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HomeMy WebLinkAbout2014-10-20 School Committee Packet School Committee Meeting October 20, 2014 Superintendent's Conference Room Open Session 7:00 P.M. �=; Town of Reading w Meeting Posting with Agenda Board - Committee - Commission - Council: School Committee Date: 2014-10-20 Time: 7:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Meeting Called By: Linda Engelson on behalf of the Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk's hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format;handwritten notices will not be accepted. Topics of Discussion: AGENDA 7:00 p.m. I Call to Order II Recommended Procedure A. Public Input(I) B. Reports 1. Students 2. Liaison 3. Superintendent 4. Sub-Committee 5. Assistant Superintendents 6. Director of Student Services C. Continued Business 1. Second Reading and Acceptance of Policy IJOA—Student Field Trips(A) 2. Second Reading of Policy JICFB—Bullying Prevention (A) D. New Business 1. Joshua Eaton School Presentation (I) 2. Coordinated Program Review Presentation(I) 3. Full Day Kindergarten Discussion(I) 4. Approval of Coolidge Field Trips (A) E. Routine Matters 1. Bills and Payroll (A) 2. Minutes(A) September 10, 2014—Financial Forum October 6, 2014 3. Bids and Donations(A) Accept a Donation to RMHS 4. Calendar(I) This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting.However the agenda does not necessarily include all matters which may be taken up at this meeting. Page I 1 �' ` �` Town of Reading [ Meeting Posting with Agenda sg 'r: . F. Information G. Executive Session III Future Business I Informational A Action Item All times are approximate and may change. This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting.However the agenda does not necessarily include all matters which may be taken up at this meeting. Page 12 John F.Doherty,Ed.D. Craig Martin Assistant Superintendent Superintendent of Schools for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 y{ Director of Finance 85 Operations Fax:781-942-9149 Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Joshua Eaton Presentation At our meeting on Monday evening Joshua Eaton Principal Karen Feeney will presenting on the implementation of the MTSS at Joshua Eaton. As you know the implementation of the MTSS is a district initiative and each school will be developing action plans to create safe learning environments for all students. I have attached the presentation for your information. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. 10/17/2014 JOSHUA EATON ', OUR VISION STATEMENT Jaguars make all things PAWS-sible By; Practicing compassion,Acting Responsible,Working towards 40 success,Showing respect HOW IT ALL FITS TOGETHER MTSS Student Achievement 1 10/17/2014 WORKING WITH MTSS •Supporting students with their social and emotional needs •Supporting students with their academic needs •Identifying behaviors •SST/data meetings BEHAVIORAL •Create a behavioral matrix •Teach'basic'behavioral expectations • Recognize PAW-sative student behavior •Identify strategies for teachers to assist students within the classroom •Develop"Paws and Think" 2 10/17/2014 PAWS AND THINK SHEET -paws"and Thirst: Nie The re.trnr•e* [eegvs•SSSr 1... 11EQ ba.Ia W rye i bail LW OW bl SPOTS I would like to recognize: In Room: For(highlight or circle one): • Practicing Compassion • Acting Responsibly • Working Toward Success • Showing Respect He/She: Spotted by: SST •Grade level team of teachers meet every 6 weeks • Reading specialist,school psychologist,special education staff,speech and language pathologist all attend • Look and analyze date • Create plans to provide interventions to support learners 3 10/17/2014 DATA WE ARE LOOKING AT LL,6CM ;77A r ti OTHER DATA TO INVESTIGATE k EDUCATION STUDENT GROWTH IN MATH • 4 10/17/2014 STUDENT GROWTH IN ELA jA TIERED SUPPORTS ACADEMICS BEHAVIOR TARGETTIONMEWNIV. 1.00/.417.0. aeas� ge if 6'," wa.e.�.:aw.artws TIER 2 AND TIER 3 •TIER 2-Short-term interventions provided to students who's behavioral patterns(data)indicate they haven't mastered the skills they need to consistently practice behaviors that represent school-wide values. •TIER 3-Intensive,longer term interventions provided to students who's behavioral patterns(data) indicate they haven't mastered the skills they need to consistently practice behaviors that represent school-wide values. 5 10/17/2014 HOW THIS HELPS STUDENT SUCCESS •Teachers can spend more time on instruction rather than behavior •Students are identified and provided supports •Teachers share best practices to support students and each other •Parents receive accurate information about their child's progress NEXT STEPS • We have added math support to the school. •Math tutoring will be offered to students that are low performing in moth.Tutors will be paid through Title I funds. •PLC work at the district and building level will provide time to collaborate with colleagues. •Teachers will visits schools that have been implementing the Math in Focus program. • Use Title I support to provide interventions within the classroom setting. ed � a 6 John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road - Reading,MA 01867 Phone:781-944-5800 Martha J.Sybert Fax:781-942-9149 x' Director of Finance 85 Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Second Reading of Revised Policy JICFB—Bullying Prevention At our meeting on Monday evening I will ask the School Committee to approve the second reading and accept the Revised Policy JICFB—Bullying Prevention. I have attached a copy of the revised policy that has been reviewed by Counsel to ensure the verbiage meets the requirements of the law. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. File: JICFB BULLYING PREVENTION The Reading Public Schools is committed to providing a safe, positive and productive educational environment where students can achieve the highest academic standards. No student shall be subjected to harassment, intimidation,bullying,or cyberbullying. POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION The Reading Public Schools has implemented the following procedures to receive and respond to reports of bullying or retaliation.This policy and procedures will ensure that members of the school community—students,parents,and staff—know what will happen when incidents of bullying occur. All reporting forms and procedures will be shared with all school staff members and parents and guardians at the beginning of school each year, included in new student packets throughout the year, and posted on each school's and the district websites.An anonymous reporting procedure will also be available to families.Anyone who files a report will be informed of the next steps in the investigatory process. Specific follow through from report will be communicated in a manner consistent with the Reading Public Schools' legal obligations regarding confidentiality. ---- •- -• • * - •• _" involved. A. Definition-Bullying Prohibited Bullying may take a variety of forms. It is unacceptable in a school or work environment. As a result,no student or employee shall be subjected to harassment, intimidation, bullying,or cyber-bullying in a public educational institute: 1. "Bullying"means the repeated use by one or more students or by a member of school staff including,but not limited to,an educator,administrator,school nurse, cafeteria worker,custodian, bus driver, athletic coach,advisor to an extracurricular activity or paraprofessional of an unwelcome written,verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: (i)causes physical or emotional harm to the target or damage the target's property;student or employee, (ii)places the target in reasonable fear of harm to himself or of damage to his property; (iii)creates a hostile environment at school for the target; (iv)infringes on the rights of the target at school;or(v)materially and substantially disrupts the education process or the orderly operation of a school. For the purposes of this section, bullying shall include cyber-bullying. The behavior must interfere with a student's academic performance or ability to learn,or interfere with a student's ability to participate in or benefit from services, activities,or privileges: a. that are being offered through the school district;or b. During any education program or activity; or c. While in school, on school equipment or property, in school vehicles,on school buses,at designated school bus stops,at school-sponsored activities, at school-sanctioned events;or 2. "Cyber-bullying"means, bullying through the use of technology or any electronic communication,which shall include, but shall not be limited to,any transfer of signs, signals,writing, images,sounds,data or intelligence of any nature transmitted in whole or in part by a wire, radio,electromagnetic, photoelectronic or photo optical system, including but not limited to,electronic mail, internet communications, instant messages or facsimile communication. Cyber-bullying shall also include(i)knowing impersonation of another person as the author of posted content or messages, if the creator or impersonation creates any of the conditions enumerated in clauses(i)to(v), inclusive,of the definition of bullying. Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or persons. a. Cyber-bullying may occur through the use of data,telephone or computer software that is accessed through a computer, computer system, or computer network or any public education institute. b. As used in this Section, "electronic communication"also means any communication through an electronic device including, but not limited to a telephone,cellular phone,computer or pager. 3. "Aggressor"is a student or member of a school staff including, but not limited to, an educator, administrator,school nurse,cafeteria worker, custodian, bus driver, athletic coach,advisor to an extracurricular activity or paraprofessional who engages in bullying,cyber-bullying, or retaliation. 4. "Target"is a student-against whom bullying,cyber-bullying, or retaliation has been perpetrated. I Bullying is prohibited and the RPS will intervene when prohibited actions occur; • On school grounds; • On property immediately adjacent to school grounds; • At school-sponsored or school-related activities; • At functions or programs whether on or off school grounds; • At school bus stops; • On school buses or other vehicles owned, leased or used by the school district;or, • Through the use of technology or an electronic device owned, leased or used by the Reading Public Schools. Bullying and cyber-bullying are prohibited. The RPS will take appropriate actionint,.nervcn^when the conduct occurs at a location, activity,function or program that is not school-related or through the use of technology or an electronic device that is not owned, leased or used by the Reading school district only if the act or acts in question: • create a hostile environment at school for the target; • infringe on the rights of the target at school;and/or • materially and substantially disrupts the education process or the orderly operation of a school. The following procedures are based on the requirements of M.G.L.c.71,§370. In addition to the requirements of M.G.L.c.71,§370,where the alleged conduct is on the basis of race, color, national origin,age,gender,gender identity or expression,sexual orientation,disability or religion,the district should also consider whether the conduct constitutes a hostile environment based on those protected classes,consistent with its Discrimination and Harassment Grievance Procedures. A. Reporting bullying or retaliation. Reports of bullying or retaliation may be made by staff, students, parents or guardians,or others, and may be oral or written. Oral reports made by or to a staff member will be recorded in writing. A school or district staff member is required to report immediately to the principal or designee any instance of bullying or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians,or other individuals who are not school or district staff members,may be made anonymously. The school or district will make a variety of reporting resources available to the school community including,but not limited to, an Incident Reporting Form,' a dedicated mailing address,and an email address. Use of an Incident Reporting Form is not required as a condition of making a report. The school or district will: 1)include a copy of the Incident Reporting Form in the beginning of the year packets for students and parents or guardians;2)make it available in the school's main office,the counseling office,the school nurse's office,and other locations determined by the principal or designee; and 3)post it on the school's website. The Incident Reporting Form will be made available in the most prevalent language(s)of origin of students and parents or guardians. At the beginning of each school year,the school or district will provide the school community, including administrators, staff,students,and parents or guardians,with written notice of its policies for reporting acts of bullying and retaliation. A description of the reporting procedures and resources,including the name and contact information of the principal or designee,will be incorporated in student and staff handbooks,on the school or district website,and in information about the Plan that is made available to parents or guardians. 1. Reporting by Staff A staff member will report immediately to the principal or designee when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the principal or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline. 2. Reporting by Students, Parents or Guardians, and Others The school or district expects students, parents or guardians,and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be 'See Appendix for Reporting Form. taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians,and others may request assistance from a staff member to complete a written report. Students will be provided practical,safe,private and age-appropriate ways to report and discuss an incident of bullying with a staff member, or with the principal or designee. Please note: ‘'''Nothing in this policy shall be construed to limit personnel's ability to call 911 -- Formatted:Font:(Default)axial,11 pt where a threat to safety of the student and/or other individuals is present. if there is concerned_ _ _ Formatted:Font:(Default)arfal,ii pt about anyone's immediate physical safety,please call 911 first,then notify an administrator. Formatted:Font:(Default)axial,11 pt B. Responding to a report of bullying or retaliation. 1. Safety Before fully investigating the allegations of bullying or retaliation,the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. Responses to promote safety may include,but not be limited to,creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom,at lunch,or on the bus; identifying a staff member who will act as a"safe person"for the target; and altering the aggressor's schedule and access to the target. The principal or designee will take additional steps to promote safety during the course of and after the investigation,as necessary. Interventions will consider the rights of both the target and the aggressor, including both the consideration of remedial and disciplinary measures for the aggressor as appropriate., In determining the steps necessary to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents,the principal or designee shall consider that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status,gender identity or expression, physical appearance, pregnant or parenting status,sexual orientation,mental,physical,developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student or staff member who has reported bullying or retaliation,a student or staff member who has witnessed bullying or retaliation, a student or staff member who provides information during an investigation, or a student or staff member who has reliable information about a reported act of bullying or retaliation 2. Obligations to Notify Others a. Notice to parents or guardians. Upon determining that bullying or retaliation has occurred,the principal or designee will promptly notify the parents or guardians of the target and the aggressor of this, and of the procedures for responding to it. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00. b. Notice to Another School or District. If the reported incident involves students from more than one school district,charter school, non-public school,approved private special education day or residential school,or collaborative school,the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s)of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations,and 603 CMR 49.00. c. Notice to Law Enforcement. At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the aggressor,the principal will notify the Reading Police Department. Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency. Also, if an incident occurs on school grounds and involves a former student who is no longer enrolled in school,the principal or designee shall contact the Reading Police Department if he or she has a reasonable basis to believe that criminal charges may be pursued against the aggressor. In making this determination,the principal will,consistent with the Plan and with applicable school or district policies and procedures,consult with the school resource officer, if any,and other individuals the principal or designee deems appropriate. C. Investigation. Upon receipt of a report or complaint that would, if true,constitute bullying, cyber bullying,or retaliation,the principal will promptly commence an investigation. If there is concern for physical harm of a student or student,the principal shall take interim measures reasonably calculated to ensure the safety of the student or students during the pendency of the investigation. In investigating any such complaint,the principal or designee will interview students,staff,and any witnesses to the alleged conduct.To the extent practicable and consistent with the principal's obligation to act promptly and to thoroughly investigate and address the matter,the principal or designee will maintain confidentiality during the investigative process and shall not disclose unnecessary or confidential information to interview subjects. During any such interviews,the principal will inform the target,aggressor,and all witnesses that retaliatory treatment of any individual for reporting or lack of cooperation with an investigation of bullying will result in disciplinary action may include suspension or expulsion from school. Interviews may be conducted by the principal or designee,other staff members as determined by the principal or designee, and in consultation with the school counselor,as appropriate. To the extent practicable,and given his/her obligation to investigate and address the matter,the principal or designee will maintain confidentiality during the investigative process. Procedures for investigating reports of bullying and retaliation will be consistent with school or district policies and procedures for bullying investigations. If necessary,the principal or designee will consult with legal counsel about the investigation. At any point after receipt of a report of bullying or retaliation, including after an investigation, the principal shall notify the Reading Police Department and School Resource Officer if the principal has a reasonable basis to believe that criminal charges may be pursued against the aggressor. Notice shall be consistent with the requirements of 603 CMR 49.00 and established agreements with the local law enforcement agency.The principal shall document the reasons for his or her decision to notify law enforcement. Nothing in this section shall be interpreted to require reporting to a law enforcement agency in situations in which bullying and retaliation can be handled appropriately within the school district or school. D. Determinations. Within fifteen(15)school days of the principal's receipt of the complaint of bullying, cyber bullying,or retaliation,the principal will make a determination based upon all the facts and circumstances. -- - ' _:- - • : ._. -- ••, : _ • - - -• right If,after the investigation, bullying or retaliation is substantiated,the principal will determine what remedial action may be required, if any, and determine what responsive actions and/or disciplinary action is necessary.The principal will also consider what disciplinary and/or remedial measures are reasonably calculated to eliminate the bullying and to prevent its reoccurrence.The principal's findings and determinations shall be documented in writing on the Incident Reporting Form. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation,that student may be subject to disciplinary action. Depending upon the circumstances,the principal or designee may choose to consult with the students'teacher(s)and/or school counselor,and the target's or aggressor's parents or guardians,to identify any underlying social or emotional issue(s)that may have contributed to the bullying behavior and to assess the level of need for additional social skills development. E. Notice of Investigative Findings Upon determining that bullying or retaliation has occurred,the principal or designee will promptly notify parents or guardians of the target and aggressor of this, and of the procedures for responding to it.While prior notice of an investigation shall not be required, the principal shall not be precluded from notifying the parents of a target or aggressor prior to completion of the principal's investigation.This communication will be done in the primary language of the home. In notifying the parents of a target or aggressor of an investigation or the principal's findings • --- Formatted:Left,Indent:Left: 0.25", thereon, the principal shall maintain the privacy and confidentiality of any individual or child Widow/Orphan control,Don't adjust space who is not the child of the parents to whom the notice is provided.The principal shall ensure between Latin and Asian text,Don't adjust space between Asian text and numbers that any notice to the parents complies with applicable state regulations including, but not limited to,603 CMR 49.00,and shall not report specific information to the target's parent(s) about the disciplinary action taken against an aggressor unless it involves a"stay away" order or other directive that the target must be aware of in order to report violations. The notice to the parents or guardians of the victim shall include information about the Massachusetts Department of Elementary and Secondary Education's("DESE")problem resolution system and the process for seeking assistance or filing a claim through the problem resolution system.The parents of the victim should be provided the following contact information:,Program Quality Assurance Services, Massachusetts Department of ____,- {Formatted:Font:(Default)Arial,11 pt Elementary and Secondary Education, 75 Pleasant Street, Malden, MA 02148-4906, Telephone: 781-338-3700;TTY: N.E.T. Relay: 1-800-439-2370. _-4 Formatted:Font:(Default)Arial,11 pt 1 F. Requests for Reconsideration If either the complaining party or the individual against whom the complaint was made is dissatisfied with the outcome of the investigation,that person may request, in writing,a reopening of the investigation or reconsideration of the investigative findings.The written request shall state the reasons for request and shall be delivered to the Superintendent of the Reading Public Schools within ten(10)school days or the parents'/guardians'receipt of notice of the investigative findings.Within five(5)school days of receipt of any such request, the superintendent shall decide whether or not to reopen the investigation and shall provide written notification of that determination to the appealing party and to the other party involved. The filing of a request for reconsideration or a reopening of the investigation shall not stay the imposition of disciplinary sanctions or the implementation of any safety interventions determined to be appropriate by the principal. G. Responses to Bullying 1. Teaching Appropriate Behavior Through Skills-building Upon the principal or designee determining that bullying, cyber-bullying,or retaliation has occurred,the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior. M.G.L.c.71, § 37O(d)(vi). Reading Public Schools administrators and staff may consider the following skill- building approaches: • offering individualized skill-building sessions based on the school's/district's anti- bullying curricula; • providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel; • implementing a range of academic and nonacademic positive behavioral supports to help students understand pro-social ways to achieve their goals; • meeting with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home; • adopting behavioral plans to include a focus on developing specific social skills and • including offerings,supports and,where appropriate, individual behavior plans addressing the recognition that.certain students may be more vulnerable to --{Formatted:Font:(Default)Arial,11 Pt becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race,color, religion, ancestry, national origin, sex,socioeconomic status, homelessness, academic status,gender identity or expression,physical appearance, pregnant or parenting status, sexual orientation, mental, physical,developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. 2. Taking Disciplinary Action If the principal or designee decides that disciplinary action is appropriate,the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct,the age of the student(s)involved, and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with the Plan and with the school's or district's code of conduct. Possible consequences to serious incidents of bullying include suspension and expulsion from school. Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act(IDEA),which should be read in cooperation with state laws regarding student discipline. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation,that student may be subject to disciplinary action. 3. Promoting Safety for the Target and Others The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur. He/she may also implement a safety plan. In developing a safety plan,the principal or designee shall consider that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race, color, religion,ancestry, national origin,sex, socioeconomic status, homelessness, academic status,gender identity or expression, physical appearance,pregnant or parenting status,sexual orientation, mental,physical,developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action,the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so,the principal or designee will work with appropriate school staff to implement them immediately. VI. COLLABORATION WITH FAMILIES Reading Public Schools is committed to promoting a strong home-school partnership regarding bullying prevention. Each school will provide information to families that will support common language across the district as well as sharing prevention and identification strategies. Communication between home and school will be via school notices,school and district web sites, and parent conferences/presentations on a regular basis. It will also focus on school and district-specific approaches to collaboration which will take into account age,climate, socio-economic factors, linguistic,and cultural make-up of students and the parents. A. Parent education and resources. The school or district will offer education programs for parents and guardians that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the district or school. The programs will be offered in collaboration with the PTO, School Councils, Special Education Parent Advisory Council,or similar organizations. A. Notification requirements. Each year the school will inform parents or guardians of enrolled students about the bullying prevention curricula that are being used.This notice will include information about how parents and guardians can reinforce the curriculum at home and support the school district or school plan,the dynamics of bullying, including cyber-bullying and online safety. The school or district will send parents written notice each year about the student-related sections of the Plan and the school's or district's Internet safety policy. All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s)most prevalent among parents or guardians. The school or district will post the Plan and the district Bullying Prevention and Harassment Policy and related information on its website. VII. PROHIBITION AGAINST BULLYING AND RETALIATION The following information will be included in the Bullying Prevention Plan, all student handbooks,staff handbooks,and in the student code of conduct in accordance with M.G.L. c. 71,§370(b). Acts of bullying,which include cyber-bullying,are prohibited: (1)Bullying shall be prohibited on school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity,function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by a school district or school,or through the use of technology or an electronic device owned,leased or used by a school district or school. Bullying at a location, activity,function or program that is not school-related,or through the use of technology or an electronic device that is not owned,leased or used by a school district or school,shall be prohibited if the bullying:(a)creates a hostile environment at school for the target; (b)infringes on the rights of the target at school;or(c)materially and substantially disrupts the education process or the orderly operation of a school. Retaliation means any form of intimidation, reprisal or harassment directed against a person who reports bullying,provides information during an investigation about bullying,or witnesses or has reliable information about bullying. As stated in M.G.L.c.71,§370, nothing in this Plan requires the district or school to staff any non-school related activities,functions,or programs. IX. RELATIONSHIP TO OTHER LAWS Consistent with state and federal laws,and the policies of the Reading Public Schools, no person shall be discriminated against in admission to a public school in Reading or in obtaining the advantages,privilege and courses of study of such public school on account of race,color, sex, religion, national origin,age,gender identity,disability,or sexual orientation. Nothing in the plan prevents the school or district from taking action to remediate discrimination or harassment based on a person's membership in a legally protected category under local,state,or federal law,or school or district policies including its Discrimination and Harassment Grievance Procedures.