be provided by a physician or
registered nurse to all staff providing care or instruction to students for
whom any staff administers medication.
18.05(9)(f)(3)(c)
78
SOURCE OF INFORMATION
Documentation:
 Evidence of staff training for behavior
support and suspension and terminatione.g. training agenda, date(s) of training
and staff sign-in sheet
Interviews:
 All Staff
Documentation:
 Evidence of staff training for
administration of antipsychotic
medication-e.g. training agenda, date(s)
of training and staff sign-in sheet

Interviews:
 All Staff
AREA 13: PHYSICAL FACILITY AND EQUIPMENT REQUIREMENTS
CRITERION NUMBER
13.4
Physical Facility/Architectural
Barriers
18.04(8); Section 504:
29 U.S.C. 794; 34 CFR
104.21,104.22; Title II: 42 U.S.C.
12132; 28 CFR 35.149, 35.150;
Mass. Const. amend. art. 114
REQUIREMENTS
A program shall assure that students with limited mobility have access,
free from barriers to their mobility, to those areas of the buildings and
grounds to which such access is necessary for the implementation of the
IEPs for such students. All programs receiving federal funds shall meet
the requirements of Section 504 of the Rehabilitation Act of 1973.
A program which enrolls students requiring wheelchairs shall have at
least one entrance without steps and wide enough for a wheelchair, for
each building utilized in carrying out the IEPs for such students.
If any part of the program is not accessible to students with limited
physical mobility, a plan and timetable shall be provided that describes
how the program will make all programs and appropriate buildings
accessible.
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SOURCE OF INFORMATION
Documentation:
 Narrative descriptions and floor plans
indicating accessibility status
 Any program which is not accessible
must submit the following
documentation:
 A plan that details steps to be taken to
comply with Section 504 of the
Rehabilitation Act of 1973;
 The name of the person responsible for
implementation of the plan; and
 A timetable for completion of the above
plan including periodic written progress
reporting to the Department of
Elementary and Secondary Education
Observation:
 Observations of physical facilities to
ensure students with limited mobility
have access, free from barriers to their
mobility, to those areas of the school
buildings and grounds to which such
access is necessary for the
implementation of the IEP’s for such
students
Interviews:
 Executive Director
 Program Director
 Teachers
AREA 15: PARENT AND STUDENT INVOLEMENT
CRITERION NUMBER,
15.5
Parent Consent and Required
Notification
18.05(5)(c); 18.05(8);
18.05(9)(f)(1); 18.05 (9)(j);
M.G.L. c. 71, § 32A
REQUIREMENTS
The program shall develop and implement policy and procedures to
work with school districts to obtain the following consents:
 Annual:
o Emergency medical treatment
o Medication Administration (when applicable)
 When applicable:
o Research
o Experimentation
o Fundraising
o Publicity and
o Observation
SOURCE OF INFORMATION
Documentation:
 Copy of written policy procedures for
working with school districts to obtain parent
consents
 Sample of all consent and notification forms
used by the school
Student Record Reviews:
All required consents and notification
 The program’s policy and procedures shall include, when applicable,
notification pursuant to Parental Notification Law M.G.L. c. 71, §
32A concerning curriculum that primarily involves human sexual
education or human sexuality issues.
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Interviews:
 Executive Director
 Program Director
 Clinical Director
 Parent Survey
AREA 16: HEALTH AND MEDICAL SERVICES
CRITERION NUMBER,
16.3
Nursing
18.05(9)(b)
M.G.L c. 112
M.G.L. c. 71, §§ 53, 53A, and
53B
REQUIREMENTS
The program shall have a registered nurse available depending upon the
health care needs of the school population.
SOURCE OF INFORMATION
Documentation
 Name(s) of school R.N.
 Shift schedule
NOTE: School Nurse means a nurse practicing in a school setting, who  Explanation of how nurse’s availability is
is:
sufficient for needs of the student population
(1) a graduate of an approved school for professional nursing;
Interviews:
(2) currently licensed as a Registered Nurse pursuant to M.G.L c.  Executive Director
112; and
 Program Director
(3) appointed by a School Committee or a Board of Health in
accordance with M.G.L. c. 71, §§ 53, 53A, and 53B or, in the
case of a private school, by the Board of Trustees.
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AREA 18: STUDENT RECORDS
CRITERION NUMBER
18.1
Confidentiality of Student
Records
28.09(5)(a); 28.09(10); 23.07(1);
M.G.L. c. 71, § 34H
REQUIREMENTS
Programs shall keep current and complete files for each publicly funded
enrolled Massachusetts student and shall manage such files consistent
with the Massachusetts Student Record Regulations of 603 CMR 23.00
and M.G.L. c. 71, § 34H.

