COORDINATED PROGRAM REVIEW
MID-CYCLE REPORT
District: Franklin Public Schools
MCR Onsite Dates: 01/17/2013
Program Area: Special Education
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
COORDINATED PROGRAM REVIEW
MID-CYCLE REPORT
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, documents and staff interviews indicate that the district consistently provides
students and parents written notice of the transfer of education decision-making rights to the
student upon the age of majority one year prior to the student reaching age 18.
This notice includes that the parent will continue to receive written notices and have access to
the student record. The district documents this notification of the transference of educational
decision-making rights to the student and family in the “Additional Information” section of the
IEP.
Once the student has turned 18 years of age, the district secures consent for the continuation
of IEP services in accordance with the student's choice or secures documentation of
guardianship.
SE Criterion # 8 - IEP Team composition and attendance
Rating:
Implemented
Basis for Findings:
Review of student records and staff interviews indicate that the district’s IEP Teams are
consistently convened with all required members in attendance. When a required Team
member cannot participate in an IEP Team meeting, the district secures written parent
permission prior to the meeting to excuse the Team member. If the parent does not wish to
convene the IEP Team meeting without the required member, the district reschedules the
meeting. The excused required Team member provides written input in advance of the
meeting for the parent and development of the IEP.
A review of the district’s procedures also demonstrate that the district has a process to
excuse Team members whose areas are not being modified or discussed at the Team
meeting.
SE Criterion # 18A - IEP development and content
Rating:
Implemented
Basis for Findings:
Review of student records, documents, and staff interviews demonstrate that whenever the
IEP Team evaluation indicates that a student's disability affects social skills development, or
when the student's disability makes him or her vulnerable to bullying, harassment, or teasing,
the IEP addresses the skills and proficiencies needed to avoid and respond to bullying,
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Franklin Mid-Cycle Report – April 26, 2013 03:53:34 PM
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SE Criterion # 18A - IEP development and content
harassment, or teasing. The discussion is documented under “Additional Information” within
the IEP, along with appropriate goals and benchmarks documented in the IEP and service
delivery grid.
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. The IEP states explicitly how the student will receive social and
communications skills or self-advocacy skills to address or avoid bullying, harassment and
teasing in the section for Present Levels of Performance, goals and benchmarks, and service
delivery grid, as well as under Additional Information.
In all cases where the IEP Team considers and/or addresses the skills and proficiencies
students need to avoid and respond to bullying, harassment, or teasing, the district
documents this consideration on the Notice of Proposed School District Action (N1), which
accompanies the proposed IEP.
SE Criterion # 25 - Parental consent
Rating:
Implemented
Basis for Findings:
According to staff interviews, the district has not had any requests for revocation of special
education services in the past two years. A review of documents shows that the district’s
procedures require that the parent revoke consent for special education services in writing.
Once the parent’s written request is received, the district will immediately send a notice that
the student’s special education services will be discontinued within a reasonable period of
time and includes where parents can obtain a copy of procedural safeguards. Document
review and staff interviews indicate that these procedures also state that the district will not
use mediation or request a due process hearing to obtain agreement or a ruling requiring the
continuation of services.
SE Criterion # 26 - Parent participation in meetings
Rating:
Implemented
Basis for Findings:
The district provided its special education student roster as required by the Department.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Franklin Mid-Cycle Report – April 26, 2013 03:53:34 PM
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SE Criterion # 29 - Communications are in English and primary language
of home
Rating:
Implemented
Basis for Findings:
According to staff interviews, the district collects data from the home language survey,
obtained when parents enroll students into the district, to determine whether translated
documents are needed by families. Student records indicate that translated documents are
provided according to family need, and interpreters are provided at Team meetings.
Documentation of oral translation is noted on English versions of documents for low-incidence
language speakers and Spanish speakers.
Massachusetts Department of Elementary & Secondary Education – Program Quality Assurance Services
Franklin Mid-Cycle Report – April 26, 2013 03:53:34 PM
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