- In addition, nothing in the Plan is designed or intended to limit the authority of the school or - --i Formatted:Indent:Left: 0" district to take disciplinary action or other action under M.G.L.c.71,§§37H or 37H%, other applicable laws,or local school or district policies in response to violent, harmful,or disruptive behavior, regardless of whether the Plan covers the behavior. REFERENCES: Massachusetts Department of Elementary and Secondary Education's Model Bullying Prevention and Intervention Plan LEGAL REFS.: Title VII,Section 703,Civil Rights Act of 1964 as amended Federal Regulation 74676 issued by EEO Commission Title IX of the Education Amendments of 1972 603 CMR 26.00 MGL 71:370 MGL 265:43,43A MGL 268:13B MGL 269:14A CROSS REFS.: AC, Nondiscrimination ACAB,Sexual Harassment JBA,Student-to-Student Harassment JICFA, Prohibition of Hazing JK,Student Discipline Regulations Adopted by the Reading School Committee on December 9,2013 APPENDIX A BULLYING INCIDENT REPORTING FORM READING PUBLIC SCHOOLS *If concerned about anyone's immediate physical safety,please call 911 first,then notify an administrator. 1.Name of Reporter. (Note:Reports may be made anonymously,but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report.) 2.Check whether you are the: ❑Target of the behavior El Reporter(not the target) 3. Check whether you are a: Ltudent D taff member(specify role) ❑Parent ❑Administrator DOther(specify) 4.State your school or work site: ❑ RMHS ❑ Coolidge ❑ Parker ❑Wood End ❑ Eaton ❑ Killam ❑Birch Meadow❑ Barrows 5.Information about the Incident: Name of Target(of behavior) Name of Aggressor(alleged bully): Date(s)of Incident(s): Time When Incident(s)Occurred Location of Incident(s)(Be specific.) 6.Witnesses(List of people who saw the incident or have information about it): Name: ❑ Student ❑Staff ❑Other Name: ❑ Student ❑Staff ❑Other Name: ❑ Student ❑Staff El Other 7.Describe the details of the incident(including names of people involved,what occurred, and what each person did and said,including specific words used). Please use additional space on the back,if necessary. FOR ADMINISTRATIVE USE ONLY 8.Signature of Person Filing this Report: Date: (Note:Reports may be filed anonymously;however,an individual may not be subject to discipline on the basis of an anonymous report of bullying) 9. Form given to: Position: Date: APPENDIX B BULLYING INCIDENT INVESTIGATION FORM READING PUBLIC SCHOOLS *If concerned about anyone's immediate physical safety,please call 911 first,then notify an administrator. Signature: Date Received: 1.Investigator(s): Position(s): 2.Interviews: Lnterviewed aggressor Name: LIEP/504 Date: interviewed target Name: L EP/504 Date: [Interviewed witnesses Name: CEP/504 Date: Name: ❑IEP/504 Date: 3.Any prior documented incidents by the aggressor? ❑Yes ENo If yes,have incidents involved target or target group previously? ❑Yes ❑No Any previous incidents with findings of bullying or retaliation? ❑Yes ❑ No Summary of Investigation: (Please use additional paper and attach to this document as needed.) CONCLUSIONS FROM THE INVESTIGATION 1.Finding of bullying or retaliation: DYES ONO ❑ Bullying ❑ Incident documented ❑ Retaliation ❑ Discipline referral only 2.Contacts: ❑ Target's parent/guardian Date: ❑Aggressor's parent/guardian Date: ❑ Law Enforcement Date: 3.Action Taken: ❑ Loss of Privileges ❑Detention ❑ Suspension Dates Excluded: ❑ Community Service 0 Education Other 4.Describe Safety Planning: Follow-up with Target: Scheduled for Initial&date when completed: Follow-up with Aggressor:Scheduled for Initial&date when completed: Report forwarded to Principal:Date (If principal was not the investigator) Signature and Title: Date: APPENDIX D Reading Public Schools BULLYING PREVENTION AND INTERVENTION INCIDENT ONLINE REPORTING FORM *If concerned about anyone's immediate physical safety,please call 911 first,then notify an administrator. -- l Formatted:Left (Note: Reports made anonymously will be investigated but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report.) Name of Reporting/Person Filing the Report:(Not Required) Check whether you are the: • Target of the behavior Reporter(not the target) • Student • Staff Member(Specify) Check whether you are a: L Parent • Administrator • Other Specify) Your contact information/telephone number: If student,state your school and NA y � grade School: — Grade: A If staff member,state your school or NA work site: Scbool/WorkSite: Information about the Incident: Name of Target(of behavior): School and Grade of Target School: NA Grade: NA --.- Name of Aggressor(Person who engaged in the behavior): School and Grade or Title of the NA zj Aggressor School: —� Grade: Date(s)of Incident(s): Time When Incident(s)occurred: Location of Incident(s)(Be as specific as possible): l I _... Is there an online/Internet component of this incident please describe? I Witnesses(List people who saw the incident or have information about it): Witness 1: Witness 2: Witness 3: Describe the details of the incident (including names of people involved, what occurred,and what each person did and said including specific words used). pp I 3 Submit Reset John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent k Yc for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.S bert Phone:781-944-5800 Y Fax:781-942-9149 �, "' Director of Finance&Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Second Reading Revised Policy IJOA—Field Trips At our meeting on Monday evening I will ask the School Committee to approve the second reading and accept revised policy IJOA-Field Trips. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Policy IJOA READING SCHOOL COMMITTEE POLICY ON STUDENT FIELD TRIPS Academic Field Trips The Reading School Committee(SC) recognizes that academic field trips are an extension of the classroom experience that expand and reinforce concepts learned in the classroom and can provide new and unique experiences not available in the classroom setting.An academic field trip is defined as a visit to a location beyond school grounds that has a direct relationship to a curricular field. Reading Public Schools will sponsor academic field trips for students only when trips meet the following criteria: • Time and Learning—The trips are appropriate for the age groups involved and the learning activities associated with the field trip map to the curriculum frameworks and satisfy time and learning requirements. • Equal Opportunity/Accessibility-The right of a student to participate in any school-sponsored program is not infringed upon or impaired because of gender, race,ethnicity,color, national origin,ancestry, religion,sexual orientation, or disability group, or any other reason not related to his/her individual capabilities. • Students with Disabilities-Any concern about the safety or appropriateness of a disabled student's participation in a field trip will be referred to the student's liaison (if a special education student)or to the Section 504 Coordinator(if the student is on a Section 504 plan), whichever may be applicable,for the scheduling of a Team Meeting.The Team will review the concern, review any other relevant documents, make a Team determination how the student can participate and what, if any, accommodations are necessary for the student's participation in the field trip. • Affordability-Field trips should be affordable and accessible to all qualified and interested students. Students may be allowed but not required to participate in reasonable group fundraising efforts to defray the cost of field trips. No student is denied the opportunity to participate in an academic day field trip because of the inability to pay. • Scheduling-Trips are not scheduled during the State Assessment examination periods for students taking the MCAS/PARCC exams. If unique and special circumstances present an academic opportunity,the principal and superintendent will consider and evaluate each request with care. • Teacher Supervision-While there must be adequate supervision,the principal must also minimize the number of teachers missing classes due to chaperoning. • Educational Alternatives-Students who cannot participate in field trips shall receive educational alternatives that have related academic and intellectual value. Instruction of students unable to attend the field trip should not be lessened due to an inability to attend. Students who attend school in lieu of a field trip can received regular classroom instruction as an educational alternative. • Health and Safety-The health and safety of students and staff are given utmost consideration in the approval, planning and conduct of all school-sponsored trips. Staff involved in planning a field trip will include the District nursing staff in the planning process in accordance with the District nursing protocol to determine specific health/medical needs of students,the inclusion of nursing staff on the field trip,or other medical care required. • Student Behavior-Students participating in any type of field trip are required to adhere to school rules and regulations. Attendance on school-sponsored trips is not a student's right, but a privilege. No student may attend such a trip if, in the determination of the principal or his/her designee as part of disciplinary action unrelated to a disability,the student's behavior has been so inappropriate or antisocial as to be deemed disruptive to the planned trip. • Supervision-Staff from the requesting school direct the trip, and a staff member is identified as the Staff-in-Charge and is in attendance to ensure compliance with this policy. • Transportation—Reading Public Schools uses its regular contracted bus service for most field trips. Use of vans and private automobiles for field trips without prior approval from the Superintendent of Schools,or designee, is prohibited.A field trip that proposes to use private passenger vehicles must follow the guidelines in School Committee Policy EEAG and must be submitted in advance to the Superintendent of Schools,or designee,for review of the trip itinerary, driver information (license,adequate insurance coverage, liability release form, CORI,SAFIS, etc.)and consideration of all safety concerns with respect to the proposed transportation.The Superintendent, or designee,will make the final decision as to the acceptable mode of transportation for the field trip. Selected carriers for late night, overnight or out of state travel must be licensed for passenger transportation by the Federal Motor Carrier Safety Administration (FMCSA). Carriers with an FMCSA safety rating of"conditional" or "unsatisfactory"will not be used.Selected carriers will be prohibited from using subcontractors unless sufficient notice is provided to the district to allow for verification of the subcontractor's qualifications and safety rating.Travel itineraries must allow enough time for drivers to rest in conformance with federal hour-of-service requirements and common sense. If a planned trip exceeds ten(10)consecutive hours of driving,a second driver must be utilized or the driver must be off duty for eight(8)consecutive hours before driving again. Public transportation may also be used,subject to review and approval by the Principal and/or Superintendent, particularly with respect to number of chaperones,time in transit,and accessibility to all students. • Overnight Accommodations(if applicable)-Overnight accommodations at all hotels, motels,or other lodging,with established rules and regulations to ensure student well-being should be made in advance with student safety and security in mind. Accommodations will include enough rooms so that no chaperones are rooming with students. Exchange Programs The School Committee has established foreign exchange programs which have specific requirements and approval processes.All of the above criteria may not be applicable to these programs.The Exchange field trips must follow the same approval process as academic field trips. Enrichment Field Trips An enrichment field trip is defined as attendance at contests, regional events,or other trips beyond the school grounds that is not a part of the curriculum and does not count toward meeting the time and learning requirements. While they may be valuable experiences for students,every effort should be made to mitigate the effect of enrichment field trips on time and learning. Costs associated with enrichment field trips will be the responsibility of the individual student/family. Where appropriate,there may be fund raising to help defray costs. All fundraising must be done in compliance and accordance with Reading Public Schools and individual school policies. The Enrichment field trips must follow the same approval process as academic field trips. Compliance with State Ethics Disclosure of Financial Interest In no event shall staff members involved in organizing and/or attending an approved field trip be compensated,directly or indirectly,from any company,sponsor or others for his or her role in attending the field trip. However,the State Ethics Commission does allow for the costs of the trip for the staff member/chaperone to be covered, in which case the staff members(s)/chaperone(s) must file a Disclosure of Financial Interest Form with the Superintendent and Town Clerk. The Superintendent shall first make the determination that the trip serves a legitimate educational purpose and that the benefits to the students and the education process outweigh the private benefit to the teacher,the tour company and/or the chaperones. Related Definitions: Chaperone-A person,other than a teacher and instructional assistant,age 21 or older,who accompanies and supervises the students on a field trip. A satisfactory Criminal Offender Record Information (CORI)check is required of all chaperones and a Statewide Applicant Fingerprint Identification System (SAFIS) is required of any chaperone who is supervising an after school or overnight field trip. Staff-All paid school personnel. Staff-in-Charge-The teacher attending the trip designated to ensure compliance with this policy. Approval Criteria The table below lists the terms used for trips of various lengths and the approval required. Note that out of-state travel requires School Committee approval regardless of the trip length. In no case will a trip exceeding five school days be approved. X-Approval is required by the indicated person. Trip Length Principal Superintendent School Committee Day-Within the School Day X Extended-A visit extending beyond X X the school day, but returning prior to midnight. Overnight-A visit that involves X X X overnight travel (after midnight) and/or overnight stay. Out of State-A visit that involves X X X travel outside of Massachusetts, whether a day trip or an overnight trip. Foreign-A visit to a foreign country. X X X Approval All foreign trips requiring School Committee approval must be received prior to the school year in which the trip is to take place and prior to making any final financial and/or contractual arrangements.All field trips must be approved in writing by the appropriate authority as specified in this policy. The initial documentation to request a field trip must include: Documentation 1. The purpose of the trip including a mapping to the curriculum frameworks. 2. Proposed dates. 3. Proposed itinerary. 4. Estimated number of students expected and percentage of eligible students participating 5. Cost per student(if applicable). 6. Ratio of chaperones/teachers to students. 7. Description of transportation arrangements, including rest time for drivers. 8. Description of arrangements for meals and lodging(if applicable). 9. Means of financing. 10.A draft copy of any contract associated with the trip. 11.A description of the educational alternative,and mapping of that alternative,for students not attending the trip. 12. A description of the process that will be used to determine student eligibility. 13. Compliance with State Ethics Disclosure of Financial Interest 14. Compliance with CORI and SAFIS Requirements After the initial trip approval,subsequent approval documentation must include information detailing how the above trip conditions have changed since the initial trip was approved. All participating students must submit a signed parent/guardian permission form that includes appropriate authorization for emergency medical care and administration of medication. An emergency crisis plan will also be documented and provided to the Administration before the departure of any field trip. International trips must include a printout of the State Department Travel Advisory and Homeland Security Alert Status for all countries to be visited. Restrictions Non-School Sponsored Trips-Staff members are prohibited from soliciting privately run trips through the school system. Teachers and other school staff who privately conduct educational tours or trips must clearly state that these trips are not school-sponsored and that the Reading School Committee and the Reading Public Schools do not sanction the trip nor assume any responsibility or liability for the trip. Discipline of Students and Field Trips-Domestic and International 1. All Reading Public School policies on student behavior,student handbook rules and regulations, Massachusetts Interscholastic Athletic Association(MIAA) rules and regulations,and trip rules will apply and be in effect at all times for academic and extracurricular field trips. 2. If a student violates any Reading Public Schools student conduct policy,student handbook rules or regulations, MIAA rules and regulations,trip rules,or otherwise misbehaves while on a field trip,the student will be given appropriate consequences which could include, but not limited to, a suspension from the field trip and sent back to school or home,as appropriate,by the faculty sponsor at the parent's/guardian's expense. In addition to being sent home,the individual will be subject to the consequences for the action/infraction upon his/her return to school as defined by the aforementioned student conduct policies,student handbook rules and regulations,and MIAA rules and regulations. Cancellation of Field Trip The Reading Public Schools reserves the right to cancel a trip up to the departure date or to recall a trip in progress if national and/or international conditions so warrant or if security and safety concerns over which the Reading Public Schools had no control render it appropriate to cancel the trip. The Reading Public Schools will take the following criteria into consideration when making its decision: • U.S. Department of State Travel Advisory • Homeland Security Advisory • Declaration of War or Armed Conflict In the event that a trip must be cancelled,school officials will make a reasonable effort to obtain a refund of monies paid by students and parents. However,such refunds are not guaranteed. The students and parents understand that he/she/they may lose any and/or all of the funds he/she/they have expended for the voluntary trip. References: Massachusetts Department of Education Regulations 603 CMR 27.00:Time and Learning. M.G.L. c.71,s. 37N—Policy for School-Sponsored Student Travel M.G.L. c.71,s.38R—Criminal Records:Checks of Application M.G.L. (c. 268A,s. 17 (a))—Conduct of Public Officials, Employees Municipal employees;gift or receipt of compensation from other than municipality;acting as agent or attorney. Reading School Committee Policy EEAG,Private Vehicle Student Transportation on Field Trips and Activities Approved by the Reading school Committee on John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.S bert Phone:781-944-5800 Y Fax:781-942-9149 ` Director of Finance&Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Coordinated Program Review Presentation At our meeting on Monday evening, Director of Student Services Carolyn Wilson, Assistant Superintendent Craig Martin and ELL teacher Carla Pennacchio will present the finding of the Coordinated Program Review conducted last spring by the DESE. I am including the final report from the DESE for your information. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. A _, _ ley Massachusetts Department of ELEMENTARY&SECONDARY EDUCATION Reading Public Schools COORDINATED PROGRAM REVIEW REPORT OF FINDINGS Dates of Onsite Visit: February 10-13,2014 Date of Draft Report: April 25,2014 Date of Final Report: August 18,2014 Action Plan Due: September 17,2014 Department of Elementary and Secondary Education Onsite Team Members: Nathan Lemmon,Chair Tim Gallagher Amy Benjamin Rhonda Mojkowski (--;*&`-- ff - j— !I Mitchell D. Chester,Ed.D. 'i.. = Commissioner of Elementary and Secondary Education,Z1.._. ____!. 10/17/2014 Special Education Updates October 20,2014 Carolyn J.Wilson,M ed.,JD Director of Student Services,Reading Public Schools Overview of Presentation • Entry Plan Activities •Special Education Basics •Coordinated Program Review(CPR) What happened? What did they find? • Next Steps: Corrective Action Plan July 2014-November 2014 ENTRY PLAN ACTIVITIES 1 10/17/2014 What have I been doing? • Review of Student Records • Review of Policies and Procedures • Individual Meetings with parents • SEPAC meeting 10/23 • Interviews with Building Principals • Interviews with Team Chairs • Interviews with Central Office Administrative Team • Observations at Buildings • Interviews with Special Education Staff • Interviews with General Education Staff • Survey to all Reading Staff What do I hope to do with all this information? • Review and ,, identify trends • Identify Priorities ;1 • Create action steps •Share plans with stakeholders What is Special Education? ir 2 10/17/2014 Special Education Beliefs • We believe that all children can be educated and that all children should receive a quality education within the context of the general education classroom, curriculum,and school environment,and that children are removed from the general education setting for instruction only when the benefit of specialized instruction in a special setting outweighs the benefit of remaining in the general education setting • We believe that all children are children first,and come to school willing and eager to learn,and that with the right balance of supports can achieve at high levels • We believe that our teachers can educate all kinds of learners. Special Education laws and regulations •Several laws influence the public education of children •As one considers the hierarchy of laws, Special Education often has the greatest degree of protection for students/ parents rights and the highest level of expectation for outcome •These regulations/laws influence the allocation of resources Special Education & Related Laws • Individuals with Disabilities Education Act—IDEA Most recently reauthorized in 2004 with final publication July 2006 and enacted 2007 • Chapter 766—Massachusetts Special Education law;in Mass. General Laws at Chapter 71 B;in the Mass.Code of Regulations(CMR)at 603,Section 28.00 • Related Laws include: • --Mass.Ed.Reform Act of 1993(applies to ALL students) • --Section 504 of the Rehabilitation Act _ --Chapter 688 of the Acts of 1983 • --Americans with Disabilities Act,ADA-Amended Jan 2009 • --FERPA Confidentiality of student/family information;Right to Privacy 3 10/17/2014 Selected Laws Impact Curriculum Accommodation Plan and"Pre- Referral"requirements Discipline Protections for students with IEPs and Section 504 Accommodation Plans FAPE(Free Appropriate Public Education) Circuit Breaker;Massachusetts legislation Regulatory requirement of IDEA: Fiscal impact consideration can never be a factor in program design/implementation for students with IEPs Referral and Evaluation •WHO may refer •WHEN can referrals be made •WHAT does an evaluation consist of •WHERE does an evaluation occur • HOW long does an evaluation take •TIMELINES for completion Eligibility •The Eligibility Team Meeting/Process •WHO is eligible for special education --The 4 questions • DISABILITY Types •WHAT is"Special Education?" • Is Special Education Forever? 4 10/17/2014 SIX Basic Principles of Special Education Laws/Regs I. Parent/Student Participation 2. FAPE—Free and Appropriate Public Education 3. Appropriate Evaluation 4. Individualized Education Program- IEP 5. Least Restrictive Environment—LRE 6. Procedural Safeguards Parent/Student Participation -Parents have to provide written consent for their student to participate in any aspect of special education,beginning with evaluation Parents(and students age 14*) must be notified of TEAM meetings and the district must make concerted effort to include them in process -Parents may revoke consent at any time;may reject an IEP at any time FAPE •Students with disabilities are entitled to FAPE(both IEP and Section 504) • FAPE is a high standard and the'courts' consider case law to help define FAPE •The FAPE must be`a program that is reasonably calculated to ensure meaningful benefit';it is not MAXIMUM benefit 5 10/17/2014 Appropriate Evaluation • Must consider all areas of suspected disability • Must be comprehensive enough to answer the'referral' questions and to determine if a child has one or more 'educational'disabilities present(data must support crossing the 'disability threshold and not just confirm a relative area of weakness • Must be completed within 30 school days and reviewed with parents at the IDEA Eligibility TEAM meeting with a written decision provided to parents within 45 days of the consent to evaluate • IEE entitlement at district expense The IEP • Must be individualized to address the student's disability related weaknesses • Must include explicit Accommodations, Modifications,Goals/Objectives,and a detailed 'service delivery plan • Must be reviewed annually • Must provide written reports several times per year to parents regarding student's progress towards meeting established goals LRE •Students with disabilities are entitled to be educated alongside their non-disabled peers, to the greatest extent possible •Special Education Teams MUST FIRST consider how to educate students within the general education classroom—what supports and aids are necessary to provide the specialized education within this LRE? 6 10/17/2014 Procedural Safeguards • Parents have the FIRST and FINAL say before the district can take any action • Parents or the district can ask for mediation or a due process hearing to clarify and settle any disputes • BSEA is the administrative hearing agency in MA Types of Supports Available in Reading • Related Services: Occupational Therapy, Physical Therapy,Speech and Language Therapy,Counseling • Special Education Teacher Services in and out of the general education setting • Programs: Student Support Program(SSP) Integrated Learning Program(ILP) Developmental Learning Center(DLC) Compass Therapeutic Support Program(TSP) February 2014 THE COORDINATED PROGRAM REVIEW 7 10/17/2014 Purpose • Ensure that we are in compliance with state and federal regulations •State is required by the federal government to monitor school districts at least every 3 years. • Coordinated Program Review happens every 6 year and at the 3 year point ESE conducts a mid-cycle review. Areas reviewed: • Special Education(SE) Selected requirements from the federal Individuals with Disabilities Education Act(IDEA-2004),the federal regulations promulgated under thatAct at 34 CFR Part 300,M.G.L c.71 B(Chapter 766 of the Acts of 1972),and the Massachusetts Board of Elementary and Secondary Education's Special Education regulations(603 CMR 28.00), as amended effective March 1,2007.Federal requirements selected for the 2009-2010 reviews include,among others, the requirements specified by the federal Office for Special Education Programs(OSEP)and the requirements revised by IDEA-2004 and described in the Department's Special Education Advisories. • civil Rights and Other General Education Requirements (CR) Selected federal civil rights requirements under Title VI of the Civil Rights Act of 1964,the Equal Educational Opportunities Act of 1974,Title IX of the Education Amendments of 1972,Section 504 of the Rehabilitation Act of 1973,and Title II of the Americans with Disabilities Act of 1990, together with selected state requirements under M.G.L c.76,Section 5 7:-(Chapter 622 of the Acts of 1971)and other Massachusetts General Laws. Selected requirements from the Massachusetts Board of Elementary and Secondary Education's Physical Restraint regulations(603 CMR 46.00). Selected requirements from the Massachusetts Board of Elementary and Secondary Education's Student Learning Time regulations(603 CMR 27.00). • English Learner Education(ELE)in Public Schools Selected requirements from M.G.Lc.7IA,the state law that governs the provision of education to limited English proficient students,and 603 CMR 14.00,as well as the No Child Left Behind Act of 2001 and TitleVI of the Civil Rights Act of 1964.During the 2009-2010 school year,all districts that enroll limited English proficient students will be reviewed using a combination of updated standards and a self-assessment <..