IEP Programming and Support Services
Once the Individualized Education Program has been developed, how is an IEP implemented? This section will look further into implementation, related services and transportation.
Once the Individualized Education Program has been developed, how is an IEP implemented? This section will look further into implementation, related services and transportation.
The Wayland Public School district oversees in an ongoing manner the full implementation of each in-district and out-of-district IEP it proposes, which has been consented to by a student's parents/guardians or the student if they are over 18.
IEPs for students receiving services within the Wayland Public Schools are monitored for full implementation by the assigned liaison and each building's Student Services Administrator. Data is collected to monitor each student's progress toward their goals and reported to parents and guardians as often as general education students receive reports of their child's progress. All IEP related paperwork, for both students receiving services in the district and those placed out of the district is processed by the Student Services Office, allowing for yet another compliance check.
Out-of-district placements are monitored for IEP implementation by the Out-of-District Coordinator, who attends Team meetings and maintains close communication with each program implementing each student's IEP. The Out-of-District Coordinator works to support the out-of-district program in engaging students in their learning, as needed, frequently communicating with parents and guardians about each student’s progress. Data is collected by the out-of-district program to monitor each student's progress toward their goals and is reported to parents and guardians as often as general education students receive reports of their child's progress. Progress reports for outplaced students are also provided to the parent or guardian in their home language
District-wide processes for Initial Evaluations, Re-Evaluations and Annual Reviews are outlined, in writing for staff. Implementation of these processes is overseen by each school’s Student Services Administrator.
Once parent signature is received, the Student Services Administrator begins the implementation process outlined below:
Student Services administrator informs staff that IEP has been signed.
Staff implements IEP once it is signed by parent
IEP is uploaded to district data management system to allow for access by all school staff working with that student
General education staff sign off that they have read and understand the implementation of the IEP in their setting
IEP is honored as a binding contract between the parents and the school
Progress Reports are provided with as much frequency as report cards
Preschool progress reports in January and June
Elementary progress reports in January and June
Middle School progress reports in January and June
High School progress reports in November, January, April and June
IEP team meets on an annual basis to review IEP with a re-evaluation taking place every three years
Special Education Administrators hold regular department meetings with all building-based special education providers to conduct case review and monitor compliance with services, accommodations and modifications.
For out-of district students, the Out of District Coordinator follows the same process in collaboration with each student’s placement.
The Student Service Administrator or Out of District Coordinator will also monitor any costs associated with implementing the IEP and ensure that the Wayland Public Schools funds any costs incurred. No expense related to the IEP should be funded by the parent/guardian.
Related Services - IDEA Section 300.34, states that related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training. Transportation is also considered a related service.
Wayland Public Schools provides access to all related services as deemed necessary from the Individualized Education Program. Some of the services are delivered by district employees (e.g. physical therapy, psychological services, etc) and others are delivered by contracted service providers (e.g. orientation and mobility services, audiology services).
Special transportation. If the Team determines that the student's disability requires transportation or specialized transportation arrangements in order to benefit from special education, the Team shall note on the student's IEP that the student requires special transportation. In such circumstances, transportation is a related service.
The Team shall determine necessary modifications, special equipment, assistance, need for qualified attendants on vehicles, and any particular precautions required by the student and shall document such determinations in the student's IEP. If specialized arrangements can be provided on regular transportation vehicles, the school district shall make such arrangements.
The district shall arrange to have eligible students who use wheelchairs transported in vehicles that do not require such students to be removed from their wheelchairs in order to enter or leave the vehicles; provided, however, that this requirement shall not be applicable where a Team or the student's physician recommends that the student regularly transfer in and out of conventional vehicles to or from a wheelchair for therapeutic or for independence training reasons.
The Team shall specify whether the student requires assistance in or out of the home, on or off of the vehicle, and in or out of the school. If such assistance is specified, the district shall ensure that it is provided.
The Team shall specify if the student has a particular need or problem that may cause difficulties during transportation, such as seizures, a tendency for motion sickness, behavioral concerns, or communication disabilities.
If special transportation is noted on the student's IEP, the student is entitled to receive transportation services to any program provided by the public school and in which the student participates.
If special transportation is noted on the student's IEP and the student is enrolled by his or her parents in a private school and receiving services under 603 CMR 28.03(1)(e), the school district's obligation to provide transportation shall be limited to transportation services within the geographic boundaries of the school district.
From DESE Education Laws and Regulations 603 CMR 28.00
In May 2010, Governor Patrick signed into law comprehensive legislation that addresses bullying prevention and intervention. This law has specific requirements for how we address bullying and retaliation effectively for students with disabilities.
IEP Teams must consider and specifically address social skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing:
Whenever a student's team evaluation indicates that the student's disability affects social skills development.
When the student's disability makes him/her vulnerable to bullying, harassment, or teasing.
For all students on the autism spectrum.
IEP Teams must document that issues of bullying, harassment, and teasing were considered at all Team meetings based upon the students’ presenting social/emotional profile. It is critical to document that the conversation took place even if some Team Members do not feel that the student falls into one of the three categories above. The documentation is important as it indicates that the conversation occurred and all Team Members had a voice in the determination of vulnerability to bullying, harassment, and/or teasing.
Teams must be mindful that any goals, benchmarks, and services that relate to bullying, harassment, and teasing are addressed within the IEP in a manner that is clear to the parents.
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