Special Education
If a student is suspected of having a disability that impacts their ability to make progress in school, staff or parents may refer the student for a special education evaluation under the provisions of Mass. Special Education Reg. 603 CMR 28.00. A team of educators and related service providers will conduct evaluations to inform a determination of eligibility for special education services. This team, chaired by the Educational Team Leader, is made up of the school psychologist, special education teacher, other relevant related service providers, parents/guardians, school counselor, and the student (14 years or older). This team will review the results of these evaluations. The team will determine whether a student presents with one or more educational disabilities and requires specially designed instruction from special educators in order to access the general education curriculum and make effective progress.
If a student is suspected of having a disability that impacts their ability to make progress in school, staff or parents may refer the student for a special education evaluation under the provisions of Mass. Special Education Reg. 603 CMR 28.00. A team of educators and related service providers will conduct evaluations to inform a determination of eligibility for special education services. This team, chaired by the Educational Team Leader, is made up of the school psychologist, special education teacher, other relevant related service providers, parents/guardians, school counselor, and the student (14 years or older). This team will review the results of these evaluations. The team will determine whether a student presents with one or more educational disabilities and requires specially designed instruction from special educators in order to access the general education curriculum and make effective progress.
Some students with identified disabilities will be provided with specially designed instruction in the general education classroom, more generally referred to as inclusion services. The special education teacher or special education teaching assistant works with students in their classroom to ensure that accommodations, any necessary modifications to content, or changes to the methodology of instruction, and/or assessment are provided.
Some students with identified disabilities will be provided with specially designed instruction in the general education classroom, more generally referred to as inclusion services. The special education teacher or special education teaching assistant works with students in their classroom to ensure that accommodations, any necessary modifications to content, or changes to the methodology of instruction, and/or assessment are provided.
Co-taught classes are available in English and Math in Grades 9-12. Co-teaching is an approach that involves two professionals (content teacher and special education teacher) teaching the same class together by sharing their expertise with the students. A co-teaching model provides students with disabilities with access to the same academic content as their non-disabled peers, creating a diverse learning environment where all students’ needs can be met. This process benefits the student requiring specialized support, provides teachers with additional staff and expertise in their room, and enhances the classroom as a whole. One of our goals for all students is to acquire an appreciation for diversity, recognizing all our strengths and weaknesses so that we may work together efficiently and cooperatively.
Co-taught classes are available in English and Math in Grades 9-12. Co-teaching is an approach that involves two professionals (content teacher and special education teacher) teaching the same class together by sharing their expertise with the students. A co-teaching model provides students with disabilities with access to the same academic content as their non-disabled peers, creating a diverse learning environment where all students’ needs can be met. This process benefits the student requiring specialized support, provides teachers with additional staff and expertise in their room, and enhances the classroom as a whole. One of our goals for all students is to acquire an appreciation for diversity, recognizing all our strengths and weaknesses so that we may work together efficiently and cooperatively.
Some students may require specially designed instruction outside of the general education setting. A wide range of special education services are available at Medfield High School. Related services such as speech and language therapy, occupational therapy, and counseling are available for eligible students. Students requiring small group instruction from a special education teacher in one or more areas (e.g. reading, math, written language, executive functioning) may receive this instruction in the Learning Center.
Some students may require specially designed instruction outside of the general education setting. A wide range of special education services are available at Medfield High School. Related services such as speech and language therapy, occupational therapy, and counseling are available for eligible students. Students requiring small group instruction from a special education teacher in one or more areas (e.g. reading, math, written language, executive functioning) may receive this instruction in the Learning Center.
Any questions regarding special education services should be addressed to the Educational Team Leader. For information regarding 504 Accommodations Plans, contact the school counseling department.
Any questions regarding special education services should be addressed to the Educational Team Leader. For information regarding 504 Accommodations Plans, contact the school counseling department.