<instrument overseen by the Department's Office of Language Acquisition and Academic Achievement(OLAAA),including a request for information --- regarding ELE programs and staff qualifications. 8 10/17/2014 What was reviewed? • Interviews of 13 administrative staff. • Interviews of 48 teaching and support services staff across all levels. • Interview of one parent advisory council(PAC) representative. • Interview of one English learner education parent. • Telephone interviews as requested by persons from the general public. • Student record reviews:Samples of 40 special education student records and ten English learner education student records were selected by the Department.These student records were first examined by local staff,whose comments were then verified by the onsite team using standard Department record review procedures. What was reviewed (cont.)? • Surveys of parents of students with disabilities:Fifty parents of students with disabilities were sent surveys that solicited information about their experiences with the district's implementation of special education programs,related services and procedural requirements.Six of these parent surveys were returned to the Department of Elementary and Secondary Education for review. • Surveys of parents of ELE students:Ten parents of ELE students were sent surveys that solicited information about their experiences with the district's implementation of English learner education programs,services,and procedural requirements.Eight of these parent surveys were returned to the Department of Elementary and Secondary Education for review. • Observation of classrooms and other facilities.A sample of eight instructional classrooms and other school facilities used in the delivery of programs and services was visited to examine general levels of compliance with program requirements. What did they find? PROGRAM AREA PARTIALLY.1 MPLEMEMTEO 5.�d FM 5tle•5F2.3.2 CAA Ru..e Oar Genera ra.aa R.4 ■ a ia. CR15.Q144131. 14.G 35 9 10/17/2014 Next Steps =Correct Action Plan Submitted Our job is to do the following: Training Develop Systems for Monitoring Route Cause Analysis 10 MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION COORDINATED PROGRAM REVIEW REPORT Reading Public Schools SCOPE OF COORDINATED PROGRAM REVIEWS 3 COORDINATED PROGRAM REVIEW ELEMENTS 4 REPORT INTRODUCTION 7 DEFINITION OF COMPLIANCE RATINGS 10 LEGAL STANDARDS,COMPLIANCE RATINGS AND FINDINGS 11 SPECIAL EDUCATION 11 CIVIL RIGHTS AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS 54 Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 2 of 71 MA SSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION COORDINATED PROGRAM REVIEW REPORT Reading Public Schools SCOPE OF COORDINATED PROGRAM REVIEWS As one part of its accountability system,the Department of Elementary and Secondary Education oversees local compliance with education requirements through the Coordinated Program Review(CPR). All reviews cover selected requirements in the following areas: Special Education(SE) •• selected requirements from the federal Individuals with Disabilities Education Act(IDEA-2004); the federal regulations promulgated under that Act at 34 CFR Part 300;M.G.L.c.71B, and the Massachusetts Board of Education's Special Education regulations(603 CMR 28.00),as amended effective March 1,2007.The 2013 -2014 Web-based Monitoring System(WBMS) districts conducted self-assessments across all criteria. Civil Rights Methods of Administration and Other General Education Requirements(CR) • selected federal civil rights requirements,including requirements under Title VI of the Civil Rights Act of 1964;the Equal Educational Opportunities Act of 1974;Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973,and Title II of the Americans with Disabilities Act of 1990,together with selected state requirements under M.G.L. c. 76, Section 5 as amended by Chapter 199 of the Acts of 2011 and M.G.L.c.269 §§ 17 through 19. • selected requirements from the Massachusetts Board of Education's Physical Restraint regulations(603 CMR 46.00). • selected requirements from the Massachusetts Board of Education's Student Learning Time regulations(603 CMR 27.00). • various requirements under other federal and state laws. • The 2013 -2014 Web-based Monitoring System(WBMS)districts conducted self-assessments across all criteria English Learner Education(ELE)in Public Schools • selected requirements from M.G.L. c. 71A,the state law that governs the provision of education to limited English proficient students,and 603 CMR 14.00,as well as the No Child Left Behind Act of 2001 and Title VI of the Civil Rights Act of 1964. During the 2013-2014 school year,all districts that enroll limited English proficient students will be reviewed using a combination of updated standards and a self-assessment instrument overseen by the Department's Office of Language Acquisition and Academic Achievement(OLAAA), including a request for information regarding ELE programs and staff qualifications. Some reviews also cover selected requirements in: Career/Vocational Technical Education(CVTE) • career/vocational technical education programs under the federal Carl D.Perkins Vocational and Technical Education Act of 1998 and M.G.L.c. 74. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 3 of 71 Districts providing Title I services participate in Tide I program monitoring during the same year they are scheduled for a Coordinated Program Review.Details regarding the Title I program monitoring process are available at:http://www.doe.mass.edu/titlei/monitoring. COORDINATED PROGRAM REVIEW ELEMENTS Team: Depending upon the size of a school district and the number of programs to be reviewed,a team of one to eight Department staff members conducts onsite activities over two to five days in a school district or charter school. Timing: Each school district and charter school in the Commonwealth is scheduled to receive a Coordinated Program Review every six years and a mid-cycle special education follow-up visit three years after the Coordinated Program Review; about eighty school districts and charter schools are scheduled for Coordinated Program Reviews in 2013-2014,of which all districts participated in the Web-based Monitoring System(WBMS).The Department's 2013-2014 schedule of Coordinated Program Reviews is posted on the Department's web site at<<http://www.doe.mass.edu/pga/review/cpr/schedule.html>>. The statewide six-year Program Review cycle,including the Department's Mid-cycle follow-up monitoring schedule,is posted at<<http://www.doe.mass.edu/pga/review/cpr/6yrcycle.html>>. Criteria: The Program Review criteria for each WBMS review,begins with the district/school conducting a self-assessment across all fifty-two current special education criteria. Program Quality Assurance through its Desk Review procedures examines the district/school's self- assessment submission and determines which criteria will be followed—up on through onsite verification activities.For more details,please see the section on The Web-based Approach to Special Education and Civil Rights Monitoring at the beginning of the School District Information Package for Special Education and Civil Rights. The requirements selected for review in all of the regulated programs are those that are most closely aligned with the goals of the Massachusetts Education Reform Act of 1993 to promote student achievement and high standards for all students. WBMS Methods:Methods used in reviewing special education and civil rights programs include: Self-Assessment Phase: • District/school review of special education and civil rights documentation for required elements including document uploads. Upon completion of this portion of the district/school's self-assessment,it is submitted to the Department for review. • District/school review of a sample of special education student records selected across grade levels,disability categories and level of need.Additional requirements for the appropriate selection of the student record sample can be found in Appendix II: Student Record Review Procedures of the School District Information Package for Special Education. Upon completion of this portion of the district/school's self-assessment,it is submitted to • the Department for review. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report---August 18,2014 01:21:46 PM Page 4 of 71 On-site Verification Phase: Includes activities selected from the following; • Interviews of administrative,instructional,and support staff consistent with those criteria selected for onsite verification. • Interviews of parent advisory council(PAC)representatives and other telephone interviews,as requested,by other parents or members of the general public. • Review of student records for special education:The Department may select a sample of student records from those the district reviewed as part of its self-assessment,as well as records chosen by the Department from the special education student roster.The onsite team will conduct this review,using standard Department procedures,to determine whether procedural and programmatic requirements have been implemented. • Surveys of parents of students with disabilities:Parents of students with disabilities whose files are selected for the record review,as well as the parents of an equal number of other students with disabilities,are sent a survey that solicits information regarding their experiences with the district's implementation of special education programs, related services,and procedural requirements. • Observation of classrooms and other facilities:The onsite team visits a sample of classrooms and other school facilities used in the delivery of programs and services to determine general levels of compliance with program requirements. • Review of additional documents for special education or civil rights. Methods for all other programs in the Coordinated Program Review: • Review of documentation about the operation of the charter school or district's programs. • Interviews of administrative,instructional,and support staff across all grade levels. • Telephone interviews as requested by other parents or members of the general public. • Review of student records for English learner education and career/vocational technical education: The Department selects a representative sample of student records for the onsite team to review,using standard Department procedures,to determine whether procedural and programmatic requirements have been implemented. • Surveys of parents of English learners whose files are selected for the record review are sent a survey of their experiences with the district's implementation of the English learner education program and related procedural requirements. • Observation of classrooms and other facilities:The onsite team visits a sample of classrooms and other school facilities used in the delivery of programs and services to determine general levels of compliance with program requirements. Report: Preparation: At the end of the onsite visit,the onsite team will hold an informal exit meeting to summarize its comments for the superintendent or charter school leader and anyone else he or she chooses. Within approximately 45 business days of the onsite visit,the onsite chairperson will forward to the superintendent or charter school leader(and collaborative director where applicable)a Draft Report containing comments from the Program Review. The Draft Report Template Version 130411 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 5 of 71 comments for special education and civil rights are provided to the district/school on-line through the Web-based Monitoring System(WBMS). These comments will,once the district has had a chance to respond,form the basis for any findings by the Department. The district (and collaborative)will then have 10 business days to review the report for accuracy before the publication of a Final Report with ratings and findings(see below). The Final Report will be issued within approximately 60 business days of the conclusion of the onsite visit and posted on the Department's website at<http://www.doe.mass.edu/pga/review/cpr/reports/>. Content of Final Report: Ratings. In the Final Report,the onsite team gives a rating for each compliance criterion it has reviewed;those ratings are"Commendable,""Implemented,""Implementation in Progress,""Partially Implemented,""Not Implemented,"and"Not Applicable." "Implementation in Progress,"used for criteria containing new or updated legal requirements, means that the district has implemented any old requirements contained in the criterion and is training staff or beginning to implement the new requirements in such a way that the onsite team anticipates that the new requirements will be implemented by the end of the school year. Findings. The onsite team includes a finding in the Final Report for each criterion that it rates "Commendable,""Partially Implemented,""Not Implemented,"or"Implementation in Progress,"explaining the basis for the rating.It may also include findings for other related criteria. Response: Where criteria are found"Partially Implemented"or"Not Implemented",the district or charter school must propose corrective action to bring those areas into compliance with the relevant statutes and regulations. This corrective action plan(CAP)will be due to the Department within 20 business days after the issuance of the Final Report and is subject to the Department's review and approval. Department staff will offer districts and charter schools technical assistance on the content and requirements for developing an approvable CAP. Department staff will also provide ongoing technical assistance as the school or district is implementing the approved corrective action plan. School districts and charter schools must demonstrate effective resolution of noncompliance identified by the Department as soon as possible but in no case later than one year from the issuance of the • Department's Final Program Review Report. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 6 of 71 INTRODUCTION TO THE FINAL REPORT A four-member Massachusetts Department of Elementary and Secondary Education team visited Reading Public Schools during the week of February 10,2014 to evaluate the implementation of selected criteria in the program areas of special education,civil rights and other related general education requirements, and English learner education. The team appreciated the opportunity to interview staff and parents,to observe classroom facilities and to review the programs underway in the district. The Department is submitting the following Coordinated Program Review Report containing findings made pursuant to this onsite visit. In preparing this report,the team reviewed extensive written documentation regarding the operation of the district's programs,together with information gathered by means of the following Department program review methods: • Interviews of 13 administrative staff. • Interviews of 48 teaching and support services staff across all levels. • Interview of one parent advisory council(PAC)representative. • Interview of one English learner education parent. • Telephone interviews as requested by persons from the general public. • Student record reviews: Samples of 40 special education student records and ten English learner education student records were selected by the Department. These student records were first examined by local staff,whose comments were then verified by the onsite team using standard Department record review procedures. • Surveys of parents of students with disabilities: Fifty parents of students with disabilities were sent surveys that solicited information about their experiences with the district's implementation of special education programs,related services and procedural requirements. Six of these parent surveys were returned to the Department of Elementary and Secondary Education for review. • Surveys of parents of ELE students: Ten parents of ELE students were sent surveys that solicited information about their experiences with the district's implementation of English learner education programs,services,and procedural requirements.Eight of these parent surveys were returned to the Department of Elementary and Secondary Education for review. • Observation of classrooms and other facilities. A sample of eight instructional classrooms and other school facilities used in the delivery of programs and services was visited to examine general levels of compliance with program requirements. The report includes findings in the program areas reviewed organized under nine components. These components are: Component I:Assessment of Students Component II: Student Identification and Program Placement Component III:Parent and Community Involvement Component IV: Curriculum and Instruction Component V: Student Support Services Component VI: Faculty,Staff and Administration Component VII:Facilities Component VIII:Program Evaluation Component IX:Recordkeeping and Fund Use Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report--August 18,2014 01:21:46 PM Page 7 of 71 The findings in each program area explain the"ratings,"determinations by the team about the implementation status of the criteria reviewed. The ratings indicate those criteria that were found by the team to be substantially"Implemented"or implemented in a"Commendable"manner. (Refer to the "Definition of Compliance Ratings"section of the report.) Where criteria were found to be either "Partially Implemented"or"Not Implemented,"the district or charter school must propose to the Department corrective actions to bring those areas into compliance with the controlling statute or regulation.Districts are expected to incorporate the corrective action into their district and school improvement plans, including their professional development plans. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 8 of 71 Reading Public Schools SUMMARY OF COMPLIANCE CRITERIA INCLUDED IN THIS REPORT REQUIRING CORRECTIVE ACTION PROGRAM AREA PARTIALLY NOT IMPLEMENTED OTHER CRITERIA IMPLEMENTED REQUIRING RESPONSE Special Education SE 18A, SE 20,SE 22 Civil Rights and Other CR 7,CR 9,CR 10B, General Education CR 15,CR 16,CR 21, Requirements CR 24,CR 25 NOTE THAT ALL OTHER CRITERIA REVIEWED BY THE DEPARTMENT THAT ARE NOT MENTIONED ABOVE HAVE RECEIVED AN"IMPLEMENTED"OR"NOT APPLICABLE"RATING. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—.August 18,2014 01:21:46 PM Page 9 of 71 DEFINITION OF COMPLIANCE RATINGS Commendable Any requirement or aspect of a requirement implemented in an exemplary manner significantly beyond the requirements of law or regulation. Implemented The requirement is substantially met in all important aspects. Implementation in Progress This rating is used for criteria containing new or updated legal requirements and means that the district has implemented any old requirements contained in the criterion and is training staff or beginning to implement the new requirements in such a way that the onsite team anticipates that the new requirements will be implemented by the end of the school year. Partially Implemented The requirement, in one or several important aspects,is not entirely met. Not Implemented The requirement is totally or substantially not met. Not Applicable The requirement does not apply to the school district or charter school. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 10 of 71 SPECIAL EDUCATION • LEGAL STANDARDS, COMPLIANCE RATINGS AND FINDINGS Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report--August 18,2014 01:21:46 PM Page 11 of 71 CRITERION SPECIAL EDUCATION NUMBER I.ASSESSMENT OF STUDENTS Legal Standard Assessments are appropriately selected and interpreted for students referred SE 1 for evaluation 1. Tests and other evaluation materials are: a. Validated b. administered and interpreted by trained individuals c. tailored to assess specific areas of educational need and related developmental needs d. selected and administered to reflect aptitude and achievement levels and related developmental needs e. as free as possible from cultural and linguistic bias f. provided and administered in the language and form most likely to yield accurate information on what the student knows and can do academically, developmentally,and functionally g. not the sole criterion for determining an appropriate educational program h. not only those designed to provide a single general intelligence quotient i. are selected and administered to ensure that when a test is administered to a student with impaired sensory,manual,or speaking skills,the test results accurately reflect the student's aptitude or achievement level or the other factors the test purports to measure j. technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors 2. In interpreting evaluation data and making decisions,the district: a. uses information from.a variety of sources to gather relevant functional and developmental information,including information provided by the parent b. ensures that information obtained from these sources is considered c. ensures that the placement decision conforms with placement in the least restrictive environment d. includes information related to enabling the student to be involved in and progress in the general curriculum State Requirements Federal Requirements 603 CMR 28.04 603 CMR 28.05 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 12 of 71 CRITERION NUMBER Legal Standard SE 2 Required and optional assessments 1. Required assessments:The following assessments are completed by appropriately credentialed and trained specialists for each referred student: a. Assessment(s)in all areas related to the suspected disability(y)(ies) including consideration of any needed assistive technology devices and services and/or instruction in Braille. b. Educational assessment by a representative of the school district,including a history of the student's educational progress in the general curriculum. c. Assessment by a teacher(s)with current knowledge regarding the student's specific abilities in relation to learning standards of the Massachusetts Curriculum Frameworks and the district's general education Curriculum,as well as an assessment of the student's attention skills,participation behaviors,communication skills,memory,and social relations with groups, peers,and adults. d. For a student being assessed to determine eligibility for services at age three (3),an observation of the student's interactions in the student's natural environment or early intervention program is strongly encouraged together with the use of current assessments from Early Intervention Teams to avoid duplicate testing. 2. Optional assessments: The Administrator of Special Education may recommend or the parent may request one or more of the following: a. A comprehensive health assessment by a physician that identifies medical problems or constraints that may affect the student's education. The school nurse may add additional relevant health information from the student's school health records. b. A psychological assessment by a certified school psychologist,licensed psychologist,or licensed educational psychologist,including an individual psychological examination. c. A home assessment that may be conducted by a nurse,psychologist, social worker,guidance or adjustment counselor,or teacher and includes information on pertinent family history and home situation and may include a home visit,with the agreement of the parent. 3. At the re-evaluation of a student,if no additional assessments are needed to determine whether the student continues to be eligible for special education,the school district recommends to the student's parents the following: a. that no further assessments are needed and the reasons for this;and b. the right of such parents to request an assessment. State Requirements Federal Requirements 603 CMR 28.04(1)and(2) 34 CFR 300.304;300.305; 300.324(a)(2)(v) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 13 of 71 CRITERION NUMBER Legal Standard SE 3 Special requirements for determination of specific learning disability When a student suspected of having a specific learning disability is evaluated,the Team creates a written determination as to whether or not he or she has a specific learning disability,which is signed by all members of the Team,or if there is disagreement as to the determination,one or more Team members document their disagreement. State Requirements Federal Requirements 34 CPR 300.8(c)(10);300.311 1 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 3A Special requirements for students on the autism spectrum Whenever an evaluation indicates that a child has a disability on the autism spectrum,which includes autistic disorder[autism],Asperger's disorder,pervasive developmental disorder not otherwise specified,childhood disintegrative disorder, and Rhett's Syndrome as defined in the Diagnostic and Statistical Manual of Mental Disorders,fourth edition(DSM-IV,2000),the JEP Team shall consider and shall specifically address the following: 1)the verbal and nonverbal communication needs of the child; 2)the need to develop social interaction skills and proficiencies; 3)the needs resulting from the child's unusual responses to sensory experiences; 4)the needs resulting from resistance to environmental change or change in daily routines; 5)the needs resulting from engagement in repetitive activities and stereotyped movements; 6)the need for any positive behavioral interventions,strategies,and supports to address any behavioral difficulties resulting from autism spectrum disorder; 7)and other needs resulting from the child's disability that impact progress in the general curriculum, including social and emotional development. Please see additional guidance at: Technical Assistance Advisory SPED 2007-1: Autism Spectrum Disorder http:www.doe.mass.edu/sped/advisories/07 lta.html# Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Set-vices Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 14 of 71 CRITERION NUMBER Legal Standard State Requirements Federal Requirements Chapter 57 of the Acts of 2006,amends 34 CFR 300.8(c)(lXi) M.G.L.c.71B,section 3 • Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 4 Reports of assessment results 1. Each person conducting an assessment shall summarize in writing the procedures employed,the results,and the diagnostic impression,and shall define in detail and in educationally relevant and common terms,the student's needs, offering explicit means of meeting them. Assessors may recommend appropriate types of placements,but shall not recommend specific classrooms or schools. 2. Summaries of assessments are completed prior to discussion by the Team and, upon request,are made available to the parent at least two days in advance of the Team discussion. State Requirements Federal Requirements 603 CMR 28.04(2Xc) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 5 Participation in general State and district-wide assessment programs 1. All students with disabilities,including those enrolled in out-of-district placements,are included in the Massachusetts Comprehensive Assessment System(MCAS)and other district-wide assessment programs. 2. The district's PEP Teams designate how each student will participate and,if necessary,provide an alternate assessment. 3. The superintendent of a school district--or,for a public school program that is not part of a school district,the equivalent administrator: Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 15 of 71 CRITERION NUMBER Legal Standard a. files an MCAS performance appeal for a student with a disability when the student's parent or guardian or the student,if 18 or over,requests it, provided that the student meets the eligibility requirements for such an appeal; b. obtains the consent of the parent or guardian or the student,if 18 or over,for any MCAS performance appeal filed on behalf of a student with a disability; c. includes in the MCAS performance appeal,to the extent possible,the required evidence of the student's knowledge and skills in the subject at issue. State Requirements Federal Requirements St. 2003,c. 140,s. 119 20 U.S.C. 1412(ax16) 603 CMR 30.05(2),(3),(5) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 6 Determination of transition services 1. The Team discusses the student's transition needs annually, beginning no later than when the student is 14 years old,and documents its discussion on the Transition Planning Form. 2. The Team reviews the Transition Planning Form annually and updates information on the form and the IEP,as appropriate. 3. Reserved 4. For any student approaching graduation or the age of twenty-two(22),the Team determines whether the student is likely to require continuing services from adult human service agencies. In such circumstances,the Administrator of Special Education makes a referral to the Bureau of Transitional Planning in the Executive Office of Health and Human Services in accordance with the requirements of M.G.L.c.71B, §§12A-12C(known as Chapter 688). 5. In cases where the IEP included needed transition services and a participating agency other than the school district fails to provide these services,the Team reconvenes to identify alternative strategies to meet the transition objectives. 6. The district ensures that students are invited to and encouraged to attend part or all of Team meetings at which transition services are discussed or proposed. State Requirements Federal Requirements M.G.L.c.71B,Sections 12A-C 34 CFR 300.320(6);300.321(b); 603 CMR 28.05(4)(c) 300.322(bX2);300324(c) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 16 of 71 CRITERION NUMBER Legal Standard SE 7 Transfer of parental rights at age of majority and student participation and consent at the age of majority 1. One year prior to the student reaching age 18,the district informs the student and the parent/guardian of the rights that will transfer from the parent/guardian to the student upon the student's 18t11 birthday.The notification provided to both the student and the parent/guardian must explicitly state that all rights accorded to parents under special education law will transfer to the 18 year old. 2. Upon reaching the age of 18,the school district implements procedures to obtain consent from the student to continue the student's special education program. 