FOCUS AREA 2: IEP, PLACEMENT, AND PROGRESS REPORTING

Focus Area #2: IEP, Placement and Progress Reporting

SE Criterion No.

Documentation Source

Findings / Comments / Questions

1.0 IEP Development and Content 1.1 Was the IEP completed using the most

current IEP format provided by the Department of Elementary and Secondary Education and were all elements addressed?

18A IEP

Focus Area #2: IEP, Placement and

Findings / Comments / Questions

1.1.a . When the IEP Team evaluation indicates that a student’s disability affects social skills development, or when the student’s disability makes him/her vulnerable to bullying, harassment, or teasing, does the IEP address the skills and the proficiencies needed to avoid and respond to bullying, harassment, or teasing?

18A IEP Notice of Proposed District Action (N1

form)

1.1.b. When the student is identifed with a disability on the autism spectrum, does the IEP Team consider and specifically address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing?

18A EP Notice of Proposed District Action (N1

form)

1.2 In the IEP did the district document the student’s participation in the general education curriculum?

33 IEP (see page 2)

1.3 Was at least one member of the IEP Team familiar with the general curriculum and able to discuss an eligible student’s appropriate access to the general curriculum?

33 Meeting Invitation (N3) Attendance Sheet

(N3A)

1.4 Did the Team routinely consider the need for an educational program that is less than or more than the regular school day or school year, including extended day or year, and/or residential services, and indicate on the IEP why the shorter or longer program is necessary?

21 IEP (see page 6)

Focus Area #2: IEP, Placement and

Findings / Comments / Questions

1.5 Did the Team identify and include in the IEP an extended day or year program if the student demonstrated or was likely to demonstrate substantial regression in his or her learning skills and/or substantial difficulty in relearning such skills if an extended program is not provided?

21 IEP (see page 6)

1.6

a. If residential services are required, did the IEP clearly specify the reasons for such determination and how such services will be

coordinated with the day education services provided to the student?

21 IEP

(compare page 6 to 4 &

5)

b. Did the annual goals and services on the student’s IEP reflect the comprehensive nature of the educational program required?

21 IEP

(compare page 6 to 4 &

5)

1.7 If camping or recreation programs were considered and included on the IEP as part of an extended year program, were corresponding IEP goals or specially designed instruction developed?

21 IEP

(compare page 6 to 4)

1.8 Did the district’s IEP Teams designate how each student would participate in district-wide assessments and the MCAS test or PARCC and, if necessary, provide an alternate assessment?

5 IEP (see page 7)

Focus Area #2: IEP, Placement and

Findings / Comments / Questions

1.9

a. Was the IEP provided immediately following the development of the IEP?

In connection with part 5 of SE 18B, see the Memorandum on the

Implementation of 603 CMR 28.05(7):

Parent response to proposed IEP and proposed placement at

http://www.doe.mass.edu/news/news.as p?id=3182

18B Notice of proposed school district action

(N1)

b. Did the district provide the parent with two (2) copies of the proposed IEP and proposed placement along with the required notice?

18B Notice of proposed school district action

(N1)

c. Upon the student reaching the age of 18, did the school district implement procedures to obtain consent from the student to continue the student’s special education program?

7 Documentation of the manner and when the district provided notice

to the student and the parent.

“ Other Information”

section of IEP d. When the participation or consent of

the parent was required and the parent failed or refused to participate, did the district attempt to secure the consent through multiple attempts using a variety of methods which were documented?

25

IEP (see page 8)

2.0 Placement

Focus Area #2: IEP, Placement and

Findings / Comments / Questions

2.1 At the Team meeting, after the IEP was fully developed, did the Team

determine the appropriate placement to deliver the services on the IEP?

18B Team Determination Educational Placement

(PL 1)

2.2 Immediately following the development of the IEP, did the district provide the parent with two (2) copies of the proposed IEP and proposed placement along with the required notice?

18B 2.3 If the school district is unable to obtain

parental consent to a re-evaluation or to placement in a special education program subsequent to the initial placement, does the district document its efforts to obtain parent consent?

2.3 a. If the school district determines that the parent’s failure or refusal to consent will result in a denial of a free

appropriate public education to the student, does it then seek resolution of the dispute through the BSEA?

25 Team Determination of Educational Placement

(PL 1)

2.3 b. If a parent revokes consent in writing, does the district act promptly to provide written notice to the parent/guardian in reasonable time before the district intends to discontinue the services based on the revocation of consent, as well as information on how the parent can obtain a copy of his/her right to procedural safeguards?

25

2.4 Was consideration given to potential harmful effects on the student when the program was selected? Was

justification provided for such decision?

20

Focus Area #2: IEP, Placement and

Findings / Comments / Questions

2.5 Did the Team state why removal from the general education classroom at any time is considered critical to the student’s program and the basis for its conclusion that education in the least restrictive environment with the use of supplementary aides and services could not be achieved satisfactorily?

20 IEP

Team Determination of Educational Placement

(PL 1)

2.6 Did the district notify the BSEA within five calendar days of receiving a notice from a parent of the parent’s request for a hearing or rejection of an IEP, proposed placement or finding of no eligibility?

25A Copy of the notice to the BSEA

3.0 Progress Reports

3.1 Did parents receive reports on the student’s progress towards reaching the goals set in the IEP at least as often as parents are informed of the progress of non-disabled students?

13 Progress Reports (PR 1)

3.2 Did the progress reports include written information on the student’s progress toward the annual goals in the IEP?

13 Progress Reports (PR 1)

3.3 Where a student’s eligibility terminated because the student graduated from secondary school or exceeded the age of eligibility, did the school district provide 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?

13 Summary

Comments and Conclusions:

Program Quality Assurance Services Coordinated Program Review

Student Record Review Procedures – 2015-2016

School District/Charter School ____________________________________________ Date: ___________________________________