SPECIAL EDUCATION EVALUATIONS
SPECIAL EDUCATION EVALUATIONS
Students identified by staff or parents/guardians as having a suspected disability may be referred for a team evaluation under the provisions of Massachusetts and federal statutes. Referrals generally come from the Student Support Team or a parent/guardian. Requests for referral are generally made to the building principal or Educational Team Leader. The team evaluation process is chaired by the Educational Team Leader and is made up of the school psychologist, special education teacher, other relevant related service providers, parents/guardians, school counselor, and student (14 years and older). This team will conduct the evaluations, review the results, determine whether a student presents with one or more educational disabilities, and determine if any specially designed instruction from special educators is required in order to access the general education curriculum and make effective progress.
Students identified by staff or parents/guardians as having a suspected disability may be referred for a team evaluation under the provisions of Massachusetts and federal statutes. Referrals generally come from the Student Support Team or a parent/guardian. Requests for referral are generally made to the building principal or Educational Team Leader. The team evaluation process is chaired by the Educational Team Leader and is made up of the school psychologist, special education teacher, other relevant related service providers, parents/guardians, school counselor, and student (14 years and older). This team will conduct the evaluations, review the results, determine whether a student presents with one or more educational disabilities, and determine if any specially designed instruction from special educators is required in order to access the general education curriculum and make effective progress.
Discipline of Students with Special Needs
Discipline of Students with Special Needs
The disciplining of students with special needs is governed by federal and state special education law and the regulations promulgated hereunder. These laws include the Individuals with Disabilities Education Act, 20 U.S.C., Section 1400, et. seq.; 34 C.F.R, Section 300.519-529 et seq., and Massachusetts General Laws c.71B.
The disciplining of students with special needs is governed by federal and state special education law and the regulations promulgated hereunder. These laws include the Individuals with Disabilities Education Act, 20 U.S.C., Section 1400, et. seq.; 34 C.F.R, Section 300.519-529 et seq., and Massachusetts General Laws c.71B.
Students with special needs who violate school rules are subject to removal from their current placement for up to ten (10) consecutive school days, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. Additionally, in certain circumstances, special needs students may be removed for additional periods of up to ten (10) consecutive school days in the same school year for separate incidents of misconduct.
Students with special needs who violate school rules are subject to removal from their current placement for up to ten (10) consecutive school days, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. Additionally, in certain circumstances, special needs students may be removed for additional periods of up to ten (10) consecutive school days in the same school year for separate incidents of misconduct.
School personnel may also order a change in the placement of a student with a disability to an interim alternative educational setting for not more than forty-five (45) days if a student: (1) carries a weapon to school or to a school function; (2) knowingly possesses, uses illegal drugs, or sells or solicits the sale of a controlled substance while at school or a school function. Additionally, a Massachusetts Department of Education Hearing Officer, under certain circumstances, may order a change in the placement of a student with a disability to an interim alternative educational setting for not more than forty-five (45) days. Under the circumstances described in this paragraph, or if the removal of a student will constitute a change in the student’s placement, as defined by federal special education law, a student’s IEP team may convene to review the student’s educational program and the misconduct. For more details on these procedures, parents may contact the Student Services’ Office.
School personnel may also order a change in the placement of a student with a disability to an interim alternative educational setting for not more than forty-five (45) days if a student: (1) carries a weapon to school or to a school function; (2) knowingly possesses, uses illegal drugs, or sells or solicits the sale of a controlled substance while at school or a school function. Additionally, a Massachusetts Department of Education Hearing Officer, under certain circumstances, may order a change in the placement of a student with a disability to an interim alternative educational setting for not more than forty-five (45) days. Under the circumstances described in this paragraph, or if the removal of a student will constitute a change in the student’s placement, as defined by federal special education law, a student’s IEP team may convene to review the student’s educational program and the misconduct. For more details on these procedures, parents may contact the Student Services’ Office.
How may a school discipline a student with a disability? 34 CFR §300.530
How may a school discipline a student with a disability? 34 CFR §300.530
Public schools must have procedures and standards in place to assure a safe learning environment for students. Schools are expected, and high schools are required, to publish their rules of conduct so that students know how they are expected to behave. If a student misbehaves and violates the school code of conduct, the school may discipline the student. Discipline must be fair and even-handed.