3. The district continues to send the parent written notices and the parent will have the right to inspect the student's records,but the parent will no longer have decision-making authority,except as provided below: a. If the parent has sought and received guardianship from a court of competent jurisdiction,then the parent retains full decision-making authority. The parent does not have authority to override any decision or lack of decision made by the student who has reached the age of majority unless the parent has sought or received guardianship or other legal authority from a court of competent jurisdiction. b. The student,upon reaching the age of majority and in the absence of any court actions to the contrary,may choose to share decision-making with his or her parent(or other willing adult),including allowing the parent to co- sign the IEP. Such choice is made in the presence of the Team and is documented in written form. The student's choice prevails at any time that a disagreement occurs between the adult student and the parent or other adult with whom the student has shared decision-making. c. The student,upon reaching the age of majority and in the absence of any court actions to the contrary,may choose to delegate continued decision- making to his or her parent,or other willing adult. Such choice is made in the presence of at least one representative of the school district and one other witness and is documented in written form and maintained in the student record. State Requirements Federal Requirements 603 CMR 28.07(5) 34 CFR 300.320(c),300.520 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 17 of 71 CRITERION NUMBER Legal Standard SE 8 IEP Team composition and attendance The following persons are members of the IEP Team and may serve in multiple roles: 1. The child's parents. 2. A representative of the school district who acts as Chairperson and who is(1) qualified to supervise or provide special education;(2)is knowledgeable about the general curriculum;and(3)is knowledgeable about the availability of resources of the district. 3. A representative of the school district who has the authority to commit the resources of the district(and who may act as the Chairperson). 4. a. If the student may be involved in a regular education program,a regular education teacher.If the student is involved in a regular education program, a regular education teacher of the student. b. If the student is participating in a special education program,a special education teacher of the student or, if appropriate,a special education provider for the student. 5. The student,if one purpose of the meeting is to discuss transition services or if otherwise appropriate and if he/she chooses. 6. Other individuals at the request of the student's parents. 7. Reserved 8. An individual who is qualified to interpret the instructional implications of evaluation results,who may be any one of the persons identified in parts 2-4 above. 9. Other individuals who may be necessary to write an IEP for the child,as determined by the Administrator of Special Education. 10. When one purpose of the Team meeting is to discuss transition services, a representative of any public agency who may be responsible for providing or paying for transition services is invited to the Team meeting. If the representative(s)does not attend the meeting,the school district takes other steps to obtain the participation of these agencies. 11. Reserved 12. When one purpose of the Team meeting is to discuss placement,a person knowledgeable about placement options is present at the meeting. 13. Members of the Team attend Team meetings unless: a. the parent and district agree to use alternative means, such as a video conference or a conference call,for any Team meeting OR b. 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 OR c. the district and the parent agree,in writing,to excuse a required Team member's participation and the excused member provides written input into the development of the IEP to the parent and the IEP Team prior to the meeting. State Requirements I Federal Requirements Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 18 of 71 CRITERION NUMBER Legal Standard 603 CMR 28.02(21). Part I of this 34 CFR 300.116(a),300.321, 300.328. criterion is related to State Performance See also,in the IDEA 97 regulations,34 Plan Indicator 8. Parts 5, 10,are related CFR Part 300,Appendix A,to State to Performance Plan Indicators 13 and Question#22 14. (See http://www.doe.mass.edu/sped/spp/.) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard Timeline for determination of eligibility and provision of documentation to parent SE 9 Within forty-five(45)school working days after receipt of the parent's written consent to an initial evaluation or a re-evaluation,the school district determines whether the student is eligible for special education and provides to the parent either a proposed MP and(except in cases covered by 603 CMR 28.06(2)(e))proposed placement or a written explanation of the finding of no eligibility. State Requirements Federal Requirements 603 CMR 28.05(1);28.06(2)(e) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 9A Elements of the eligibility determination; general education accommodations and services for ineligible students 1. To determine whether a student is eligible for special education,the school district a. provides an evaluation or re-evaluation b. convenes a Team meeting c. determines whether the student has one or more disabilities d. determines if the student is making effective progress in school Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 19 of 71 CRITERION NUMBER Legal Standard e. determines if any lack of progress is a result of the student's disability • f. determines if the student requires special education and/or related services in order to make effective progress or if the student requires related services in order to access the general curriculum 2. If a Team determines that a student is not eligible for special education but may be eligible for accommodation(s)for disabilit(yxies)under Section 504,the student is referred for consideration by the district for eligibility under that general education program. 3. When the student does not need any direct services,the Team makes a finding of no eligibility and appropriate services are provided through the district's general education program. 4. When the student's lack of progress is due to a lack of instruction in reading or mathematics,limited English proficiency,social maladjustment,or is due to an inability to meet the school discipline code but is not due to a disability,the district makes a finding of no eligibility for special education and may refer the student to a more appropriate instructional program or support service. State Requirements Federal Requirements 603 CMR 28.05(1)and(2) 4 CFR 300.8; 300.306 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 10 End of school year evaluations If consent is received between 30 and 45 school working days before the end of the school year,the school district ensures that a Team meeting is scheduled so as to allow for the provision of a proposed IEP or written notice of the finding that the student is not eligible no later than 14 days after the end of the school year. State Requirements Federal Requirements 603 CMR 28.05(1) 34 CFR 300.323 Rating: Implemented District Response Required: No • Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,20I4 01:21:46 PM Page 20 of 71 CRITERION NUMBER Legal Standard SE 11 School district response to parental request for independent educational evaluation If a parent disagrees with an initial evaluation or re-evaluation completed by the school district,and the parent requests an independent educational evaluation,the district implements the following requirements: 1. All independent educational evaluations funded by the district are conducted by qualified persons who are registered,certified,licensed or otherwise approved and who abide by the rates set by the state agency responsible for setting such rates. Unique circumstances of the student are to be justified when an individual assessment rate is higher than that normally allowed. 2. The school district has procedures to offer parents the option of participating in an income eligibility program for free or reduced cost independent educational evaluations that are equivalent to the types of assessments done by the school district. 3. The district extends the right to a publicly funded independent educational evaluation(only if cost shared or funded for state wards or for students receiving free or reduced cost lunch)for sixteen(16)months from the date of the evaluation with which the parent disagrees. 4. If the parent is requesting an evaluation in an area not assessed by the school district,or if the student does not meet or the parent does not choose to share the financial documentation regarding the income eligibility standards for free or reduced cost independent educational evaluation,then the school district responds in accordance with the requirements of federal law by paying for the independent educational evaluation or,within five(5)school days,proceeding to the Bureau of Special Education Appeals(BSEA)to show that its evaluation was comprehensive and appropriate. Where the BSEA finds that the school district's evaluation was comprehensive and appropriate,the school district does not pay for the independent educational evaluation requested by the parent. 5. Whenever possible,the independent educational evaluation is completed and a written report sent no later than thirty(30)days after the date the parent requests the independent educational evaluation. If publicly funded,the report is sent to the parents and to the school district. The independent evaluator's report summarizes, in writing,procedures,assessments,results,and diagnostic impressions as well as educationally relevant recommendations for meeting identified needs of the student.The independent evaluator recommends appropriate types of placements but does not recommend specific classrooms or schools. 6. Within ten(10)school days from the time the school district receives the report of the independent educational evaluation,the Team reconvenes and considers the independent educational evaluation(which may be publicly or privately funded)and whether a new or amended IEP is appropriate. State Requirements Federal Requirements 603 CMR 28.04(5) 34 CFR 300.502 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 21 of 71 CRITERION NUMBER Legal Standard SE 12 Frequency of re-evaluation • 1. When the student's needs warrant it or a parent or teacher requests it,the school district,with parental consent,conducts a full re-evaluation consistent with the requirements of federal law,provided that: a. a re-evaluation is conducted every three years unless the parent and district agree that it is unnecessary and b. a re-evaluation is conducted no more frequently than once a year unless the parent and district agree otherwise. 2. The district implements re-evaluation procedures in all cases where it is suspected that a student is no longer eligible for special education,except that no re-evaluation is required before the termination of eligibility because a student has graduated with a general high school diploma or exceeded the age of eligibility. State Requirements Federal Requirements 603 CMR 28.04(3) 34 CFR 300.303;300.305(e) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard Progress Reports and content SE 13 1. Parents receive reports on the student's progress toward reaching the goals set in the IEP at least as often as parents are informed of the progress of non-disabled students. 2. Progress report information sent to parents includes written information on the student's progress toward the annual goals in the IEP. 3. Where a student's eligibility terminates because the student has graduated from secondary school or exceeded the age of eligibility,the school district provides 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. State Requirements Federal Requirements 603 CMR 28.07(3) 34 CFR 300.305(e)(3);300.320(a)(3) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 22 of 71 CRITERION NUMBER Legal Standard SE 14 Review and revision of IEPs 1. At least annually,on or before the anniversary date of the IEP,a Team meeting is held to consider the student's progress and to review,revise,or develop a new IEP or refer the student for a re-evaluation,as appropriate. 2. Amendments to the IEP.In between annual IEP meetings the district and parent may agree to make changes to a student's IEP,documented in writing,without convening a meeting of the Team.Upon request,a parent is provided with a revised copy of the IEP with the amendments incorporated. State Requirements Federal Requirements 603 CMR 28.04(3) 34 CFR 300.324(a)(4),(6)and(b) Rating: Implemented District Response Required: No CRITERION SPECIAL EDUCATION NUMBER II.STUDENT IDENTIFICATION AND PLACEMENT Legal Standard SE 15 Outreach by the School District(Student Find) The district has annual or more frequent outreach and continuous liaison with those groups below from which promotion or transfer of students in need of special education may be expected,or which would include students in need of special education; 1. professionals in community 2. private nursery schools 3. day care facilities 4. group homes 5. parent organizations 6. clinical/health care agencies 7. early intervention programs 8. private/parochial schools 9. other agencies/organizations 10. the school or schools that are part of the district,including Horace Mann charter schools 11. agencies serving migrant and/or homeless persons pursuant to the McKinney- Vento Education Act for Homeless Students State Requirements I Federal Requirements Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 23 of 71 • CRITERION SPECIAL EDUCATION NUMBER II.STUDENT IDENTIFICATION AND PLACEMENT Legal Standard 34 CFR 300.111; 300.131;300.209 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 16 Screening 1. The school district conducts screening for three and four year olds and for all children who are of age to enter kindergarten. Such screening is designed to review a student's development and to assist in identification of those children who should be referred for an evaluation to determine eligibility for special education services. 2. Participation in the screening program for three and four year olds is optional on the part of the parents. State Requirements Federal Requirements 603 CMR28.03(1)(d) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 17 Initiation of services at age three and Early Intervention transition procedures 1. Where at all possible the school district accepts referrals from the Department of Public Health,other agencies, and individuals for young children when or before the student turns two-and-one-half years old in order to ensure continuity of services and to ensure the development and implementation of an IEP for eligible children by the date of the student's third birthday in accordance with federal requirements. 2. The district implements procedures to ensure the effective transition of young children with disabilities from Early Intervention Programs through participation in transition planning conferences arranged by such programs. State Requirements Federal Requirements 603 CMR 28.06(7)(b) 34 CFR 300.101(b);300.124;300.323(b) Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 24 of 71 CRITERION NUMBER Legal Standard Rating: Implemented . District Response Required: No CRITERION NUMBER Legal Standard SE 18A IEP development and content 1. Upon determining that the student is eligible for special education,the Team, including the parent(s),develops an IEP at the Team meeting. 2. The IEP is completed addressing all elements of the most current IEP format provided by the Department of Elementary and Secondary Education. 3. The school district ensures that the IEP will not be changed at a higher administrative level within the district. 4. 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 must address the skills and proficiencies needed to avoid and respond to bullying,harassment,or teasing. 5. For students identified with a disability on the autism spectrum,the IEP Team must consider and specifically address the skills and proficiencies needed to avoid and respond to bullying,harassment,or teasing. State Requirements. Federal Requirements 603 CMR 28.05(3);G.L.c. 71 B,section IDEA-97: 34 CFR Part 300,Appendix 3,as amended by Chapter 92 of the Acts A,Question#22 of 2010 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Record review and interviews indicated that the IEP Teams do not consistently address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing when evaluations indicate 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. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report--August 18,2014 01:21:46 PM Page 25 of 71 CRITERION NUMBER Legal Standard Determination of placement; provision of IEP to parent SE 18B 1. At the Team meeting,after the IEP has been fully developed,the Team determines the appropriate placement to deliver the services on the student's IEP. 2. Unless the student's IEP requires some other arrangement,the student is educated in the school that he or she would attend if the student did not require special education. 3. The decision regarding placement is based on the IEP,including the types of related services that are to be provided to the student,the type of settings in which those services are to be provided,the types of service providers,and the location at which the services are to be provided. 4. Reserved 5. Immediately following the development of the IEP,the district provides the parent with two(2)copies of the proposed IEP and proposed placement along with the required notice,except that the proposal of placement may be delayed according to the provisions of 603 CMR 28.06(2)(e)in a limited number of cases. State Requirements Federal Requirements 603 CMR 28.05(6)and(7);28.06(2) 34 CFR 300.116;300.325 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 19 Extended evaluation If the Team finds a student eligible for special education and finds the evaluation information insufficient to develop a full or partial IEP,the Team,with the parents' consent,agrees to an extended evaluation period. 1. The extended evaluation period is not used to deny programs or services determined to be necessary by the Team. If,prior to the extended evaluation,the Team determines that sufficient information is available to determine,in part, necessary annual goals and services,the Team writes a partial IEP that,if accepted by the parent,is immediately implemented by the district while the extended evaluation is occurring. 2. The extended evaluation period is not used to allow additional time to complete the required assessments. 3. If the parent consents to an extended evaluation,the Team documents its findings and determines what evaluation time period is necessary and the types of information needed to develop an IEP. The Team may decide to meet at Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 26 of 71 CRITERION NUMBER Legal Standard intervals during the extended evaluation,but in all cases reconvenes promptly to develop an IEP when the evaluation is complete. 4. The extended evaluation may extend longer than one week,but does not exceed eight school weeks. 5. The extended evaluation is not considered a placement. State Requirements Federal Requirements 603 CMR 28.05(2)(6) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 20 Least restrictive program selected 1. The program selected is the least restrictive environment for students,with consideration given to any potential harmful effect on the student or on the quality of services that he or she needs. 2. If the student is removed from the general education classroom at any time,the Team states why the removal is considered critical to the student's program and the basis for its conclusion that education of the student in a less restrictive environment,with the use of supplementary aids and services,could not be achieved satisfactorily. 3. The district does not remove an eligible student from the general education classroom solely because of needed modification in the curriculum. 4. If a student's IEP necessitates special education services in a day or residential facility or an out-of-district educational collaborative program,the IEP Team considers whether the student requires special education services and support to promote the student's transition to placement in a less restrictive program. State Requirements Federal Requirements M.G.L.c. 71B,§3 34 CFR 300.114-120 603 CMR 28.06(2) Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Student records indicated that IEP Teams do not consistently and appropriately justify the student's removal from the general education classroom and state why the removal is considered critical to the student's program or the basis for the removal. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 27 of 71 CRITERION NUMBER Legal Standard SE 21 School day and school year requirements 1. The Team routinely considers 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 indicates on the IEP why the shorter or longer program is necessary. 2. The daily duration of the student's program is equal to that of the regular school day unless the Team states that a different duration is necessary to provide a free appropriate public education to the student. In this case the Team specifies the daily duration of the program and states the reason for the different duration on the IEP. 3. Specialized transportation schedules do not impede a student's access to a full school day and program of instruction. 4. An extended day or year program is identified if the student has demonstrated or is 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. 5. If residential services are required,the IEP clearly specifies the reasons for such determination and how such services will be coordinated with the day education services provided to the student. Additionally,the annual goals and services on the student's IEP reflect the comprehensive nature of the educational program required. 6. Camping or recreation programs provided solely for recreational purposes and with no corresponding IEP goals or specially designed instruction are not to be considered for extended year programs. State Requirements Federal Requirements • M.G.L.c.69,§ 1G 34 CFR 300.106 603 CMR 28.05(4)(d)and(5)(c) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 22 IEP implementation and availability 1. Where the IEP of the student in need of special education has been accepted in whole or in part by that student's parent,the school district provides the mutually agreed upon services without delay. 2. At the beginning of each school year,the district has an IEP in effect for each eligible student within its jurisdiction. 3. Each teacher and provider described in the IEP is informed of his or her specific Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 28 of 71 CRITERION NUMBER Legal Standard responsibilities related to the implementation of the student's IEP and the specific accommodations,modifications,and supports that must be provided for the student under it. 4. The school district does not delay implementation of the IEP due to lack of classroom space or personnel,provides as many of the services on the accepted IEP as possible and immediately informs parents in writing of any delayed services,reasons for delay,actions that the school district is taking to address the lack of space or personnel and offers alternative methods to meet the goals on the accepted IEP. Upon agreement of the parents,the school district implements alternative methods immediately until the lack of space or personnel issues are resolved. State Requirements Federal Requirements 603 CMR 28.05(7)(b);28.06(2Xd)(2) 34 CFR 300.323 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Finding: Interviews indicated that the district does not have a process for immediately informing parents in writing of any delayed IEP services due to a lack of classroom space or personnel, along with reasons for the delay, actions that the district is taking to address the lack of personnel, and alternative methods to meet the goals on the accepted IEP. CRITERION SPECIAL EDUCATION NUMBER III.PARENTAL INVOLVEMENT Legal Standard SE 24 Notice to parent regarding proposal or refusal to initiate or change the identification,evaluation,or educational placement of the student or the provision of FAPE I, A student may be referred for an evaluation by a parent or any person in a caregiving or professional position concerned with the student's development. 2. When a student is referred for an evaluation to determine eligibility for special education,the school district sends written notice to the student's parent(s) within 5 school days of receipt of the referral,along with the district's notice of procedural safeguards.The written notice meets all of the content requirements set forth in M.G.L.c.71B, §3,and in federal Iaw,seeks the consent of the parent for the evaluation to occur,and provides the parent with the opportunity to express any concerns or provide information on the student's skills or abilities and to consult regarding the evaluators to be used. 3. For all other actions,the district gives notice complying with federal requirements within a reasonable time. 4. The school district provides the student's parent(s)with an opportunity to consult with the Special Education Administrator or his/her designee to discuss the reasons for the referral and the nature of the proposed evaluation. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 29 of 71 CRITERION SPECIAL EDUCATION NUMBER M.PARENTAL INVOLVEMENT Legal Standard 5. The district provides parents with an opportunity to consult with the Administrator of Special Education or his/her designee regarding the evaluators to be used and the proposed content of all required and optional assessments 6. The school district does not limit a parent's right to refer a student for timely special education evaluation because the district has not fully explored and/or attempted some or all of the available instructional support programs or other interventions available in general education that may be described in the district's curriculum accommodation plan,including any pre-referral program. 7. The school district refuses to conduct an initial evaluation only when the circumstances of a student make clear that there is no suspicion of a disability and that there is no concern about the student's development. State Requirements Federal Requirements M.G.L.e.71B, § 3;603 CMR 28.04(1) 34 CFR 300.503;300.504(a)(1) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 25 Parental consent In accordance with state and federal law,the school district obtains informed parental consent as follows: 1. The school district obtains written parental consent before conducting an initial evaluation and before making an initial placement of a student in a special education program.Written parental consent is obtained before conducting a reevaluation and before placing a student in a special education placement subsequent to the initial placement in special education. 2. The school district obtains consent before initiating extended evaluation services. 3. The school district obtains consent to the services proposed on a student's IEP before providing such services. 4. A parent is informed that consent may be revoked at any time. Except for initial evaluation and initial placement,consent may not be required as condition of any benefit to the child. 5. When the participation or consent of the parent is required and the parent fails or refuses to participate,the attempts to secure the consent of the parent are implemented through multiple attempts using a variety of methods which are documented by the district. Such efforts may include letters,written notices sent by certified mail,electronic mail(e-mail),telephone calls,or, if appropriate, TTY communications to the home,and home visits at such time as the parent is Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 30 of 71 CRITERION NUMBER Legal Standard likely to be home. Efforts may include seeking assistance from a community service agency to secure parental participation. 