COORDINATED PROGRAM REVIEW
MID-CYCLE REPORT
District: Chelsea Public Schools
MCR Onsite Dates: 05/21/2013 - 05/22/2013
Program Area: Special Education
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
COORDINATED PROGRAM REVIEW
MID-CYCLE REPORT
SE Criterion # 3 - Special requirements for determination of specific
learning disability
Rating:
Implemented
Basis for Findings:
Student records indicate that the Team consistently completes all of the required specific
learning disability (SLD) eligibility/process forms when a student suspected of having a SLD is
evaluated. The Team creates a written determination as to whether or not the student has a
SLD that is signed by all Team members. If a Team member disagrees with the
determination, that Team member documents his or her disagreement.
SE Criterion # 6 - Determination of transition services
Rating:
Implemented
Basis for Findings:
Student records indicate that the IEP Team discusses the student’s transition needs starting
when the student is 14 years of age and documents the discussion on the Transition Planning
Form. IEP Teams review and update the Transition Planning Forms annually.
SE Criterion # 7 - Transfer of parental rights at age of majority and
student participation and consent at the age of majority
Rating:
Implemented
Basis for Findings:
Student records indicate that the district consistently notifies students and parents/guardians
of the transfer of rights requirements one year prior to the student reaching the age of
majority, informing both the student and parent/guardian that all rights accorded to parents
under special education law will transfer to the student at the age of 18. At the age of majority,
the district documents students’ decisions to maintain, share or delegate decision-making
authority and obtains consent from students to continue their special education program.
SE Criterion # 8 - IEP Team composition and attendance
Rating:
Implemented
Basis for Findings:
Student records indicate that members of the Team attend IEP Team meetings unless the
district and the parent agree, in writing, that the attendance of the Team member is not
necessary because the member´s area of the curriculum or related services is not being
modified or discussed. Furthermore, if the district and the parent agree, in writing, to excuse a
required Team member´s participation, the excused member provides written input into the
development of the IEP to the parent and the IEP Team prior to the meeting.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
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SE Criterion # 13 - Progress Reports and content
Rating:
Implemented
Basis for Findings:
Student records indicate that progress reports are consistently written for each goal in a
student’s IEP. Translations of progress reports are provided to parents whose primary
language is other than English. Parents of eligible students at the Brown Middle School’s
alternative program receive progress reports as often as parents are informed of the progress
of non-disabled students.
SE Criterion # 14 - Review and revision of IEPs
Rating:
Implemented
Basis for Findings:
Student records indicate that the district consistently schedules IEP Team meetings far
enough in advance to ensure that IEPs are developed on or before the anniversary date of
the last accepted IEP.
SE Criterion # 17 - Initiation of services at age three and Early
Intervention transition procedures
Rating:
Implemented
Basis for Findings:
Student records indicate that the district accepts referrals from Early Intervention (EI) when a
child is two and a half years old and consistently completes the evaluation and eligibility
determination process by the child's third birthday. Interviews confirm that district staff
observe students in their EI settings and the district has increased its collaboration with EI
providers. The Early Childhood Director meets with the EI coordinator on a monthly basis and
ensures that district representatives participate in transition planning meetings to allow for
smooth transitions into preschool by the child's third birthday.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
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SE Criterion # 18A - IEP development and content
Rating:
Implemented
Basis for Findings:
Student records indicate that IEPs address all elements of the most current IEP format, as
required. Specifically, the Present Levels of Educational Performance B (PLEP B) Other
Educational Needs section of the IEP is consistently completed for students with age-related
issues, as well as for English language learners and for those students who receive related
services.
Student records confirm that whenever the IEP Team evaluation indicates that a student's
disability affects social skills development or a student's disability makes him or her
vulnerable to bullying, harassment, or teasing, the IEP addresses the skills and proficiencies
needed to avoid and respond to bullying, harassment, or teasing. For students identified with
a disability on the autism spectrum, the IEP Team considers and specifically addresses the
skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. This
information is documented in the Current Performance Levels/Measureable Annual Goals
section and in the Additional Information section of the IEP.
SE Criterion # 18B - Determination of placement; provision of IEP to
parent
Rating:
Implemented
Basis for Findings:
Student records and interviews indicate that programming decisions are based on students’
needs, rather than availability of programming and placements. IEPs are first developed by
the Team and then placements of students are discussed and proposed by the district.
Changes in placement occur only after the district receives parental consent. Student
placements are no longer unilaterally changed when a student moves to a different grade
level. Student records also indicate that parents receive two copies of the proposed IEP and
placement immediately following development at the Team meeting.