Public schools must have procedures and standards in place to assure a safe learning environment for students. Schools are expected, and high schools are required, to publish their rules of conduct so that students know how they are expected to behave. If a student misbehaves and violates the school code of conduct, the school may discipline the student. Discipline must be fair and even-handed.
In general, any student may be suspended or removed from school for disciplinary reasons for a short time, which is no more than 10 days. Before any removal or suspension, the student must be told what he or she is accused of having done and must be given a chance to tell his or her side of the story. During a short disciplinary removal, the school is not required to provide instruction to a disabled student unless it does so for non-disabled students. Once a student with a disability has been removed from the school placement for more than 10 cumulative days during the school year the student must receive educational services that will allow the student to continue to participate in the general education curriculum and to progress toward the goals set out in his or her IEP. School officials must consult with at least one of the student’s teachers to determine what services are necessary. These services must begin on the 11th school day of a student’s disciplinary removal during the school year and continue during the disciplinary removal.
In general, any student may be suspended or removed from school for disciplinary reasons for a short time, which is no more than 10 days. Before any removal or suspension, the student must be told what he or she is accused of having done and must be given a chance to tell his or her side of the story. During a short disciplinary removal, the school is not required to provide instruction to a disabled student unless it does so for non-disabled students. Once a student with a disability has been removed from the school placement for more than 10 cumulative days during the school year the student must receive educational services that will allow the student to continue to participate in the general education curriculum and to progress toward the goals set out in his or her IEP. School officials must consult with at least one of the student’s teachers to determine what services are necessary. These services must begin on the 11th school day of a student’s disciplinary removal during the school year and continue during the disciplinary removal.
Schools must follow special disciplinary rules for students with disabilities who have been found eligible for special education. A chart depicting the operation of these disciplinary rules can be found on the DESE Web site.[2] These special disciplinary rules apply as soon as a student is removed from his or her current educational placement[3] for more than 10 days in a row, or if a student is removed for disciplinary reasons for more than a total of 10 days in any school year and there is a pattern of removal for comparable behaviors. The school must notify you as soon as the decision is made to remove your student from his or her education placement for more than 10 days and provide you with a copy of this Notice.
Schools must follow special disciplinary rules for students with disabilities who have been found eligible for special education. A chart depicting the operation of these disciplinary rules can be found on the DESE Web site.[2] These special disciplinary rules apply as soon as a student is removed from his or her current educational placement[3] for more than 10 days in a row, or if a student is removed for disciplinary reasons for more than a total of 10 days in any school year and there is a pattern of removal for comparable behaviors. The school must notify you as soon as the decision is made to remove your student from his or her education placement for more than 10 days and provide you with a copy of this Notice.
The student’s IEP Team must meet within 10 days of the school’s decision to impose the discipline. At this meeting, called a “manifestation determination,” you and other members of the IEP Team will determine if the misbehavior was caused by or had a direct relationship to the student’s disability, or was the direct result of the school’s failure to provide the services required by the student’s IEP. In making the manifestation determination, you and other members of the IEP team must consider relevant information from your student’s file, including your student’s IEP, your and the teacher's observations of your student’s behavior, and any relevant information you provide.
The student’s IEP Team must meet within 10 days of the school’s decision to impose the discipline. At this meeting, called a “manifestation determination,” you and other members of the IEP Team will determine if the misbehavior was caused by or had a direct relationship to the student’s disability, or was the direct result of the school’s failure to provide the services required by the student’s IEP. In making the manifestation determination, you and other members of the IEP team must consider relevant information from your student’s file, including your student’s IEP, your and the teacher's observations of your student’s behavior, and any relevant information you provide.
If the team determines that the student’s behavior was not caused by or directly related to the student’s disability or the failure to properly implement the IEP, then a student with a disability can be disciplined in the same manner and for the same length of time as other students are disciplined for the same offense.
If the team determines that the student’s behavior was not caused by or directly related to the student’s disability or the failure to properly implement the IEP, then a student with a disability can be disciplined in the same manner and for the same length of time as other students are disciplined for the same offense.