6. If,subsequent to initial evaluation and initial placement and after following the procedures required by the regulations,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,the school district considers with the parent whether such action will result in the denial of a free appropriate public education to the student. If,after consideration,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,it seeks resolution of the dispute through the BSEA. 7. If the parent has given consent for special education services and then,at any time following,revokes his/her consent to the student's special education services in writing,the district is obligated to discontinue all special education services and may not use mediation or request a due process hearing to obtain agreement or a ruling requiring the continuation of services,consistent with federal regulation.If a parent revokes consent in writing,the district must act promptly to provide written notice to the parent/guardian of the district's proposal to discontinue 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.The district must provide the notice a reasonable time before the district intends to discontinue the services. State Requirements Federal Requirements 603 CMR 28.07(1) 34 CFR 300300 This criterion is related to State Performance Plan Indicator 8. (See http://www.doe.mass.edu/sped/spp/.) Rating: Implemented District Response Required: No • CRITERION NUMBER Legal Standard SE 25A Sending of copy of notice to Special Education Appeals Within five(5)calendar days of receiving a notice that a parent is requesting a hearing or has rejected an IEP,proposed placement,or finding of no eligibility for special education,the school district sends a copy of the notice to the BSEA. State Requirements Federal Requirements 603 CMR 28.08(3)(b) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 31 of 71 CRITERION NUMBER Legal Standard SE 25B Resolution of disputes 1. Within 15 days of receiving notice that a parent has made an official hearing request to Special Education Appeals,the district convenes a meeting with the parent(s)and the relevant member(s)of the IEP Team,including a representative of the district with decision-making authority,to try to resolve the dispute.The resolution session may be waived if the district and the parents agree in writing to do so or if they agree to use mediation instead. 2. If the dispute is resolved at the resolution session,the parent(s)and a representative of the district with the authority to do so sign a legally binding agreement,enforceable in state or federal court.Any party may void this agreement within three(3)business days of the signing. State Requirements Federal Requirements 34 CFR 300.510 Rating: Implemented District Response Required: No CRITERION • NUMBER Legal Standard SE 26 Parent participation in meetings 1. The district ensures that one or both parents of a student are members of any group that makes decisions on the educational placement of their student. 2. The Administrator of Special Education notifies parent(s)in writing of any Team meeting early enough to ensure that they have an opportunity to attend. 3. The district schedules the meeting at a mutually agreed upon time and place;and documents such efforts. 4. If neither parent can attend,the district uses other methods to ensure parent participation,including individual or conference telephone calls,or video conferencing. 5. In cases where the district,after reasonable efforts,is unable to obtain the parents' participation in Team meeting discussions and decisions,the district conducts the Team meeting and documents its attempts to facilitate the parents' participation. State Requirements I Federal Requirements Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 32 of 71 CRITERION NUMBER Legal Standard 603 CMR 28.02(21) 34 CFR 300.322;300.501 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 27 Content of Team meeting notice to parents The parent notice of any Team meeting states the purpose,time,and location of the meeting as well as who will be in attendance. State Requirements Federal Requirements 34 CFR 300.322(b)(1Xi) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 29 Communications are in English and primary language of home 1. Communications with parents are in simple and commonly understood words and are in both English and the primary language of the home if such primary language is other than English. Any interpreter used in fulfilling these requirements is fluent in the primary language of the home and familiar with special education procedures,programs,and services. If the parents or the student are unable to read in any language or are blind or deaf,communications required by these regulations are made orally in English with the use of a foreign language interpreter, in Braille,in sign language,via TTY,or in writing, whichever is appropriate,and all such communications are documented. 2. If the district provides notices orally or in some other mode of communication that is not written language,the district keeps written documentation(a)that it has provided such notice in an alternate manner,(b)of the content of the notice and(c)of the steps taken to ensure that the parent understands the content of the notice. State Requirements Federal Requirements 603 CMR 28.07(8) 34 CFR 300.322(e);300.503(c) Template Version 130417 Massachusetts Department of EIementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 33 of 71 • CRITERION NUMBER Legal Standard Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 32 Parent advisory council for special education 1. The school district has established a district-wide parent advisory council on special education. 2. Membership on the council is offered to all parents of students with disabilities and other interested parties. 3. The parent advisory council duties include but are not limited to: advising the district on matters that pertain to the education and safety of students with • disabilities;meeting regularly with school officials to participate in the planning, development,and evaluation of the school district's special education programs. 4. The parent advisory council has established by-laws regarding officers and operational procedures. 5. The parent advisory council receives assistance from the school committee without charge,upon reasonable notice,and subject to the availability of staff and resources. 6. The school district conducts, in cooperation with the parent advisory council,at least one workshop annually within the district on the rights of students and their parents and guardians under the state and federal special education laws. State Requirements Federal Requirements M.G.L.c. 71B, § 3; 603 CMR 28.03(lxax4);28.07(4) Rating: Implemented District Response Required: No CRITERION SPECIAL EDUCATION NUMBER IV.CURRICULUM AND INSTRUCTION Legal Standard SE 33 Involvement in the general curriculum 1. Reserved 2. Reserved Template Version 130417 . Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 34 of 71 CRITERION SPECIAL EDUCATION NUMBER IV.CURRICULUM AND INSTRUCTION Legal Standard 3. At least one member of all IEP Teams is familiar with the general curriculum and is able to discuss an eligible student's appropriate access to the general curriculum. 4. In the 1EP the district documents the student's participation in the general curriculum. State Requirements Federal Requirements 603 CMR 28.05(4)(a)and(b) 34 CFR 300.320(a)(1)(i)and a(2)(i)(A); 300.321(a)(4)(ii) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 34 Continuum of alternative services and placements The district provides or arranges for the provision of each of the elements of the IEPs of students in need of special education from the ages of three through twenty-one, ensuring that a continuum of services and alternative placements is available to meet the needs of all students with disabilities,and takes all steps necessary to ensure compliance with all elements of the IEPs,including vocational education. State Requirements Federal Requirements 603 CMR 28.05(7)(b) 34 CFR 300.109;300.110;300.115 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 35 Assistive technology: specialized materials and equipment 1. Specialized materials and equipment specified in IEPs are provided. 2. The school district provides evidence that assistive technology is considered for each eligible student and—if the student needs it in order to receive a free, appropriate public education--described in the IEP and provided by the district. State Requirements Federal Requirements 34 CFR 300.105;300.324(a)(2)(v) Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 35 of 71 CRITERION NUMBER Legal Standard Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 36 IEP implementation,accountability and financial responsibility 1. Reserved. 2. The district oversees in an ongoing manner the full implementation of each in- district and each out-of-district IEP it proposes which has been consented to by a student's parents. 3. Reserved. 4. The district provides all programs and services without expense to the student's parents. 5. Reserved. State Requirements Federal Requirements 603 CMR 28.06(3) 34 CFR 300.17(a); 300.101-104; 300.154 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 37 Procedures for approved and unapproved out-of-district placements 1. Individual student program oversight: The school district monitors the provision of services to and the programs of individual students placed in public and private out-of-district programs. Documentation of monitoring plans and all actual monitoring are placed in the files of every eligible student who has been placed out-of-district. To the extent that this monitoring requires site visits,such site visits are documented and placed in the students' files for review. The duty to monitor out-of-district placements is not delegated to parents or their agents, to the Department of Elementary and Secondary Education,or to the out-of- district program. 2. Student right to full procedural protections: The school district retains full Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 36 of 71 CRITERION NUMBER Legal Standard responsibility for ensuring that the student is receiving all special education and related services in the student's IEP,as well as all procedural protections of law and regulation.Any Team meetings conducted during the time that a student is enrolled in the out-of-district program are initiated by the school district in coordination with the out-of-district program. 3. Preference to approved programs: The school district,in all circumstances,first seeks to place a student in a program approved by the Department pursuant to the requirements of 603 CMR 28.09.Preference is also given to approved programs located within the Commonwealth of Massachusetts if the choice of such program is consistent with the needs of the student and the choice of such program complies with LRE requirements. When an approved program is available to provide the services on the IEP,the district makes such placement in the approved program in preference to any program not approved by the Department. 4. Written contracts:The school district enters into written contracts with all public and private out-of-district placements. At a minimum, such contracts meet the content requirements of 28.06(3)(f)(1-5). 5. Use of unapproved programs:A school district that places a student in a program that has not been approved by the Department according to the requirements under 603 CMR 28.09 ensures that such programs and services are provided in appropriate settings by appropriately credentialed staff able to deliver the services on the student's IEP. Students placed by the school district in such programs are entitled to the full protections of state and federal special education law and regulation. 6. Placement documentation:The following documentation is maintained by the school district pursuant to its placement of students in unapproved out-of-district programs: . a. Search: The Administrator of Special Education documents the search for and unavailability of a program approved by the Department: The Administrator places such documentation in the student record. b. Evaluation of facility: The Administrator of Special Education or his/her designee thoroughly evaluates the appropriateness of any unapproved facility prior to placement of the student in such program. Such evaluation determines whether the unapproved facility can appropriately implement the student's TEP in a safe and educationally appropriate environment. Such evaluation determines whether the unapproved facility can and will provide the student with all the rights that are accorded to the student under state and federal special education law. Such evaluation is documented in detail and placed in the student record for review. To the extent that this evaluation requires a site visit,such site visits are documented and placed in the student record for review. The duty to evaluate the appropriateness of any unapproved facility is not delegated to the parents or their agents or the proposed unapproved facility. c. School district approval to operate a private school in Massachusetts:If services in an unapproved program are provided in a school setting,the Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 37 of 71 CRITERION NUMBER Legal Standard Administrator of Special Education ensures that such school has received approval from the school committee where the private school is located under M.G.L. c.76, §1 and a copy of such approval is retained in the student record. d. Pricing:Pursuant to the requirements for Compliance,Reporting and Auditing for Human and Social Services at 808 CMR 1.00,the Administrator obtains pricing forms required to set program prices for programs receiving publicly funded students. Such pricing forms are completed by the proposed placement and document that the price proposed for the student's tuition is the lowest price charged for similar services to any student in that program. e. Notification of the Department of Elementary and Secondary Education: Prior to placement,if the Team determines that placement in such facility is appropriate,the Administrator notifies the Department of the intent to place the student and the name and location of the proposed placement before placing the student into the program by sending a completed mandated 28M3 form titled"Notice of Intent to Seek Approval for Individual Student Program"and all the required supporting documentation(i.e.,completed pricing forms,signed written contract that will govern such placement,and monitoring plan pursuant to 603 CMR 28.06(3)(6)).The district maintains copies of this documentation, as well as any documentation of the Department's objections to such placement and the steps the district has taken in regard to such objection. The district maintains documentation of the approved price for publicly-funded students as set by the state agency responsible for setting program prices. The district maintains documentation of actual monitoring of the unapproved placement,including any site visits made and other monitoring activities undertaken by the school district. f. Out of state programs: If out-of-district programs are provided in a placement outside of Massachusetts,and such school has not received approval by the Department under 603 CMR 28.09,the Administrator of Special Education ensures that such school has received approval from the host state. State Requirements Federal Requirements M.G.L.c. 76,s. 1 34 CFR 300.2(c) 603 CMR 18.00;28.02(14); 28.06(2)(f)and(3); 28.09 808 CMR 1.00 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 38 of 71 CRITERION NUMBER Legal Standard SE 38 Special education services in institutional settings(SETS) Department of Elementary and Secondary Education responsibility: In cases where the Department provides certain special education services to eligible students in certain facilities operated by or under contract with the Department of Mental Health,the Department of Youth Services,County Houses of Corrections,or the Department of Public Health,the Department retains the discretion to determine, based upon resources,the type and amount of special education and related services that it provides in such facilities. School district responsibility: 1. The district implements its responsibilities to students in institutional settings by acting on requests for evaluation,issuing proposed IEPs in a timely manner,and providing special education and/or related services in accordance with state and federal law. 2. Where a student's IEP requires a type or amount of service that the facility does not provide,it remains the responsibility of the parent's school district to implement the student's 1EP by arranging and paying for the provision of such service(s). 3. The parent's school district coordinates with the state agency to ensure that the student receives an evaluation,an annual review,and special education services as identified at a Team meeting convened by the parent's school district. State Requirements Federal Requirements 603 CMR 28.06(9) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 39A Procedures used to provide services to eligible students enrolled in private schools at private expense whose parents reside in the district 1. The district conducts student find activities--comparable to those for public school students--for all students enrolled at private expense in private schools in the district. 2. The district consults with private schools in accordance with federal requirements. 3. The district provides or arranges for the provision of an evaluation for any private school student whose parent resides in the district who is referred for evaluation.The evaluation may take place in the public school,the private school,or an appropriate contracted facility; as part of its consultation with the private school,the district ensures that a representative of the student's private Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 39 of 71 CRITERION NUMBER Legal Standard school is invited to participate as a member of the Team pursuant to §28.05.The district provides an IEP for any such private school student who is found eligible for special education and/or related services. 4. The district provides special education and/or related services designed to meet the needs of eligible students,who are attending private schools at private expense and whose parents reside in the district,and does so according to a properly developed IEP. The district provides to such students genuine opportunities to participate in a public school special education program consistent with state constitutional limitations. 5. In providing or arranging for the provision of the special education and/or related services described by the student's IEP,the district ensures that special education services funded with state or local funds are provided in a public school facility or other public or neutral site. When services are provided using only federal funds,services are provided on public or private school grounds. When the student attends a private school located outside of the district,the district makes reasonable efforts to provide or arrange for the provision of services for the student in the community where the school is located. 6. The district does not withdraw or withhold services from a student whose parents reside in the district solely because the district has met the spending requirements of federal law. 7. Special education services and/or related services for a private school student whose parents reside in the district are comparable in quality,scope,and opportunity for participation to those provided to public school students with needs of equal importance. 8. An expedited special education evaluation,which is limited to a student's physician statement unless there is a clear indication of the need or unless the parents request additional evaluation,is conducted and services provided to eligible students whose parents reside in the district within 15 calendar days of the district's receipt of the student's physician statement. 9. The district calculates the proportionate share of Federal Special Education Entitlement funds(Fund Code 240)required to be spent on eligible private school students(including all eligible students attending private school in the district whether their parents reside in the district,in another Massachusetts district,or out of state)and documents the spending of at least this amount of federal entitlement funds(Fund Code 240)on one or more of the eligible private school students attending private school in the district whose parents reside in the district or out of state. State Requirements Federal Requirements M.G.L.c.71B,section 2 34 CFR 300.130-144; 300.300(d)(4) 603 CMR 28.03(1)(e) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 40 of 71 CRITERION NUMBER Legal Standard SE 39B Procedures used to provide services to eligible students who are enrolled at private expense in private schools in the district and whose parents reside out of state 1. The district conducts student find activities--comparable to those for public school students--for all students enrolled at private expense in private schools in the district. 2. For students enrolled at private expense in private schools in the district and whose parents reside out of state,the district consults with the private schools in accordance with federal requirements.It conducts evaluations and determines eligibility in accordance with state and federal requirements. 3. The district calculates the proportionate share of Federal Special Education Entitlement funds(Fund Code 240)required to be spent on eligible private school students(including all eligible students attending private school in the district whether their parents reside in the district,in another Massachusetts district,or out of state)and documents the spending of at least this amount of federal entitlement funds(Fund Code 240)on one or more of the eligible private school students attending private school in the district whose parents reside in the district or out of state. 4. If the district provides services to any eligible private school student from out of state,it does so using an individual services plan. State Requirements Federal Requirements 603 CMR 28.02(7);28.04;28.05(2) 34 CFR 300.130-144;300.301-311 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 40 Instructional grouping requirements for students aged five and older 1. The size and composition of instructional groupings for eligible students receiving services outside the general education classroom are compatible with the methods and goals stated in each student's IEP. 2. Instructional grouping size requirements are maximum sizes and the school district exercises judgment in determining appropriate group size and supports for smaller instructional groups serving students with complex special needs. 3. When eligible students are assigned to instructional groupings outside of the general education classroom for 60%or less of the students' school schedule, group size does not exceed a. 8 students with a certified special educator, Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 41 of 71 CRITERION NUMBER Legal Standard b. 12 students if the certified special educator is assisted by 1 aide,and c. 16 students if the certified special educator is assisted by 2 aides 4. For eligible students served in settings that are substantially separate, serving solely students with disabilities for more than 60%of the students' school schedule,the district provides instructional groupings that do not exceed a. 8 students to 1 certified special educator or b. 12 students to 1 certified special educator and 1 aide. 5. After the school year has begun,if instructional groups have reached maximum size as delineated in paragraphs 3 and 4 of this criterion,the Administrator of Special Education and the certified special educator(s)providing services in an instructional group may decide to increase the size of an instructional grouping by no more than two additional students if the additional students have compatible instructional needs and then can receive services in their - neighborhood school. 6. In such cases,the Administrator provides written notification to the Department and the parents of all group members of the decision to increase the instructional group size and the reasons for such decision. Such increased instructional group sizes are in effect only for the year in which they are initiated. 7. The district takes all steps necessary to reduce the instructional groups to the sizes outlined in paragraph 3 or 4 of this criterion for subsequent years. Such steps are documented by the district. State Requirements Federal Requirements 603 CMR 28.06(6) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 41 Age span requirements The ages of the youngest and oldest student in any instructional grouping do not differ by more than 48 months. A written request for approval of a wider age range is submitted to the Commissioner of Elementary and Secondary Education in cases where the district believes it is justified.Such requests are implemented only after approval of the Department of Elementary and Secondary Education. State Requirements Federal Requirements 603 CMR 28.06(6)(f) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 42 of 71 CRITERION NUMBER Legal Standard SE 42 Programs for young children three and four years of age General requirements: 1. The school district ensures programs are available for eligible students three and four years of age. Such programs shall be developmentally appropriate and specially designed for students ages three and four years. 2. Reserved. 3. Where appropriate,the school district elects,consistent with federal requirements, to use the format and services of the Individualized Family Service Plan(IFSP),if appropriate,for an additional year as a means of transitioning eligible students to public school services. 4. Where appropriate the Team allows a student to remain in a program designed for three and four year old students for the duration of the school year in which the student turns five years old(including the summer following the date of the student's fifth birthday). Types of Settings: 5. Inclusionary programs for young students are located in a setting that includes students with and without disabilities and meet the following standards: a. Services in such programs are provided in the home,the public school,Head Start,or a licensed childcare setting. b. For public school programs that integrate students with and without disabilities,the class size does not exceed 20 with 1 teacher and 1 aide and no more than 5 students with disabilities. If the number of students with disabilities is 6 or 7 then the class size does not exceed 15 students with 1 .teacher and 1 aide. 6. Substantially separate programs for young students are located in a public school classroom or facility that serves primarily or solely students with disabilities. Substantially separate programs adhere to the following standards: a. Substantially separate programs are programs in which more than 50%of the students have disabilities. b. Substantially separate programs operated by the district limit class sizes to 9 students with 1 teacher and 1 aide. State Requirements Federal Requirements 603 CMR 28.06(7) 34 CFR 300.101(b); 300.124(b);300.323(b) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 43 of 71 CRITERION SPECIAL EDUCATION NUMBER V. STUDENT SUPPORT SERVICES Legal Standard SE 43 Behavioral interventions For a student whose behavior impedes their learning or the learning of others,the Team considers the student's behavior including positive behavioral interventions and the possible need for a functional behavioral assessment. State Requirements Federal Requirements 34 CFR 300.324(a)(2)(i) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 44 Procedure for recording suspensions The district has a procedure to record the number and duration of suspensions from any part of the student's program, including suspensions from special transportation prescribed by the IEP. State Requirements Federal Requirements 34 CFR 300.530 IDEA 2004 Final Regulations,Analysis of Comments and Changes,Federal Register 71 (14 August 2006): 46715 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 45 Procedures for suspension up to 10 days and after 10 days: General requirements 1. Any eligible student may be suspended up to 10 days in any school year without implementation of procedures described in criterion SE 46 below. 2. After a student with special needs has been suspended for 10 days in any school year, during any subsequent removal the public school provides sufficient services for the student to continue to receive a free and appropriate public education. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 44 of 71 CRITERION NUMBER Legal Standard 3. The school provides additional procedural safeguards for students with disabilities prior to any suspension beyond 10 consecutive days or more than 10 cumulative days(if there is a pattern of suspension)in any school year. State Requirements Federal Requirements M.G.L.c.76, §§ 16-17 34 CFR 300.530-300.537 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 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 1. A suspension of longer than 10 consecutive days or a series of suspensions that are shorter than 10 consecutive days but constitute a pattern are considered to represent a change in placement. 2. When a suspension constitutes a change in placement of a student with disabilities,district personnel,the parent,and other relevant members of the Team,as determined by the parent and the district,convene within 10 days of the decision to suspend to review all relevant information in the student's file, including the IEP,any teacher observations,and any relevant information from the parents,to determine whether the behavior was caused by or had a direct and substantial relationship to the disability or was the direct result of the district's failure to implement the IEP-"a manifestation determination." 3. If district personnel,the parent,and other relevant members of the Team determine that the behavior is NOT a manifestation of the disability,then the suspension or expulsion may go forward consistent with policies applied to any • student without disabilities,except that the district must still offer: a. services to enable the student,although in another setting,to continue to participate in the general education curriculum and to progress toward IEP goals; and b. as appropriate,a functional behavioral assessment and behavioral intervention services and modifications,to address the behavior so that it does not recur. 