SE Criterion # 19 - Extended evaluation
Rating:
Implemented
Basis for Findings:
Student records and interviews indicate that extended evaluations are used only when IEP
Teams determine students are eligible for special education, but evaluation information is
insufficient to develop a full IEP. Student records verify that the district has discontinued its
previous practice of utilizing extended evaluations to change the placement of students to a
45-day interim alternative educational setting at the Shore Collaborative.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
Page 4 of 7
SE Criterion # 22 - IEP implementation and availability
Rating:
Implemented
Basis for Findings:
Interviews indicate that general education teachers at the Brown High School alternative
program are provided with their students’ IEPs and are informed of their specific
responsibilities related to the implementation of each student’s IEP.
SE Criterion # 24 - Notice to parent regarding proposal or refusal to
initiate or change the identification, evaluation, or educational placement
of the child or the provision of FAPE
Rating:
Implemented
Basis for Findings:
Student records indicate that the Notice of Proposed School District Action (N1) is sent to
parents within five school days of receipt of a referral for an evaluation. The N1 notice
provides parents with an opportunity to present information regarding their concerns, as well
as consult with district staff about the reasons for the referral and the nature of the proposed
evaluation.
SE Criterion # 25 - Parental consent
Rating:
Implemented
Basis for Findings:
Student records indicate that the district documents its attempts to secure parental consent
for evaluations and acceptance of proposed IEPs and placements through multiple means,
such as written notices sent by mail, telephone calls and e-mails.
Upon receipt of a parent’s written request to discontinue special education services, the
district immediately sends the parent a copy of the procedural safeguards and provides
written notice of the district’s proposal to discontinue services based on the written revocation
of consent. The district provides notice within a reasonable time before it intends to
discontinue services.
SE Criterion # 26 - Parent participation in meetings
Rating:
Implemented
Basis for Findings:
The district provided a complete student roster as required by the Department.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
Page 5 of 7
SE Criterion # 29 - Communications are in English and primary language
of home
Rating:
Implemented
Basis for Findings:
Student records and interviews confirm that the district procures translations of documents,
such as IEPs, evaluation reports, progress reports and the Notice of Proposed School District
Action (N1). Interpreters attend IEP Team meetings for parents whose primary language is
other than English.
SE Criterion # 43 - Behavioral interventions
Rating:
Implemented
Basis for Findings:
Student records verify that trained school psychologists conduct and interpret functional
behavioral assessments (FBAs). Behavior Improvement Plans are consistently developed for
students whose behavior impedes their learning or the learning others. The district conducts
FBAs and develops BIPs instead of placing students who are suspended at the high school in
an interim alternative educational setting at the Shore Collaborative. See also SE 46.
SE Criterion # 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
Rating:
Implemented
Basis for Findings:
Student records indicate that only students who have suspensions related to weapons, drugs,
or infliction of serious bodily injury are placed in an interim alternative educational setting,
specifically the Shore Collaborative, by the district. Eligible students who are suspended in
excess of 10 days receive special education services and have access to the general
curriculum. Interviews report that the district has increased its capacity to provide students,
who exceed 10 days of suspension, with sufficient services through the addition of tutors.
SE Criterion # 51 - Appropriate special education teacher licensure
Rating:
Implemented
Basis for Findings:
Interviews and a review of documentation indicate that all special education teachers are
appropriately licensed.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
Page 6 of 7
SE Criterion # 53 - Use of paraprofessionals
Rating:
Implemented
Basis for Findings:
Staff interviews indicate that paraprofessionals are assigned to a special education teacher
who is responsible for their supervision. Paraprofessionals also have access to the special
education coordinators who are proximate and readily available to provide supervision,
support and guidance.
SE Criterion # 55 - Special education facilities and classrooms
Rating:
Implemented
Basis for Findings:
Observations indicate that the Hooks Elementary School and the Sokolowski Elementary
School no longer have signage that identifies related services classrooms. At the Sokolowski
Elementary School, the resource room has a door, rather than a shower curtain, that divides
the classroom from another classroom. The Functional Academics classrooms contain age
appropriate furniture, such as desks, chairs and educational materials that meets the needs of
the students. The Functional Academics classrooms have been relocated and are integrated
among classrooms for same age peers.
Observations at the Early Learning Center evidence that the substantially separate learning
center classrooms are integrated among other preschool classrooms.
At Chelsea High School, the special education post graduate program was relocated from the
back of the special education administrative suite to the first floor and is integrated into the life
of the school. It has the appropriate instructional materials and supplies needed for students
to access their independent living and job skills.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Chelsea Public Schools Mid-Cycle Report – August 6, 2013
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