The program shall make the individual records of enrolled
Massachusetts students available to the Department of
Elementary and Secondary Education upon request.
 Staff notes or reports regarding a student shall be legibly dated
and signed by persons making entries.
 A log of access shall be kept as part of each student’s record. If
parts of the student record are separately located, a separate log
shall be kept with each part. The log shall indicate all persons
who have obtained access to the student record, stating:
The name, position and signature of the person releasing
the information; the name, position and, if a third party, the
affiliation if any, of the person who is to receive the
information;
The date of access;
The parts of the record to which access was obtained; and
The purpose of such access.
NOTE: Unless student record information is to be deleted or released,
this log requirement shall not apply to authorized personnel who inspect
the student record, administrative office staff and clerical personnel who
add information to or obtain access to the student record and the school
nurses who inspect the student health record.
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SOURCE OF INFORMATION
Documentation:
 Name of person(s) responsible for oversight
and maintenance of student records
 Copy of log of access form
Student Record Reviews:
 Log of access
Interviews:
 All Staff
COORDINATED
PROGRAM REVIEW
PROCEDURES
APPROVED PUBLIC DAY PROGRAM
2015-2016 School Year
Appendix IV:
Table of Documentation Requirements for
Approved Public Day Programs
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APPROVED PUBLIC DAY PROGRAM REQUIRED DOCUMENTATION
In monitoring the implementation of the Approved Public Day Program requirements, the onsite team
relies heavily on documentation. The documentation that the Collaborative must submit for this portion of
the Coordinated Program Review is listed in the table below according to criterion number. For criteria
not listed in this table (where no specific document is required), the Collaborative is encouraged to submit
information that it believes provides evidence that the criterion is being implemented. Local Program
Review coordinators are encouraged to notify the onsite chairperson in cases where the Collaborative is
providing documentation to the Onsite Team other than that described below.
All documentation will be submitted using WBMS. The Collaborative does not need to
provide documentation for any criteria that were part of the Approved Public Day Program
re-approval process.
TABLE OF DOCUMENTATION REQUIREMENTS
FOR APPROVED PUBLIC DAY SPECIAL EDUCATION SCHOOLS
Criterion Number
Required Documentation
3.1 Policies & Procedures
Manual
Copy of written notice sent annually to parents.
3.2 Health Care Manual
Copy of a letter/memorandum (dated within the past 12 months) documenting the
approval of its contents by a licensed physician or registered nurse
4.2 Public Information and
posting
Description of where the information is kept related to this criterion
4.5 Immediate Notification
Copy of written procedures for notifying all appropriate parties of serious
incidents, including the contact person responsible for providing such notification.
5.2 Policies and
Procedures for
Coordination/
Collaboration with Public
School
Districts
Copy of the program’s written procedures that describe roles and responsibilities
of the program and its staff as well as general communication and collaboration
procedures
6.1 Daily Instructional
Hours
Block schedule that includes:
 Beginning and ending time for each instructional block;
 Subject area for each block;
 All non-instructional time (e.g. lunch, recess, transitions between classes,
etc.,) and
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Criterion Number
Required Documentation

8.5 Current IEP & Student
Roster
If non-instructional time activities are counted as instructional hours, they
must be specified in student’s IEPs and sample IEP goals and objectives
must be submitted and
 Calculation of the total number of instructional hours per year with
documentation of how total was determined
A roster of publicly funded Massachusetts students currently enrolled in the
program containing the following information:
 Each student’s initials (not name);
 The school district responsible for preparing the student’s IEP;
 The agency(ies) supporting any part of the student’s tuition;
 The portion of tuition supported by such agency(ies);
 The implementation date of the current IEP;
 The date of expiration for the student’s current IEP;
 The date of parental signature;
 The name of the school district contact person for each student; and
 For each unsigned IEP, evidence/documentation of efforts and/or steps
taken for the public school district to obtain signed IEPs
9.1 Polices and Procedure
for Behavior Support



Copy of written behavior support policies and procedures
Student Record Review:
Individual Student Behavior Plan maintained in student record
9.1(a) Student Separation
resulting from Behavior
Support

Copy of written policies and procedures regarding behavior support
specific to student separation


Student Record Reviews


Copy of written physical restraint policies and procedures from policies
and procedures manual
Names of staff who serve as restraint resources within the program and
evidence of their intensive training

Copy of written suspension policies and procedures
9.4 Physical Restraint
9.6 10+ Day Suspensions
Documentation related to Criterion 9.1(a)(5) maintained in student records
or time out log of all students
12.2 In-Service Training
Plan and Calendar
List of trainings conducted regarding this criterion with the agenda including the
topic, hours, and staff sign in sheet
12.2(a) Details about
Required Training Behavior Support and
Evidence of staff training for behavior support and suspension and terminatione.g. training agenda, date(s) of training and staff sign-in sheet
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Criterion Number
Required Documentation
Restraint Training
12.2(d) Details about
Required TrainingMedication Training
13.4 Physical
Facility/Architectural
Barriers
Evidence of staff training for administration of antipsychotic medication-e.g.
training agenda, date(s) of training and staff sign-in sheet





15.5 Parent Consent
16.3 Nursing
18.1 Confidentiality of
Student Records
Narrative descriptions and floor plans indicating accessibility status
Any program which is not accessible must submit the following
documentation:
A plan that details steps to be taken to comply with Section 504 of the
Rehabilitation Act of 1973;
The name of the person responsible for implementation of the plan; and
A timetable for completion of the above plan including periodic written
progress reporting to the Department of Elementary and Secondary
Education
 Copy of written policy and procedures for working with school districts to
obtain parent consents
 Sample of all consent and notification forms used by the school
Provide the name(s) of the nurse(s) and an explanation of how the nurse’s
availability is sufficient to meet the needs of the student population served.
 Name of person(s) responsible for oversight and maintenance of student records
 Copy of log of access form
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