4. Interim alternative educational setting,Regardless of the manifestation determination,the district may place the student in an interim alternative educational setting(as determined by the Team)for up to 45 school days a. on its own authority if the behavior involves weapons or illegal drugs or another controlled substance or the infliction of serious bodily injury on Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 45 of 71 CRITERION NUMBER Legal Standard another person while at school or a school function or,considered case by case,unique circumstances;or b. on the authority of a hearing officer if the officer orders the alternative placement after the district provides evidence that the student is "substantially likely"to injure him/herself or others. Characteristics. In either case,the interim alternative education setting enables the student to continue in the general curriculum and to continue receiving services identified on the IEP,and provides services to address the problem behavior. 5. If district personnel,the parent,and other relevant members of the Team determine that the behavior IS a manifestation of the disability,then the Team completes a functional behavioral assessment and behavioral intervention plan if it has not already done so.If a behavioral intervention plan is already in place, the Team reviews it and modifies it,as necessary,to address the behavior. Except when he or she has been placed in an interim alternative educational setting in accordance with part 4,the student returns to the original placement unless the parents and district agree otherwise or the hearing officer orders a new placement. 6. Not later than the date of the decision to take disciplinary action,the school district notifies the parents of that decision and provides them with the written notice of procedural safeguards. If the parent chooses to appeal or the school district requests a hearing because it believes that maintaining the student's current placement is substantially likely to result in injury to the student or others,the student remains in the disciplinary placement,if any,until the decision of the hearing officer or the end of the time period for the disciplinary action,whichever comes first, unless the parent and the school district agree otherwise. State Requirements Federal Requirements 34 CFR300.530-537 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 47 Procedural requirements applied to students not yet determined to be eligible for special education 1. If,prior to the disciplinary action,a district had knowledge that the student may be a student with a disability,then the district makes all protections available to the student until and unless the student is subsequently determined not to be Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 46 of 71 CRITERION NUMBER Legal Standard eligible.The district may be considered to have prior knowledge if: a. The parent had expressed concern in writing;or b. The parent had requested an evaluation;or c. District staff had expressed directly to the special education director or other supervisory personnel specific concerns about a pattern of behavior demonstrated by the student. The district may not be considered to have had prior knowledge if the parent has not consented to evaluation of the student or has refused special education services,or if an evaluation of the student has resulted in a determination of ineligibility. 2. If the district had no reason to consider the student disabled,and the parent requests an evaluation subsequent to the disciplinary action,the district must have procedures consistent with federal requirements to conduct an expedited evaluation to determine eligibility. 3. If the student is found eligible,then he/she receives all procedural protections subsequent to the finding of eligibility. State Requirements Federal Requirements 34 CFR 300.534 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 48 Equal opportunity to participate in educational,nonacademic,extracurricular and ancillary programs,as well as participation in regular education All students receiving special education,regardless of placement, shall have an equal opportunity to participate in and,if appropriate,receive credit for the vocational, supportive,or remedial services that may be available as part of the general education program as well as the non-academic and extracurricular programs of the school. Programs,services and activities include, but are not limited to: 1. art and music 2. vocational education, industrial arts,and consumer and homemaking education 3. work study and employment opportunities 4. counseling services available at all levels in the district 5. health services 6. transportation 7. recess and physical education, including adapted physical education 8. athletics and recreational activities Template Version 130417 Massachusetts Department of Elementary and Secondary Education Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 47 of 71 CRITERION NUMBER Legal Standard 9. school-sponsored groups or clubs 10. meals State Requirements Federal Requirements 603 CMR 28.06(5) 34 CFR 300.101 -300.113 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 49 Related services For each student with special education needs found to require related services,the school district provides or arranges for the provision of transportation and such developmental,corrective,and other supportive services as are required to assist a student to benefit from special education or to access the general curriculum,and includes: 1. speech-language pathology and audiology services 2. psychological services 3. physical therapy 4. occupational therapy 5. recreation,including therapeutic recreation 6. early identification and assessment of disabilities in children 7. counseling services,including rehabilitation counseling 8. orientation and mobility services(peripatology) 9. medical services for diagnostic or evaluation purposes 10. school health services,including school nurse services 11. social work services in schools 12. parent counseling and training,and 13. interpreting services. State Requirements Federal Requirements 603 CMR 28.02(18) CFR 300.34;300.323(c) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 48 of 71 CRITERION SPECIAL EDUCATION NUMBER VI.FACULTY,STAFF AND ADMINISTRATION Legal Standard SE 50 Administrator of Special Education The school district has an appointed person to be its Administrator of Special Education. The Administrator supervises all special education for the school district and ensures compliance with all federal and state special education laws. The Administrator of Special Education is appropriately licensed or holds a current waiver for an appropriate license or otherwise demonstrates that he or she has the qualifications to perform all of the duties of the Administrator.As appropriate,and in accordance with the requirements of M.G.L.c.71B, §3A,the Administrator may designate other school district personnel to carry out some of the duties of the Administrator. State Requirements Federal Requirements M.G.L.c.71B, §3A; 603 CMR28.03(2) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 51 Appropriate special education teacher licensure Except at Commonwealth charter schools,individuals who design and/or provide direct special education services described in IEPs are appropriately licensed. Commonwealth Charter Schools—Special Education Teacher Qualifications To come into compliance with IDEA,Commonwealth charter schools must use "qualified"teachers to provide specialized instruction or have a"qualified"teacher consult with or provide direct supervision for someone who is not qualified but is delivering specialized instruction. This is an IDEA requirement. "Qualified"teachers must hold a valid license in special education or have successfully completed an undergraduate or graduate degree in an approved special education program. Please see additional guidance at: http://www.doe.mass.edu/charter/tech advisory/07_1.html## (update 2/2011) http://www.doe.mass.edu/charter/sped/staffqualifications.html(update 3/23/2012). State Requirements Federal Requirements M.G.L.c.71,s. 38G; s. 89(qq); 34 CFR 300.18; 300.156 603 CUR 1.07; 7.00; 28.02(3) Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 49 of 71 CRITERION NUMBER Legal Standard Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 52 Appropriate certifications/licenses or other credentials--related service providers Any person,including non-educational personnel,who provides related services described under federal special education law,who supervises paraprofessionals in the provision of related services,or who provides support services directly to the general or special classroom teacher is appropriately certified,licensed, board-registered or otherwise approved to provide such services by the relevant _professional standards board or agency for the profession. State Requirements Federal Requirements 603 CMR 28.02(3),(18) 34 CFR 300.34;300.156(b) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 52A Registration of educational interpreters Providers of interpreting services for students who are deaf or hard of hearing must be registered with the Massachusetts Commission for the Deaf and Hard of Hearing. State Requirements Federal Requirements 603 CMR 28.02(3),(18) 34 CFR 300.34; 300.156(b) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education---Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 50 of 71 CRITERION NUMBER Legal Standard SE 53 Use of paraprofessionals 1. Reserved 2. Persons employed as paraprofessionals and assistants do not design instruction for students with disabilities but are expected to implement instruction under the supervision of an appropriately certified or licensed professional who is proximate and readily available to provide such supervision. State Requirements Federal Requirements 34 CFR 300.156 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard SE 54 Professional development 1. The district considers the needs of all staff in developing training opportunities for professional and paraprofessional staff and provides a variety of offerings. 2. The district ensures that all staff, including both special education and general education staff,are trained on: a. state and federal special education requirements and related local special education policies and procedures; b. analyzing and accommodating diverse learning styles of all students in order to achieve an objective of inclusion in the general education classroom of students with diverse learning styles; c. methods of collaboration among teachers,paraprofessionals and teacher assistants to accommodate diverse learning styles of all students in the general education classroom; 3. The district provides in-service training for all locally hired and contracted transportation providers,before they begin transporting any special education student receiving special transportation,on his or her needs and appropriate methods of meeting those needs;for any such student it also provides written information on the nature of any needs or problems that may cause difficulties, along with information on appropriate emergency measures.Transportation providers include drivers of general and special education vehicles and any attendants or aides identified by a Team for either type of vehicle. State Requirements Federal Requirements M.G.L.c.71,§§ 38G,38Q and 38Q V2 603 CMR 28.03(lxa);28.06(8)(b)and Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 51 of 71 CRITERION SPECIAL EDUCATION NUMBER VII.SCHOOL FACILITIES Legal Standard SE 55 Special education facilities and classrooms The school district provides facilities and classrooms for eligible students that 1. maximize the inclusion of such students into the life of the school; 2. provide accessibility in order to implement fully each student's IEP; 3. are at least equal in all physical respects to the average standards of general education facilities and classrooms; 4. are given the same priority as general education programs in the allocation of instructional and other space in public schools in order to minimize the separation or stigmatization of eligible students;and 5. are not identified by signs or other means that stigmatize such students. State Requirements • Federal Requirements 603 CMR 28.03(1)(b) Section 504 of the Rehabilitation Act of 1973 Rating: Implemented District Response Required: No CRITERION SPECIAL EDUCATION NUMBER VIII.PROGRAM PLAN AND EVALUATION Legal Standard SE 56 Special education programs and services are evaluated Special education programs and services are regularly evaluated. State Requirements Federal Requirements M.G.L.c. 71B,section 2 Rating: Implemented District Response Required: No Template Version I30417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 52 of 71 CRITERION NUMBER Legal Standard SE 59 Transfer of student records When a student with an IEP transfers from school district to school district,whether both of those districts are within the Commonwealth of Massachusetts or not, 1. any Massachusetts school to which the student is transferring takes reasonable steps to promptly obtain the student's records,including the IEP,from the former school,and 2. any Massachusetts school from which the student is transferring takes reasonable steps to promptly respond to the new school's request for records. State Requirements Federal Requirements - 34 CFR 300.323(g) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education--Program Quality Assurance Services Reading Coordinated Program Review Report---August 18,2014 01:21:46 PM Page 53 of 71 CIVIL RIGHTS METHODS OF ADMINISTRATION (CR) AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS LEGAL STANDARDS, COMPLIANCE RATINGS AND FINDINGS • Template Version 00417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 54 of 71 CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS IL STUDENT IDENTIFICATION AND PLACEMENT Legal Standard _ CR 3 Access to a full range of education programs All students,regardless of race,color, sex,gender identity,religion,national origin, sexual orientation,disability,or homelessness,have equal access to the general education program and the full range of any occupational/vocational education programs offered by the district. Title VI:42 U.S.C.2000d;34 CFR 100.3(a),(b);EEOA: 20 U.S.C. 1703(1);Title IX: 20 U.S.C. 1681;34 CFR 106.31, 106.34, 106.35;Section 504:29 U.S.C.794;34 CFR 104.4;Title II:42 U.S.C. 12132;28 CFR 35.130;IDEA 2004:20 U.S.C. 1400; 34 CFR300.110;NCLB:Title III,Part A,Sec. 3121(c)(1XC);Title X,Part C, Secs. 721,722(g)(4);Mass.Const.amend. art. 114;M.G.L.c. 71A,s.7;c.76,s. 5;603 CMR 26.03 as amended by Chapter 199 of the Acts of 2011 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 6 Availability of in-school programs for pregnant students 1. Pregnant students are permitted to remain in regular classes and participate in extracurricular activities with non-pregnant students throughout their pregnancy, and after giving birth are permitted to return to the same academic and extracurricular program as before the leave. 2. The district does not require a pregnant student to obtain the certification of a physician that the student is physically and emotionally able to continue in school unless it requires such certification for all students for other physical or emotional conditions requiring the attention of a physician. Title IX:20 U.S.C. 1681;34 CFR 106.40(b) Rating: Implemented }f District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 55 of 71 CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) CRITERION AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS NUMBER Ili.PARENTAL INVOLVEMENT Legal Standard CR 7 Information to be translated into languages other than English 1. Important information and documents,e.g.handbooks and codes of conduct, being distributed to parents are translated into the major languages spoken by parents or guardians with limited English skills;the district has established a system of oral interpretation to assist parents/guardians with limited English skills,including those who speak low-incidence languages. 2. School or program recruitment and promotional materials being disseminated to residents in the area served by the school or program are translated into the major languages spoken by residents with limited English skills. Title VI;EEOA:20 U.S.C. 1703(f);M.G.L. c. 76, s. 5;603 CMR 26.02(2) Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review and interviews demonstrated that important information and documents have not been translated into the major languages spoken by parents who are not proficient in English. CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS IV.CURRICULUM AND INSTRUCTION Legal Standard CR 7A School year schedules 1. Before the beginning of each school year,the school district sets a school year schedule for each school.The school year includes at least 185 school days for students in grades 1-12 at each elementary,middle,and secondary school in the district,and these schools are in operation for at least 180 days a year for these students. 2. The school district ensures that unless his or her IEP or Section 504 Accommodation Plan provides otherwise,each elementary school student is scheduled for at least 900 hours of structured learning time a year and each secondary school student is scheduled for at least 990 hours of structured learning time a year,within the required school year schedule.Where the school district operates separate middle schools,it designates each one as either elementary or secondary. 3. Where the school district sets a separate school year and school day schedule for kindergarten programs, it provides at least 425 hours of structured Iearning time a year. If the district schedules two sessions of kindergarten a day,it ensures equal instructional time for all kindergarten students. M.G.L.c.69, § 1G;603 CMR 27.03,27.04 Rating: Implemented District Response Required: No Template Version 130417_ Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 56 of 71 CRITERION NUMBER Legal Standard CR 7B Structured learning time 1. The school district ensures that its structured learning time is time during which students are engaged in regularly scheduled instruction,learning,or assessments within the curriculum of core subjects and other subjects as defined in 603 CMR 27.02(including physical education,required by M.G.L.c.71,s. 3). The district's structured learning time may include directed study(activities directly related to a program of studies,with a teacher available to assist students), independent study(a rigorous,individually designed program under the direction of a teacher,assigned a grade and credit),technology-assisted learning, presentations by persons other than teachers,school-to-work programs,and statewide student performance assessments. 2. The district ensures that its structured learning time does not include time at breakfast or lunch,passing between classes,in homeroom,at recess,in non- directed study periods(study halls),participating in optional school programs,or receiving school services such as health screening,speech,or physical and occupational therapy,except where those services are prescribed by a student's IEP or Section 504 Accommodation Plan. 3. The hours spent in any type of structured learning time are verified by the school district. Where the school district counts independent study or a school-to-work program as structured learning time, it has guidelines that explain clearly how hours spent by students are verified. M.G.L.c.69, § 1G;603 CMR 27.02,27.04 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard Early release of high school seniors CR 7C When the school district schedules the early release at the end of the year of the senior class of a high school,it does so in a way that conforms with Board of Education requirements under 603 CMR 27.05,ensuring that neither the conclusion of the seniors' school year nor graduation is more than 12 school days before the regular scheduled closing date of that school. M.G.L. c. 69, § 1G;603 CMR 27.05 Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 57 of 71 CRITERION NUMBER Legal Standard Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 8 Accessibility of extracurricular activities Extracurricular activities sponsored by the district are nondiscriminatory in that: 1. the school provides equal opportunity for all students to participate in intramural and interscholastic sports; 2. extracurricular activities or clubs sponsored by the school do not exclude students on the basis of race,sex,gender identity,color,religion,national origin, sexual orientation, disability,or homelessness. Title VI: 42 U.S.C.2000d;34 CFR 100.3(a),(b);Title IX: 20 U.S.C. 1681;34 CFR 106.31, 106.41; Section 504: 29 U.S.C. 794;34 CFR 104.4,104.37(a),(c);Title H: 42 U.S.C. 12132;28 CFR 35.130;NCLB:Title X,Part C, Sec.721;Mass.Const. amend.art 114;M.G.L.c.76, § 5; 603 CMR 26.06 (1)as amended by Chapter 199 of the Acts of 2011 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 9 Hiring and employment practices of prospective employers of students 1. The district requires employers recruiting at the school to sign a statement that the employer complies with applicable federal and state laws prohibiting discrimination in hiring or employment practices and the statement specifically includes the following protected categories:race,color,national origin,sex, gender identity,handicap,religion and sexual orientation. 2. Prospective employers to whom this criterion applies include those participating in career days and work-study and apprenticeship training programs, as well as those offering cooperative work experiences. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 58 of 71 CRITERION NUMBER Legal Standard Authority: M.G.L.c. 76, § 5; 603 CMR 26.07(5)as amended by Chapter 199 of the Acts of 2011. Rating:. Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: According to document review and interviews, recruiting employers are not required to sign a statement that the employer complies with applicable federal and state laws prohibiting discrimination in hiring or employment practices on the basis of race, color, national origin, sex, gender identity, handicap, religion and sexual orientation, including prospective employers participating in work-study and paid internships. CRITERION NUMBER Legal Standard CR 10 Anti-Hazing Reports 1. The principal of each secondary school in the district issues a copy of M.G.L.c. 269§§ 17 through 19,to every student enrolled full-time,and every student group, student team,or student organization,including every unaffiliated student group, student team,or student organization,and a copy of the school's anti- hazing disciplinary policy approved by the school committee. 2. Each secondary school files,at least annually,a report with the Department certifying a. Its compliance with its responsibility to inform student groups,teams,or organizations,and every full-time enrolled student,of the provisions of M.G.L. c.269 §§ 17 through 19; b. Its adoption of a disciplinary policy with regard to the organizers and participants of hazing;and c. That the hazing policy has been included in the student handbook or other means of communicating school policies to students. Authority: M.G.L.c. 269,ss. 17-19 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 59 of 71 CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS V.STUDENT SUPPORT SERVICES Legal Standard CR 10A Student handbooks and codes of conduct 1. a. The district has a code of conduct for students and one for teachers. b. The principal of every school containing grades 9-12 prepares,in consultation with the school council,a student handbook containing the student code of conduct and distributes it to each student annually,as well as to parents and school personnel;the school council reviews and revises the student code of conduct every year. c. The principal of every school containing other grades distributes the district's student code of conduct to students,parents,and personnel annually. d. At the request of a parent or student whose primary language is not English, a student handbook or student code of conduct is translated into that language. 2. Student codes of conduct contain: a. procedures assuring due process in disciplinary proceedings and b. appropriate procedures for the discipline of students with special needs and students with Section 504 Accommodation Plans. 3. Student handbooks and codes of conduct reference M.G.L.c. 76,s.5 and contain: a. a nondiscrimination policy that is consistent with M.G.L.c.76,s. 5,and affirms the school's non-tolerance for harassment based on race,color, national origin, sex,gender identity,religion,or sexual orientation,or discrimination on those same bases; b. the school's procedure for accepting,investigating and resolving complaints alleging discrimination or harassment;and c. the disciplinary measures that the school may impose if it determines that harassment or discrimination has occurred. Section 504;M.G.L.c. 71, §37H;603 CMR 26.08 as amended by Chapter 199 of the Acts of 2011 _ Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 10B Bullying Intervention and Prevention 1. Public schools(including charter schools and collaboratives)must amend school handbooks to include an age-appropriate summary of their new Bullying Prevention and Intervention Plan. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report-August 18,2014 01:21:46 PM Page 60 of 71 CRITERION NUMBER Legal Standard 2. School and district employee handbooks must contain relevant sections of the Plan relating to the duties of faculty and staff. 3. Each year all school districts and schools must give parents and guardians annual written notice of the student-related sections of the local Plan. 4. Each year all school districts and schools must provide all staff with annual written notice of the Plan. 5. All schools and school districts must implement,for all school staff,professional development that includes developmentally appropriate strategies to prevent bullying incidents;developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents;information regarding the complex interaction and power differential that can take place between and among a perpetrator,victim and witnesses to the bullying;research findings on bullying,including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; information on the incidence and nature of cyber-bullying; and internet safety issues as they relate to cyber-bullying. M.G.L. c.71,s.37H,as amended by Chapter 92 of the Acts of 2010.M.G.L. c.71,s. 370(e)(1)&(2).M.G.L.c.71,s.370(d). Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review indicated that the district has not published relevant sections of the Bullying Intervention and Prevention Plan in its employee handbook. CRITERION NUMBER Legal Standard CR 11A Designation of coordinator(s); grievance procedures 1. The district has designated one or more staff persons to serve as coordinator(s) for compliance with its responsibilities under Title IX, Section 504,and(if it employs 50 or more persons)Title II. 2. The district has adopted and published grievance procedures for students and for employees providing for prompt and equitable resolution of complaints alleging discrimination based on sex or disability. Title IX:20 U.S.C. 1681;34 CFR 106.8; Section 504: 29 U.S.C. 794;34 CFR 104.7; Title II: 42 U.S.C. 12132;28 CFR 35.107 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 61 of 71 CRITERION NUMBER Legal Standard CR 12A Annual and continuous notification concerning nondiscrimination and coordinators 1. If the district offers vocational education programs,it advises students,parents, employees and the general public before the beginning of each school year that all vocational opportunities will be offered regardless of race,color,national origin,sex or disability.The notice includes a brief summary of program offerings and admission criteria and the name(s),office address(es),and phone number(s)of the person(s)designated under CR 11A to coordinate compliance under Title IX and Section 504. 2. In all cases,the district takes continuing steps to notify applicants,students, parents,and employees(including those with impaired vision or hearing),as well as unions or professional organizations holding collective bargaining or professional agreements with the district,that it does not discriminate on the basis of race,color,national origin,sex,or disability.This notice,also, includes the name(s),office address(es),and phone number(s)of the person(s)designated under CR 11A to coordinate compliance under Title IX and Section 504. 3. Written materials and other media used to publicize a school include a notice that the school does not discriminate on the basis of race,color,national origin, sex,gender identity,disability,religion,or sexual orientation. Title VI: 42 U.S.C.2000d;34 CFR 100.6(d);Title IX:20 U.S.C. 1681;34 CFR 106.8(a), 106.9; Section 504:29 U.S.C.794;34 CFIt 104.8;M.G.L.c. 76, § 5;603 CMR 26.02(2)as amended by Chapter 199 of the Acts of 2011. Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 13 Availability of information and academic counseling on general curricular and occupational/vocational opportunities Students from linguistic,racial,and ethnic minorities;males;females;homeless students; and students with disabilities all receive, in grades 7-12,the same information and academic counseling as other students on the full range of general curricular and any occupational/vocational opportunities available to them. Title VI: 42 U.S.C.2000d;34 CFR 100.3(a),(b);Title IX: 20 U.S.C. 1681;34 CFR 106.31, 106.36;Section 504:29 U.S.C.794;34 CFR 104.4, 104.37(b);Title II: 42 U.S.C. 12132; 28 CFR 35.130;NCLB: Title III,Part A, Sec.3121(c)(1)(C);Title X, Part C, Sec. 721;Mass. Const.amend.art. 114;M.G.L. c. 71A, §7;c.76, § 5; 603 CMR 26.03 Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 62 of 71 CRITERION NUMBER Legal Standard Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 14 Counseling and counseling materials free from bias and stereotypes To ensure that counseling and counseling materials are free from bias and stereotypes on the basis of race,color,sex,gender identity,religion,national origin, sexual orientation,disability,and homelessness,all counselors: 1. encourage students to consider programs of study,courses,extracurricular activities,and occupational opportunities on the basis of individual interests, abilities,and skills; 2. examine testing materials for bias and counteract any found bias when administering tests and interpreting test results; 3. communicate effectively with limited-English-proficient and disabled students and facilitate their access to all programs and services offered by the district; 4. provide limited-English-proficient students with the opportunity to receive guidance and counseling in a language they understand; 5. support students in educational and occupational pursuits that are nontraditional for their gender. Title VI: 42 U.S.C.2000d;34 CFR 100.3(a),(b);EEOA: 20 U.S.C. 1703(f);Title IX:20 U.S.C. 1681;34 CFR 106.31, 106.36; Section 504: 29 U.S.C.794;34 CFR 104.4, 104.37;Title II:42 U.S.C. 12132;28 CFR 35.130,35.160;NCLB: Title III, Part A,Sec.3121(c)(IXC);Title X,Part C, Sec.721;Mass.Const. amend.art. 114; M.G.L.c. 71A,§ 7;c. 76, § 5; 603 CMR 26.04,26.07(8)as amended by Chapter 199 of the Acts of 2011 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 15 Non-discriminatory administration of scholarships,prizes and awards Scholarships,prizes and awards sponsored or administered by the district are free of Template Version 130417 Massachusetts Department of Elementary and Secondary Education--Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 63 of 71 CRITERION NUMBER Legal Standard restrictions based upon race,color,sex,gender identity,religion,national origin, sexual orientation or disability. Schools may post or print information regarding private restricted scholarships as long as no preferential treatment is given to any particular scholarship offered and as long as the school does not endorse or recommend any such scholarship nor advise or suggest to a particular student that he or she apply for such a scholarship. Title VI: 42 U.S.C.2000d;34 CFR 100.3;Title IX:20 U.S.C. 1681; 34 CFR 106.31, 106.37; Section 504:29 U.S.C. 794;34 CFR 104.4(b)(1)(v);Title II:42 U.S.C. 12132;28 CFR 35.130(b)(l)(v);Mass.Const.amend.art. 114;M.G.L. c. 76, § 5; 603 CMR 26.07(7)as amended by Chapter 199 of the Acts of 2011 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review indicated that the district's process to review the sponsorship or administration of scholarships,prizes, and awards does not address restrictions based on race, color, sex, gender identity, religion, national origin, sexual orientation or disability. CRITERION NUMBER Legal Standard CR 16 Notice to students 16 or over leaving school without a high school diploma, certificate of attainment,or certificate of completion L Within ten days from a student's fifteenth consecutive unexcused absence,the school provides written notice to students age 16 or over and their parents or guardians. The notice is in English and the family's native language and states that the student and the parent or guardian may meet with a representative of the district within ten days from the date the notice was sent.At the request of the parent or guardian,the district may consent to an extension of the time for the meeting of not longer than fourteen days. 2. At the meeting the participants discuss the reasons that the student is leaving school and alternative educational or other placements.The student and parent or guardian are told that attendance is voluntary after the student turns 16 but are also informed of the student's right to return to school. 3. Any district serving students in high school grades sends annual written notice to former students who have not yet earned their competency determination and who have not transferred to another school a. to inform them of the availability of publicly funded post-high school academic support programs and b. to encourage them to participate in those programs. At a minimum,the district sends annual written notice by first class mail to the last known address of each such student who attended a high school in the Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 64 of 71 CRITERION NUMBER Legal Standard district within the past two years. M.G.L.c. 76, §§ 5, 18;St. 1965,c.741 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review and interviews indicated that the district's notice to students 16 or over leaving high school without a diploma includes the following issues: 1)the notice is not sent to the student age 16 or over;2)the notice does not indicate that it is sent ten days from the student's 15th consecutive unexcused absence;3)the notice does not inform parents of the opportunity to meet with a representative of the district within ten days of receipt of the notice; 4)the notice does not indicate that parents may request an extension of the time for the meeting of not longer than 19 days; 5) the district refers students and families to GED programming as an alternative educational program rather than publically funded post-high school academic support programs. CRITERION NUMBER Legal Standard CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program 1. The district has developed and implemented staff training at least annually on the use of restraint consistent with regulatory requirements. Such training occurs within the first month of each school year and,for employees hired after the school year begins,within a month of their employment. 2. The district administers physical restraint on students only when needed to protect a student and/or a member of the school community from imminent, serious,physical harm. The district implements restraint procedures consistent with Department of Elementary and Secondary Education regulations in order to prevent or minimize any harm to the student as a result of the use of physical restraint. 3. The district has developed written procedures regarding appropriate responses to student behavior that may require immediate intervention. Such procedures are annually reviewed and provided to school staff and made available to parents of enrolled students. 4. The district has developed and implemented reporting requirements and procedures for administrators,parents and the Department of Elementary and Secondary Education consistent with the regulations. 5. The district has developed and implemented any applicable individual waiver procedures consistent with the regulations. M.G.L.c.71, §37G;603 CMR 46.00 Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 65 of 71 CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS VI.FACULTY,STAFF AND ADMINISTRATION Legal Standard CR 18 Responsibilities of the school principal 1. Instructional support. The principal in each of the district's schools promotes instructional practices responsive to student needs and ensures that adequate instructional support is available for students and teachers. Instructional support includes remedial instruction for students, consultative services for teachers, availability of reading instruction at the elementary level,appropriate services for linguistic minority students,and other services consistent with effective educational practices and the requirements of M.G.L.c. 71B, §2. The principal consults with the Administrator of Special Education regarding accommodations and interventions for students. Such efforts and their results are documented and placed in the student record. Additionally,when an individual student is referred for an evaluation to determine eligibility for special education,the principal ensures that documentation on the use of instructional support services for the student is provided as part of the evaluation information reviewed by the Team when determining eligibility. 2. Curriculum Accommodation Plan. The principal implements a curriculum accommodation plan developed by the district's general education program to ensure that all efforts have been made to meet the needs of diverse learners in the general education program. The plan assists the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the general education program including, but not limited to,direct and systematic instruction in reading and provision of services to address the needs of children whose behavior may interfere with learning. The plan includes provisions encouraging teacher mentoring and collaboration and parental involvement. (The plan may be part of a multi year strategic plan) 3. Coordination with special education. The principal with the assistance of the Administrator of Special Education coordinates the delivery and supervision of special education services within each school building. 4. Educational services in home or hospital. Upon receipt of a physician's written order verifying that any student enrolled in a public school or placed by the public school in a private setting must remain at home or in a hospital on a day or overnight basis,or any combination of both,for medical reasons and for a period of not less than fourteen school days in any school year,the principal arranges for provision of educational services in the home or hospital. Such services are provided with sufficient frequency to allow the student to continue his or her educational program,as long as such services do not interfere with the medical needs of the student.The principal coordinates such services with the Administrator for Special Education for eligible students. Such educational services are not considered special education unless the student has been determined eligible for such services,and the services include services on the Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report August 18,2014 01:21:46 PM Page 66 of 71 CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS VI.FACULTY,STAFF AND ADMINISTRATION Legal Standard student's IEP. M.G.L.c. 71, §38Q 1/2;603 CMR 28.03(3 Rating: Implemented District Response Required: No CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS VI.FACULTY,STAFF AND ADMINISTRATION Legal Standard CR 18A School district employment practices District employment practices in general are free from discrimination on the basis of race,color,national origin,sex,or disability.The district's employee recruitment is aimed at reaching all groups,including members of linguistic,ethnic, and racial minorities,females and males,and persons with disabilities. Title VI:42 U.S.C.2000d;34 CFR 100.3(c);EEOA:20 U.S.C. 1703(d);Title IX: 20 U.S.C. 1681;34 CFR 106.51-106.61; Section 504:29 U.S.C.794;34 CFR 104.11- 104.14;Title II:42 U.S.C. 12132; 28 CFR 35.140;Mass.Const.amend.art 114 Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 20 Staff training on confidentiality of student records The district trains school personnel on the provisions of the Family Educational Rights and Privacy Act,M.G.L.c.71,s.34H, and 603 CMR 23.00 and on the importance of information privacy and confidentiality. FERPA: 20 U.S.C. § 1232g;34 CFR Part 99;M.G.L. c.71, §34H; 603 CMR 23.00, esp.23.05(3) Rating: Implemented District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 67 of 71 CRITERION NUMBER Legal Standard CR 21 Staff training regarding civil rights responsibilities The district provides in-service training for all school personnel at least annually regarding civil rights responsibilities, including the prevention of discrimination and harassment on the basis of students'race,color, sex,gender identity,religion, national origin and sexual orientation and the appropriate methods for responding to it in the school setting. Title VI: 42 U.S.C.2000d;34 CFR 100.3;EEOA: 20 U.S.C. 1703(f); Title IX:20 U.S.C. 1681;34 CFR 106.31-106.42;M.G.L.c.76, § 5;603 CMR 26.00,esp. 26.07(2),(3)as amended by Chapter 199 of the Acts of 2011 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review and interviews indicated that the district's staff training on civil rights responsibilities does not include gender identity as one of the protected categories. CRITERION CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) NUMBER AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS VII.SCHOOL FACILITIES Legal Standard CR 22 Accessibility of district programs and services for students with disabilities In at least one facility within the district,the district makes available and entirely accessible to students with disabilities all educational and vocational programs and services offered at each level(preschool,elementary and secondary). Section 504:29 U.S.C. 794;34 CFR 104.21,104.22;Title II:42 U.S.C. 12132;28 CFR.35.149,35.150;Mass.Const.amend. art. 114;603 CMR 28.03(1)(bx1) Rating: Implemented District Response Required: No CRITERION NUMBER Legal Standard CR 23 Comparability of facilities Where the district provides separate facilities for members of a specific group,those facilities are comparable to those offered other students in the district, including: 1. separate facilities for disabled,limited-English-proficient or pregnant students that are comparable to the facilities for other students in the district; 2. Reserved. Title VI: 42 U.S.C.2000d;34 CFR 100.3(b)(2);Title IX:20 U.S.C. 1681; 34 CFR Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 68 of 71 CRITERION NUMBER Legal Standard 106.33, 106.40(b)(3); Section 504:29 U.S.C.794;34 CFR 104.34(c);Mass. Const. amend. art. 114;603 CMR 28.03(1)(b) Rating: Implemented District Response Required: No CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) CRITERION AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS NUMBER VHI.PROGRAM PLAN AND EVALUATION Legal Standard CR 24 Curriculum review The district ensures that individual teachers in the district review all educational materials for simplistic and demeaning generalizations,lacking intellectual merit,on the basis of race,color,sex,gender identity,religion,national origin and sexual orientation.Appropriate activities,discussions and/or supplementary materials are used to provide balance and context for any such stereotypes depicted in such materials. M.G.L.c.76, § 5; 603 CMR 26.05(2)as amended by Chapter 199 of the Acts of 2011 Rating: Partially Implemented District Response Required: Yes Department of Elementary and Secondary Education Findings: Document review and interviews indicated that the district does not have a process whereby individual teachers review all educational materials for simplistic and demeaning generalizations, lacking intellectual merit, on the basis of race, color, sex, gender identity, religion, national origin and sexual orientation. CRITERION NUMBER Legal Standard CR 25 Institutional self-evaluation The district evaluates all aspects of its K-12 program annually to ensure that all students,regardless of race,color,sex,gender identity,religion,national origin, limited English proficiency,sexual orientation,disability,or housing status,have equal access to all programs, including athletics and other extracurricular activities. It makes such changes as are indicated by the evaluation. Title VI:42 U:S.C.2000d;34 CFR 100.3(b)(2);EEOA: 20 U.S.C. 1703(1); Section 504:29 U.S.C.794; 34 CFR 104.4(b)(4);Title II:42 U.S.C. 12132;28 CFR 35.130(b)(3);NCLB:Title III,Part A, Sec.3121(c)(1)(C);Title X,Part C, Sec. Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 69 of 71 CRITERION NUMBER Legal Standard 722(g)(1XJ)(i),722(g)(7);Mass.Const.amend.art. 114;M.G.L.c.71A, § 7;c. 76, § 5; 603 CMR 26.07(1),(4)as amended by Chapter 199 of the Acts of 2011 Rating: Partially Implemented District Response Required: Yes Department of EIementary and Secondary Education Findings: Document review indicated that the district does not annually evaluate all aspects of its K-12 program to ensure that all students, regardless of race, color, sex, gender identity, religion, national origin, limited English proficiency,sexual orientation, disability, or housing status, have equal access to all programs, including athletics and other extracurricular activities. CIVIL RIGHTS METHODS OF ADMINISTRATION(CR) CRITERION AND OTHER RELATED GENERAL EDUCATION REQUIREMENTS NUMBER IX.RECORD KEEPING Legal Standard CR 26A Confidentiality and student records 1. In accordance with federal and state requirements,the district protects the confidentiality of any personally identifiable information that it collects,uses or maintains. 2. The district maintains and provides access to student records in accordance with federal and state requirements. FERPA: 20 U.S.C. § 1232g;34 CFR Part 99;M.G.L. c.71, §34H;603 CMR 23.05, 23.07 Rating: Implemented I District Response Required: No Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 70 of 71 This Coordinated Program Review Final Report is also available at: http://www.doe.mass.edu/pga/review/cpr/reports/. Profile information supplied by each charter school and school district, including information for individual schools within districts,is available at http://profiles.doe.mass.edu/. WBMS Final Report 2014 File Name: Reading CPR Final Report 2014 Last Revised on: August 18,2014 Prepared by: NL/JLE Template Version 130417 Massachusetts Department of Elementary and Secondary Education—Program Quality Assurance Services Reading Coordinated Program Review Report—August 18,2014 01:21:46 PM Page 71 of 71 John F. Doherty,Ed. D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Phone:781-944-5800 Martha J.Sybert Fax:781-942-9149 Director of Finance and Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow To: Reading School Committee From: John F.Doherty,Ed.D., Superintendent of Schools Date: October 20,2014 Re: Full Day Kindergarten Options for 2014-15 School Year Last year,the School Committee requested that we have discussions this fall about Full Day Kindergarten capacity given our current space restrictions in each elementary school. Table 1 shows the Full Day Kindergarten enrollment since its inception during the 2005-06 school year. Table 1-Full Day Kindergarten Enrollment 2005-present W , 2005-06 92 287 32% 2006-07 106 325 33% 2007-08 123 324 38% 2008-09 120 324 37% 2009-10 123 280 44% 2010-11 145 348 42% 2011-12 166 319 52% 2012-13 177 302 59% 2013-14 195 287 68% 2014-15 228 322 71% As you can see from the chart,Full Day Kindergarten enrollment has increased at annual rate of approximately 4%each year. During this current school year,we have had the largest kindergarten class since 2010-11 resulting in larger kindergarten classes in most schools. Based on the latest Town of Reading Census report,there are 325,5 year old children who live in Reading. Historically,we have found that the census is not an accurate predictor of the number of children who will sign up for kindergarten. Usually,there are fewer students that register for kindergarten than the Town Census number. Using historical patterns between census numbers and kindergarten registrations,we anticipate that we will have approximately 300 children register for kindergarten for the 2015-16 school year. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Table 2 gives a breakdown,by school of how classroom space is used. Table 3 below shows the current space allocations at each elementary school for Full Day and Half Day Kindergarten. As you can see by the charts,each school is addressing their space needs differently based upon current kindergarten requests and additional space needs in special education and art/music. Table 2-Classroom Breakdown by Program and School MMMMM Total General 17 20 18 18 22 4 Classrooms Classrooms 18 21 18 18 22 7(2 from WE) Used Art 1 1 1 1/2 size 1 0 Music 0 0 1 1/2 size 0 0 Special 1 2 2 2 1 1 (Learning Education (Learning (Learning (Learning (Learning (Learning Center) Center) Center; Center; Center; Center) LLD) DLC2) ILP) Other Spaces 1 1 0 0 2 1 Used as General Classrooms Table 3-Current and Future Space Needs at Each School Total FDK Classrooms Needed 3 4 3 3 4 Existing FDK Classrooms 2 3 3 2 2 Existing HDK Classrooms 1 (Music 0 0 1 1 Room) (Integrated) (Integrated) Additional FDK Classrooms Needed 1 2 1 ! 1 ` 2 if FDK Fully Implemented Current Special Education Classrooms 1 2 rnin 1 (Learning Ce(Leanter; g Lea2(rning (Learn2 ing (Learning Center) LLD) Center; Center; Center) DLC2) ILP) Additional Special Education 2 2 2 2 2 Classrooms Needed Additional Art/Music Classrooms 1 1 0 1 Needed Total Additional Classrooms Needed 3 5 3 3 6 for Space Needs and FDK In addition to space needs,there are budgetary implications to consider as well. Currently,the budget receives an offset of$825,000 from the Full Day Kindergarten Tuition Revolving Account. If the number of Full Day Kindergarten slots were significantly reduced,there would be an impact to the offset in the FY16 budget,resulting in teacher and paraeducator reductions. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. There are essentially three options that could be considered for the 2015-16 school year: 1. Limit the number of Full Day Kindergarten Classrooms to 1 per school-In this option,each school would only have one FDK classroom,and the rest of the students would be assigned to half day. This will most likely result in a lottery for FDK in each school. The maximum number of students that would be in full day kindergarten would be 110 students(22 per school),resulting in a 50%reduction of Full Day Kindergarten students and a reduction in staffing. 2. Limit the total number of kindergarten classrooms to three per school-In this option,each school would only be allocated three classrooms for kindergarten and the ratio of full day/half day classrooms would be determined by the number of students who wanted full day kindergarten. For example,if 44 students out of 73 students registered for full day kindergarten,the school would have 2 FDK classrooms of 22 students each,and 2 HDK sessions of 15 and 14 students. This option may result in a lottery,depending on numbers,but will provide flexibility based on registrations for a particular school district. In this option,the cross district line option(a.k.a. Superintendent's Option for Assignment)and integrated classroom options would continue to be used. 3. Eliminate Full Day Kindergarten-In this option,we would not offer Full Day Kindergarten and only offer half day kindergarten. This would eliminate the need for a lottery and provide additional classroom space. In this option,we would no longer be able to charge an offset to our budget for full day kindergarten and there would be staffing reductions as a result of this change. This option would not be feasible for special education students that require a full day kindergarten program and we would need to identify options for those students. If we have a lottery for Full Day Kindergarten for the 2015-16 school year,we would set a registration deadline for any student that would want to be included in the lottery. The lottery would occur once we have a solid account of the total registration numbers. From the lottery,a number of students would be selected and there would be a waiting list developed for those students who did not make the lottery,but would be interested in FDK. If you have any questions,please do not hesitate to contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. .a E. o .-, a `° a (� OZ 0 „ r M M av ,-.i O c4 M M M ,� , W G p M e0 O N N N N W O O 00 N N k N O M tf, N .0 N s N e0 N e0 N M N N N N N N N Imi Cip Z N V1 N N N N tT N N vz V v., N N t--- N a1 O N M V N N cP, N N 00 O N O U N N N N N ozo x � �-+ M N N U N N N ...... '0 N N U 7 U M 'O N N N 00 N N 4, N M . o N W Cl N O.Paz N 00- o a O In — o, <•4 Cl N In h O Cl M 00 [� O\ N 00 p en C.. v� 00 p On N N N oZz N O - W N Q � N N W O . W (� O N ,-y N h — H Cl 00 Z ""� ∎0 Cl .0 N .O (-4 eta r& N N W — — Cl N N N 00 W N Cl _ Q Q N ip�7 N R N �7©'! QN N W o N w _ m Q O ^ N .�i , , I N N , I N .0 ' w b :• I N M rn w 00 00 I N en N I ,-• N N N N 7 + fi. Y = . i...{r ort ea W fiY d W Vc $r y C �+ to O .0 .N 0 0 N O .0 - O N d g S N N d N N x � N 0.0 H v � v� F 2 � F" ,- � " w � E.. N_. � o f 0 0 o to � on zL) ZO ■-■ ZU -5, zU ZU John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Phone:781-944-5800 Martha J.Sybert Fax 781-942-9149 Director of Finance&Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Approval of Coolidge Grade 8 Field Trip to Quebec At our meeting on Monday evening I will ask the School Committee to approve the annual Coolidge 8th Grade field trip to Quebec in the spring. I have met with Principal Marchant and teacher Janet Klein to discuss this trip. This trip will includes an opportunity for students to experience a diversity of curricular and cultural activities that complement the middle school curriculum. I have attached a memorandum from Principal Marchant for your information. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Proud to be a NELMS Spotlight School and Coolidge Middle School a national Blue Ribbon Lighthouse School Memo To: John Doherty,Superintendent Craig Martin,Assistant Superintendent From: Sarah Marchant,Coolidge Principal Date: September 29,2014 Re: 8th Grade Field Trip Request Dear Dr. Doherty,Mr.Martin, and the Members of the School Committee, Enclosed please find documentation in regards to the Coolidge Middle School Team Gemini&h grade field trip. We would like to ask your approval of this trip,which we believe will be of tremendous educational benefit to the students on the team. The proposed trip would take the 57 8'"graders of Team Gemini to Quebec,Canada,from Wednesday,April 29 through Friday,May 1. They would travel by bus,and would be chaperoned by four Coolidge teachers including leader Janet Klein,Jerald Coyne, Mary Anne Cuscuna,and Charlie Smith. If needed, an additional parent chaperone will also attend. Mrs.Janet Klein has led the Team Gemini field trip to Quebec for the past 13 years,and has built a working relationship,and strong itinerary,with the Quebec company,Visit Canada. She takes the job of trip planning seriously, and has developed a trip that compliments the French and general education curriculum,including the use of the French language, history of Quebec,and Geography. They will participate in many enriching opportunities,including: • Learning about the history of Quebec,from the French Regime through the end of the Second World War,at the Maison de la Decouverte as well as the Musee de Fort. • Visit historical sites, including: Parc Montmorency, Morrin Centre, Les Galleies de Ia Capitale, Basilique Sainte- Anne-De-Beaupre,Montmorency Falls,and Parc de Ia Chutes Montmorency, • Visit museums, including Cuivres D'art Albert Gilles(where they will also create their own copper art). • Eat at authentic French restaurants! The group stays at a local hotel, Chateau Frontenac, in Quebec City; security services will be in place on a nightly basis. The cost per student will be between$620-$670,depending on the number of students who attend. If a student does not attend,there will be two team teachers remaining at Coolidge, along with teachers of math and all other subjects,who can teach the students,including an alternate activity. We believe that learning opportunities such as this one are unparalleled, providing an experience that cannot be replicated in the traditional classroom setting. We hope you will consider granting this opportunity to our students. If you have any questions or concerns, please don't hesitate to ask. Sincerely, Sarah Merchant, Principal Janet Klein, French Teacher The Reading Public Schools does not discriminate on the basis of race,color,sex,religion,national origin,sexual orientation,age ordisability. Reading Public Schools Field Trip Plan 1. Trip Coordinator:_ Janet Klein School. Coolidge Middle Grade(s)Attending:.... 8 2. Destination: Quebec City,Canada 3. Type of Trip: Day Extended Overnight Out of State International X 4. Purpose of Trip: Grade 8 students of French can see and hear the French language in a real world setting 5. Date(s)of Trip: 29 April-1 May 2015 Time of Departure: 0730 Time of Return: 2100 6. Cost of Trip: approx$620-670 depending on number of participants Will there be fundraising?no 7. No.of Students Attending: 45-50 No.of Teachers: 4 or 5 depending on number of participants 8. Have all adults had the necessary CORI and/or SAFIS Criminal Background Checks n/a 9. Transportation Required(Circle)•, Train Boat Plane Private Car Other: X 10. Name of Company Providing Transportation: Visit Canada(Bloom motorcoach) 11. If this is an overnight trip,is the bus driver getting sufficient rest in accordance with federal regulations and common sense? yes 12. Departure Information(location and carrier). Coolidge Middle School 13. Return Trip Information (location and carrier):....Coolidge Middle School 14. Food and Lodging(if applicable)will be provided by:.... Visit Canada 15. Address and Phone No. of Lodging(if applicable): .... Chateau Frontenac,Quebec City 16. Has the school determined that the facility has adequate insurance consistent with the level of risk involved (e.g.sedentary trip as opposed to outdoor,physically active trip)? If yes,attach a copy of the policy. 17. If swimming is involved,the school has determined that a lifeguard will be on duty at all times when students are in the water. N/A 18. Please describe below the educational alternative for those students who will not be attending the trip. Although the experience cannot be replicated,two team teachers will remain at school to instruct regular classes,as will all math teachers,and other faculty. 19. Please describe the process that will be used to determine student eligibility for the trip. Eligibility to participate is contingent on students maintaining satisfactory grades and conduct(all classes). 