The IEP Team, however, must determine the interim alternative educational setting (IAES) where the student will be placed and the educational services that will be provided. An IAES is a setting other than the student’s current placement that enables the student to continue to receive educational services according to his or her IEP. School personnel may consider the student’s unique circumstances in determining whether a change in placement is appropriate for a student with a disability.
The IEP Team, however, must determine the interim alternative educational setting (IAES) where the student will be placed and the educational services that will be provided. An IAES is a setting other than the student’s current placement that enables the student to continue to receive educational services according to his or her IEP. School personnel may consider the student’s unique circumstances in determining whether a change in placement is appropriate for a student with a disability.
If the Team determines that the student’s behavior was caused by or directly related to the student’s disability or the failure to properly implement the IEP, then the student must be returned to the last approved IEP placement unless you and the IEP Team decide on a different placement. The student must also be provided a functional behavioral assessment. A functional behavioral assessment or FBA is a comprehensive assessment of behavior that provides the IEP Team with information about the student’s behavior and identifies behavioral intervention services and program modifications that are designed to address the behavioral violation so it does not recur. If the student has already had a functional behavioral assessment and has a behavioral intervention plan, then the IEP Team should determine if any changes should be made to the behavioral intervention plan. If the behavior was caused by the failure to properly implement the IEP, the school must take immediate steps to remedy the deficiencies.
If the Team determines that the student’s behavior was caused by or directly related to the student’s disability or the failure to properly implement the IEP, then the student must be returned to the last approved IEP placement unless you and the IEP Team decide on a different placement. The student must also be provided a functional behavioral assessment. A functional behavioral assessment or FBA is a comprehensive assessment of behavior that provides the IEP Team with information about the student’s behavior and identifies behavioral intervention services and program modifications that are designed to address the behavioral violation so it does not recur. If the student has already had a functional behavioral assessment and has a behavioral intervention plan, then the IEP Team should determine if any changes should be made to the behavioral intervention plan. If the behavior was caused by the failure to properly implement the IEP, the school must take immediate steps to remedy the deficiencies.
Note that if your student possessed or used a weapon or drugs, or caused serious bodily injury to another person on school property or at a school event your student may be placed by the principal in an IAES for up to 45 school days without regard to whether the behavior is determined to be a manifestation of the student’s disability. The IEP Team will determine the IAES and the appropriate educational services that will be provided to the student while he or she is in the IAES.
Note that if your student possessed or used a weapon or drugs, or caused serious bodily injury to another person on school property or at a school event your student may be placed by the principal in an IAES for up to 45 school days without regard to whether the behavior is determined to be a manifestation of the student’s disability. The IEP Team will determine the IAES and the appropriate educational services that will be provided to the student while he or she is in the IAES.
[1] The special education disciplinary rules also apply to some students who have not yet been found eligible for special education. If, prior to the conduct in question, the parent has put his or her concern that the student has a possible disability in writing to supervisory or administrative personnel or the student’s teacher; if the teacher or other staff has expressed concerns about the student’s pattern of behavior directly to the director of special education or other supervisory personnel, or if the student has been referred for an evaluation that has not yet been completed these special rules apply. The special education disciplinary rules do not apply if the parent has refused to consent to the evaluation, if the student has previously been found to be not eligible for special education, or if the parent has revoked consent to special education and related services.
[1] The special education disciplinary rules also apply to some students who have not yet been found eligible for special education. If, prior to the conduct in question, the parent has put his or her concern that the student has a possible disability in writing to supervisory or administrative personnel or the student’s teacher; if the teacher or other staff has expressed concerns about the student’s pattern of behavior directly to the director of special education or other supervisory personnel, or if the student has been referred for an evaluation that has not yet been completed these special rules apply. The special education disciplinary rules do not apply if the parent has refused to consent to the evaluation, if the student has previously been found to be not eligible for special education, or if the parent has revoked consent to special education and related services.
[3] Placement is determined by the IEP Team and is the location where IEP services are provided.
[3] Placement is determined by the IEP Team and is the location where IEP services are provided.