20. Please attach the following to this document: a. A detailed itinerary of the trip b. Signed state ethics financial disclosure forms from all teachers whose field trip cost will be covered. This is for any field trip where the cost per person is over$50. To access the form,go to http://www.mass.gov/ethicsjdisclosure-forms/municipal-employee-disclosure-forms/and complete Form 11d,Disclosure of Travel Expenses for Non-Elected/Appointed Employee required by 930 CMR 5.08(2)(d)1. c. A copy of any contract associated with the field trip. d. A list of all adults who will be chaperoning the field trip. The Following Section is for Out of Country Field Trips Only A. Are there any current travel warnings or advisories issued by the State Department?Please go to www.cdc.gov or www.travel.state.gov. Yes No: X If yes,please explain B. Have you purchased medical insurance for each day of an out of country field trip? Yes (attach a copy of the policy) C. Is medical preclearance required? Yes No: X D. Does each student and staff member have the appropriate documentation necessary for travel to the country/countries being visited and for return to the United States? Yes: X No E. Copies of all students' passports shall be maintained by the Trip Coordinator. F. At least one staff member accompanying the students must have a phone number with international service. Name of Staff Member: Janet Klein Telephone Number 978 806 7014 To be completed by Reading Public School Administration I certify that all requirements of the Reading Public Schools Field Trip Policy have been fulfilled. 21. APPROVED ryt O k DATE (0/((o/PI' Principal(For All Field Trips) Y, �r DATE 22. APPROVED Superint: s ent of Scho Is(For All Extended,Overnight,Out of State,a d In rnational Field Trips) School Committee Approval Date(For Overnight,Out of State,and International Field Trips) Reading Public Schools Reading, Massachusetts Parental Consent and Release Form for Field Trips Day Field Trips To be completed by teacher prior to distribution: • Trip Coordinator cJ I N F. f \I f 1V Grade 3 School CDOONT6- Date of Trip (= 9*P - MAy Destination u hf G Destination Address, Q L1 e t— Departure Time 0 q-'� 0 Return Site CO OU.CTS Return Time 2 1 0 0 Cost of Trip r b20 G PcPPi;DX Mode of Transportation Ct10-f EA_S Purpose of Trip - NC# LA Ltfl&( , +f iSTOi i/, &Egocy12-ftP±ry Specific Clothing/Equipment Required for this Trip W 1 PPRO pg f fl ! f -fll 7.0 LA) The trip will include the following physical and sports activities (e.g.walking, running,swimming,skating, etc.): This Section to be completed by Parent/Guardian Student Name Address Parent/Guardian Name Home Phone Emergency Contact Information: (Day) (Night) (Cell) Student Cell Phone Number(if applicable) Name and phone number of person to call in the event the parent cannot be contacted Insurance Carrier Policy Subscriber's Name Policy Number Consent(To be completed by Parent/Guardian) By signing below,the Parent/Guardian agrees to the following: a) I understand that there are risks of injury associated with the above listed physical and sports activities and I consent to my child's participation in all these activities except for the following: b) Please indicate below any permanent or temporary medical or other condition,including special dietary and medication needs, or the need for visual or auditory aids, which should be known about your child. / / Coolidge Q 13 14 * VISIT CANADA i Unparalleled Excellence in Educational Tours \ _ . "Q . •r a CI Y 1 1 e^x t r 1 .1 S zylg ,,, 1 ' ' 5 ,fi `i =' t i n ,My7 f I l 'ki:- + .r wr4-Itu.,,. k Mt._+% - yex,s r-^,_—s"3-ax, 's.l x 0V— ',-11.8 a. - _4X,:=1``:V`Y-t5a :=.13. Coolidge Middle School • Quebec City Field Trip cl'n'a "€':tx'41^A• _...t.WV'r' 3..'x--4,4.r?.'. nag,a : `* s .e4,-- -w,.- --- w ;ti17.i, ,r*':a.r ,,, ia''F'"aw -..e..,#4;,-.`. .,.,, ' A . ' 3 ,, -t e-}'-'r ,.c,, k ' ,�� .�u�t�.r '�' .+" ,� �.,.; '�'� t,.` � -ter-.. :: ba ��„....f fii .:€�_� =. �`y� �-:�®'Ja �� �� ,�i€ �L.�rxc�.�!hf;*-;: .czw {--�t a�� .a�aF.. .s..�_ .,�s.�.n.-.< 7:30 AM Depart school on a deluxe, climate-controlled and restroom-equipped BLOOM motorcoach. Please plan to arrive at school to load your bags on the bus at least 30 minutes prior to your scheduled departure time,to ensure an on-time departure and an on- time arrival. 3:30 PM Arrive in Quebec City,THE CRADLE OF FRENCH CIVILIZATION IN NORTH AMERICA and meet your FRENCH ON LOCATION guide at the deluxe CHATEAU FRONTENAC. s You'll have about an hour(depending on your exact arrival time)to check in and freshen up,then reassemble in the lobby and depart on a WALKING ORIENTATION - TOUR that will introduce you to Place Montcalm, the Grande Allee, the Assemblee Nationale and, time and weather permitting, Quebec's historic Citadelle. Your tour will end with DINNER on the Grande Allee. 6:15 PM Arrive at the RESTAURANT D'ORSAY. - Your dinner will begin with the soup of the day followed by your choice of chicken breast stuffed with pesto and parmesan, or penne pasta with black forest ham, and chocolate cake for dessert. 7:30 PM After dinner, walk with your guide to the NATIONAL BATTLEFIELDS COMMISSION'S DISCOVERY PAVILION. V ` 8:00 PM Upon arrival at the MAISON DE LA DECOUVERTE, you will learn about the history of Quebec, from the French Regime through the end of the Second World War. Your day will end with a fascinating and highly interactive lesson about warfare in the time of Generals Wolfe and Montcalm. 9:30 PM After your history lesson,walk back to your hotel. 10:00 PM Overnight security services begin at 10:00pm. $ .:v n. 8:00 AM Meet your guide in the lobby and transfer to a FRENCH BREAKFAST in the lower city. 8:15 AM Arrive at the charming RESTAURANT LE COCHON DINGUE (in the Quartier Petit Champlain) where you'll begin your day with a BREAKFAST of large fresh croissants and a bowl of cafe au lait or chocolat chaud. 9:15 AM After breakfast, walk via BREAKNECK STAIRS (don't worry, nobody has since the 18th Century) to nearby PARC MONTMORENCY. 9:30 AM Upon arrival at Parc Montmorency, meet your photographer at the statue of Sir George-Etienne Cartier, then pause on the ramparts for a GROUP PHOTOGRAPH. • Before you leave, your guide can tell you about Sir George-Etienne Cartier, the father of Canadian Confederation. 9:45 AM After your photo, walk(weather permitting) to the Morrin Centre. 10:00 AM Arrive at the MORRIN CENTRE. Built over 200 years ago as the city's first prison, the Mon-in Centre now houses one of the province's most beautiful libraries. 11:00 AM Meet the bus,then transfer to les Galeries de la Capitale. 11:30 AM Arrive at LES GALERIES DE LA CAPITALE where, after lunch on your own in the international food court, you can take a ride on the indoor roller coaster, or PRACTICE YOUR FRENCH in a few of les Galeries' 250 boutiques and retail stores. 1:30 PM Board your bus and depart for the Albert Gilles Copper Art Museum. 2:00 PM Arrive at CUIVRES D'ART ALBERT GILLES, where you will learn about the extraordinary craftsmanship of Albert Gilles, who created a large number of pieces of copper art at the nearby Sainte-Anne-de-Beaupre Basilica that you will see at your next stop later this afternoon. After your tour of the museum, you will participate in a hands-on copper workshop during which you will produce your own work of copper art. 3:00 PM Meet the bus and depart on a short ride along the north shore of the Saint Lawrence River(the COTE-DE-BEAUPRE) to the village of Ste-Anne-de-Beaupre. 3:15 PM There, upon arrival, your guide will lead you on a tour of the magnificent BASILIQUE SAINTE-ANNE-DE-BEAUPRE. This world famous, gothic cathedral, which is visited by more than a million pilgrims every year, is renowned for its enormous proportions and superb stained glass windows (and many works of Copper Art by Albert Gilles). 3:45 PM Meet the bus and depart for Montmorency Falls. 4:00 PM Arrive at PARC DE LA CHUTES MONTMORENCY, where the first battle between Generals Wolfe and Montcalm took place during the epochal summer of 1759. There, upon arrival, you will take a memorable walk across a footbridge that crosses directly over the top of the 83-meter high falls. 4:45 PM Depart for a ride through the rolling hills and quaint villages of rural Quebec to an all-you-can-eat dinner at an authentic French-Canadian CABANE A SUCRE. 6:00 PM Arrive at LA CABANE A PIERRE where, after a tour of the sugar shacks and a hearty dinner of typical Quebecois fare (including Mountaineer's Pea Soup, Home-baked Country-style Bread, Sausages,Traditional Tourtiere, Maple-glazed Ham, Pancakes with Maple Syrup, Maple Taffy on Real Snow, Coffee Tea, Soft Drinks and Fresh Spring Water), you'll spend the evening learning traditional dances and folk songs. Your day will end with a sugar-on-snow party, with real maple syrup and real snow (stored in the winter and served every day of the year). 9:00 PM Board your bus at about 9:00pm and return to the hotel. 10:00 PM Overnight security services begin at 10:00pm �?,q�tr'" �y}ji. a s■■.": i n Fi{ t . '.s 4 -.. 7, A» 0 4-53*tiri _4d '7' T°8 �•P' � ,n ;3•s?,7 ,4 v -asalo.: :` ...•?-kRs ,v `�,.; » '45taf �T�b Wj i wfL�l tiw 7:45 AM Meet your guide in the lobby and walk to breakfast on the Grande Allee. 8:00 AM Arrive at LA VIEILLE MAISON for a buffet breakfast of scrambled eggs, pancakes, french toast, bacon,fried potatoes, toast and jam, cereals and fresh fruit, and orange juice. 9:00 AM Return to the hotel,,bring your bags to the lobby and place them on the bus between 9:30am and 9:45am. 9:45 AM Meet the bus and transfer to the Terrasse Dufferin outside the Chateau Frontenac where you will see a SOUND AND LIGHT SHOW depicting the rich history of Quebec. 10:00 AM Arrive at the MUSEE DU FORT where you will learn about the many battles and skirmishes between the French, British and, yes, the American armies. The 45-minute presentation will end with a memorable and highly educational depiction of the decisive Battle of the Plains of Abraham, and a QUIZ to see how much history you absorbed. 10:45 AM After your quiz, descend to the lower city aboard the"FUNICULAIRE"Quebec's unique outdoor elevator that transports pedestrians between haute-ville to the home of Louis-Jolliet, the Quebec-born discoverer of the Mississippi River) in the QUARTIER PETIT CHAMPLAIN. There, you can pause for lunch on your own (LE PE 11.1 COCHON DINGUE would be a good choice), then you'll be free for some last-minute gift-shopping and picture- taking as you browse amidst the ancient greystone buildings and narrow, cobblestoned streets date back to the early 1600s. 12:30 PM Meet at the RUBIK'S CUBE (you'll know It when you see it) near Place Royale, then walk to the Quebec Ferry Terminal. 12:45 PM Board the 1:00pm ferry to Levis (from which, as you've learned,the British General Wolfe bombarded General Montcalm's French army in Quebec City in the summer of 1759). 1:00 PM End your Quebec City visit with a FERRY RIDE ACROSS THE MILE-WIDE ST. LAWRENCE RIVER. 1:15 PM Meet the bus and begin your journey home. • 9:00 PM Arrive at school at about 9:00pm (your actual arrival time may vary). • Your Visit Canada Quebec City Trip Price Estimates Page 2 of 2 VISIT CANADA carries $2,000,000 in professional liability insurance. If you would like to include the Travel Insurance option, all students whose names are included on a final roomlist, received in our office at least six weeks before departure, will be covered by additional medical and trip cancellation insurance policies through the Travelex Insurance Company. If you have any questions about any aspect of our services, please don't hesitate to call us at 800/456-5552. Very truly yours, Catherine A. Doyle Vice President Quebec Photo Gallery: http://www.visitcanada.com/quebec-photos.html Quebec Group Photo: htto://www.visitcanada.com/quebec-group-photo.html Montreal Group Photo: http://www.visitcanada.com/montreal-group-ohoto.html Montreal Photo Gallery: http://www.visitcanada.com/Montreal-photos.html www.visitquebec.com www.visitcanada.com 134 Pleasant Street, Portsmouth, New Hampshire, USA 03801 (603) 319-0800 1106 Saint Vallier Est,Quebec,Quebec,Canada G1K 3R7 (418)622-1444 (800) 456-5552 https://mail.readingschools.net/owa/?ae—Item&t=IPM.Note&id=RgAAAABu%2f Y06nRn... 9/10/2014 * VISIT CANADA Unparalleled Excellence in Educational Tours ww w.visitcariada.co1fl Spring 2015 Dear Parent: Your son or daughter has been invited to participate in a field trip that is being planned and operated by VISIT CANADA, Ltd. VISIT CANADA has organized similar field trips for more than 75,000 students from the United States, Canada and various other countries around the world, and would like to take this opportunity to answer a few often- asked questions you might be wondering about. Who or what is VISIT CANADA? VISIT CANADA is a New England-based operator of carefully crafted, closely supervised, and highly educational tours. VISIT CANADA employs only mature, professional guides, and offers only meticulously planned and genuinely educational activities. Moreover, our students (your children) are always housed in clean and safe hotels, most of which have been personally inspected and re-inspected by senior, home-office staff. Our address is 134 Pleasant Street, Portsmouth, NH 03801. We' ll be happy to discuss any questions you may have, at any time, Monday through Friday between 9:00 a.m. and 5:00 p.m. Feel free to call us at 800/456-5552. Why should my child go on a VISIT CANADA field trip? For many American students, an educational field trip to Montreal, Quebec City, Ottawa, or Toronto can be a once-in-a-lifetime opportunity to visit a foreign country and to meet and interact with young people from a distinctly different culture. This can be a tremendous learning experience. Even well-traveled students remember their school trips to Canada for the rest of their lives. Please visit our web site for a short video on this subject, viewable at the following web address: http://www.visitcanada.com/parents/welcome In short, we think your child will learn (and remember) more in three or four days on a VISIT CANADA field trip than in any other three or four or five days of the school year. Seeing is believing. Will the students be supervised? Supervision of the students is the responsibility of the chaperones. Generally, VISIT CANADA tour groups take one adult chaperone from your child' s school or hometown for every tenth student. Once at their destination, an experienced tour guide will escort the group until its departure for home. Other non-U.S. citizens should ascertain the requirements that apply in their own particular cases. All non-U.S. citizens should check with an office of U.S. Immigration and Naturalization, before leaving the United States, to make sure they have all the necessary papers to return. Finally, your child's teacher must now bring a copy of this Permission Slip and Medical Release form with a parent's signature granting permission for any minor child to cross the border into Canada. All participants in a VISIT CANADA field trip who will be traveling by air should begin the process of obtaining passports early. Long delays in processing passport applications may recur and refunds cannot be granted to participants in our trips who fail to obtain necessary travel documentation in a timely manner. Prices and Refunds. All prices are subject to fuel surcharges imposed by airlines or motorcoach operators, though we do not anticipate that these charges will be frequent or significant. Prices always depend upon the number of students participating, and thus, all deposits and payments to VISIT CANADA are nonrefundable and nontransferable. However, a comprehensive Travel Protection Plan option that includes trip-cancellation benefits (after final payment is received) is available, but your child's group must either opt-in or opt-out as a whole. If the group opts-in, as most do, it will be included in the price of the trip and this plan includes benefits to cover forfeited deposits and payments when participation in a trip must be canceled due to covered reasons such as sickness, injury, etc. Complete details are available online (see links below) . A Travel Insurance Certificate providing a complete description of the plan will also be available from your child's teacher. For immediate information, please type the following addresses into your web browser for the online versions: http://www.tripmate.com/wpF436V/tic (click on the link, then select your state from pull-down menu, and finally, click on the View/Print PDF button. Failure by a student to meet academic or disciplinary standards is never grounds for a refund, at any time, if the group opts-out of the travel insurance. Finally, please note that one single group, in more than 20 years that VISIT CANADA has been operating these trips, decided to extend its stay in Canada by a day due to weather, but this is always a theoretical possibility for any group. In the unlikely event that your son or daughter will be extending his or her stay for this reason, we reserve the right to charge him or her (or more likely you) for the cost of meals and accommodations. The decision to depart, or not to, always rests primarily with school chaperones, and secondarily with the bus driver, and both the chaperones and the driver would have to deem it safe to travel before a trip home would commence in inclement weather. 3 Safety. We pride ourselves on the attention we devote to trying to keep the students on our trips at least as safe (or more so) than they would be if they stayed at home. The organizer of your trip will have a copy of our Field Trip Safety Manual, and we ask that one of the school' s adult chaperones be assigned the responsibility of monitoring students' compliance with the safety rules for their particular trip. We would appreciate it if you would also discuss the basic safety rules enumerated below (that apply to all trips) with your son or daughter, and ask him or her to agree to observe them throughout the duration of his or her field trip. Some of this may sound like kid stuff, especially to high school aged students, but we want them to take it very seriously. • No Running (no kidding) indoors or out. We think it' s far less likely that your son or daughter walk into harm' s way than run into it; • Cross the street only in a crosswalk; • Cross the street only with the pedestrian signal; and, • The hotel swimming pool is off limits (unless otherwise stated in your itinerary) . Use of Photographs of Students. We occasionally take photographs of students involved in various activities on the trips, and we have used the images of perhaps 25 students of the more than 75,000 that have participated in our trips over the years in our promotional literature and/or web site. Your child' s participation in our trips constitutes an acknowledgement that his or her image may also be used in this way. An important word about your child's teachers. Your child' s teachers have selected this VISIT CANADA field trip on the basis of its quality and content, and not on the basis of any gratuities paid back to them for selecting our company to plan and operate it. We empathize with the teachers who lead our trips. We know that some parents think of the field trips as free vacations for the teachers who organize them. This is grossly unfair. Taking your child on an educational field trip is a big responsibility. Teachers typically devote days and weeks to pre-trip planning and record- keeping, and long, long hours supervising the students while on the trip. In short, the trips are no vacation, and they' re hardly free! The Fine Print. VISIT CANADA acts only as an agent for hotels, airlines, bus contractors and ground operators providing accommodations or other services and, as such, is responsible only for the acts or omissions of its own employees. VISIT CANADA cannot be responsible for events beyond its control, such as (without limitation) acts of nature, war, terrorism, strikes or government restriction; nor is VISIT CANADA liable for personal injury, death, or loss or damage to property, or delay caused by persons not controlled by VISIT CANADA, such as (without limitation) airlines, bus companies, railways, ground operators including step-on guide services, and hotels. 5 CANA �A I•I MEDICAL RELEASE & ACKNOWLEDGMENT FORM Please detach and submit this form with initial deposit. SECTION I The responsibility for your child' s medical treatment, in the event of an illness or injury, lies with his or her chaperones, and not with VISIT CANADA or its guides or escorts. For this reason, you should directly inform your child' s chaperones of any special medical issues pertaining to him or her. This is necessary and appropriate because of the chaperones' more intimate familiarity with your child and their first-hand knowledge of your wishes. VISIT CANADA, will do its best to pass on to our guides any significant information provided below about pre-existing medical conditions (including allergies) that might be useful in assisting the school' s chaperones if medical care becomes necessary. You may also indicate if your son or daughter has a serious dietary restriction, or if he or she is a strict vegetarian. In most cases, special meals (including vegetarian meals) can be ordered for your child, if prior notice is given, but it may be impossible to change the menu at the restaurant once the group arrives for dinner. Medical Condition(s) Serious Dietary Restriction(s) and/or Food Allergies (Attach a statement with additional details if necessary) Your Daytime & Evening Phone Numbers SECTION II I have read and understand the "Dear Parent" letter, and the travel documentation requirements, and I agree to all terms and conditions herein, and hereby release VISIT CANADA and my child' s teacher and/or group organizer and/or school system from liability for any loss or damage arising from events beyond their control (including but not limited to those cited in the "Dear Parent" letter) . Additionally, VISIT CANADA has my permission to use my child' s photograph in its promotional literature, and I hereby grant permission to the group organizer or its chaperones to authorize a dentist, physician or hospital to perform any medical, surgical or dental work necessary to ensure the health of my child while on this tour. Finally, I have discussed the rules of safety and hotel etiquette with our son or daughter, and by affixing our signatures below, we acknowledge the importance of these rules, and our child hereby agrees to observe them. Student' s Name Age/Sex School Student' s Signature Date Parent/Guardian' s Signature Date Print Parent/Guardian' s Name Email Address Parent Home Phone 7 IT CANADA I I • If paying your Initial Payment by credit card, detach this portion, complete and submit • • it to your child' s teacher by the payment deadline. Your initial payment is nonrefundable. • Participant's Name: • School: Method of Payment (check one) MasterCard Visa American Express Account Number: 3 or 4 Digit Security Code: _ Expiration Date: lT _ 111111H Cardholder Name: Telephone: Billing Address: City: State: Zip: • I authorize the charge of $ to my credit card account. Signature: Parent's E-mail Address: A------------------------------- 71 Cm. IT CANADA I 41 If paying your Final Payment by credit card, detach this portion, complete and submit it to your child' s teacher by the payment deadline. Your final payment is nonrefundable. Participant's Name: School: Method of Payment (check one) MasterCard Visa American Express Account Number: 3 or 4 Digit Security Code: Expiration Date: I I I t Cardholder Name: Telephone: Billing Address: City: State: _ Zip: I authorize the charge of $ to my credit card account. Signature: Parent's E-mail Address: 8 John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance&Operations Fax:781-942-9149 Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Approval of Coolidge Grade 7 Field Trip to Nature's Classroom At our meeting on Monday evening I will ask the School Committee to approve the annual Coolidge 7th Grade field trip to Nature's Classroom in the spring. I have met with Principal Marchant and teacher Jerald Coyne to discuss this trip. This trip will includes an opportunity for students to experience a diversity of curricular and cultural activities that complement the middle school curriculum. I have attached a memorandum from Principal Marchant for your information. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Proud to be a NELMS Spotlight School and Coolidge Middle School a national Blue Ribbon Lighthouse School g Memo To: John Doherty,Superintendent Craig Martin,Assistant Superintendent From: Sarah Merchant,Coolidge Principal Date: October 16,2014 Re: 7t Grade Field Trip Request Prindle Pond Dear Dr. Doherty, Mr. Martin,and the Members of the School Committee, Enclosed please find documentation in regards to the Coolidge Middle School 7th grade field trip to Prindle Pond,which would occur during the April vacation(April 20-24). We would like to ask your approval of this trip,which we believe will be an enriching and fun experience for all students who choose to attend. During the proposed trip, 7h graders would travel by bus to the Prindle Pond Conferece Center in Charlton, MA. They would be chaperoned for the entire experience by science teacher Jerald Coyne as well as various parents and staff members who also volunteer to chaperone(TBD). Coolidge has led this field trip to this location and during this time frame for over twenty years. Students who enroll in the program participate in days that are structured and led by the staff at the site(young,engaging counseling staff who are passionate about the activities). Activities focus on team building, hands-on science-based activities,and interdisciplinary projects,along with social opportunities and common dining experiences in the cafeteria. Students reside in modem dormitories,with four students to a room with a shared bathroom. Chaperones reside in rooms connected to those student rooms so as to keep a close ear and eye on the students as student safety is of paramount importance. We are extremely excited to be able to offer this opportunity to our 7'h grade students,and hope you will consider granting this opportunity. If you have any questions or concerns,please don't hesitate to ask. Sincerely, fm cr.4 co Sarah Merchant,Principal The Reading Public Schools does not discriminate on the basis of race,color,sex,religion,national origin,sexual orientation,age or disability. Reading Public Schools • Field Trip Plan 1. Trip Coordinator Jerald Coyne School.,_._Coolidge Grade(s)Attending_7 2. Destination Prindle Pond Conference Center,19 Harrington Rd.,Charlton MA. 3. Type of Trip: Day Extended Overnight_X_Out of State International 4. Purpose of Trip Nature's Classroom educational experience 5. Date(s)of Trip_April 20-24,2014 Time of Departure 730 am Time of Return_ipm 6. Cost of Trip 500$ : Will there be fundraising? No If yes,please attach plan. 7. No.of Students Attending_approx 80 No. of Teachers at least 1,unsure as of now No.of other adults_enough parent/teacher chaperones to cover 1:10 ratio for students(8) 8. Have all adults had the necessary CORI and/or SAFIS Criminal Background Checks 9. Transportation Required(Circle)412, Train Boat Plane Private Car Other 10. Name of Company Providing Transportation_North Suburban Transportation 11. If this is an overnight trip;is the bus driver getting sufficient rest in accordance with federal regulations and common sense? 12. Departure Information (location and carrier)_Coolidge Middle School_North Suburban Transportation 13. Return Trip Information(location and carrier)_Prindle Pond Conference Center North Suburban Transportation 14. Food and Lodging(if applicable)will be provided by Prindle Pond Conference Center 15. Address and Phone No.of Lodging(if applicable)__19 Harrington Rd.,Charlton MA_(508)248-4737 16. Has the school determined that the facility has adequate insurance consistent with the level of risk involved (e.g.sedentary trip as opposed to outdoor,physically active trip)? If yes,attach a copy of the policy. 17. If swimming is involved,the school has determined that a lifeguard will be on duty at all times when students are in the water. Yes No N/A X 18. Please describe below the educational alternative for those students who will not be attending the trip. N/A 19. Please describe the process that will be used to determine student eligibility for the trip. All students are eligible 20. Please attach the following to this document: a. A detailed itinerary of the trip b. Signed state ethics financial disclosure forms from all teachers whose field trip cost will be covered. This is for any field trip where the cost per person is over$50. To access the form,go to http://www.mass.gov/ethics/disclosure-forms/municipal-employee-disclosure-farms/and complete Form lid,Disclosure of Travel Expenses for Non-Elected/Appointed Employee required by 930 CMR 5.08(2)(d)1. c. A copy of any contract associated with the field trip. d. A list of all adults who will be chaperoning the field trip. The Following Section is for Out of Country Field Trips Only A. Are there any current travel warnings or advisories issued by the State Department? Please go to www.cdc.gov or www.travel.state.gov. Yes No If yes, please explain B. Have you purchased medical insurance for each day of an out of country field trip? Yes No (attach a copy of the policy) C. Is medical preclearance required? Yes No D. Does each student and staff member have the appropriate documentation necessary for travel to the country/countries being visited and for return to the United States? Yes No E. Copies of all students' passports shall be maintained by the Trip Coordinator. F. At least one staff member accompanying the students must have a phone number with international service. Name of Staff Member Telephone Number To be completed by Reading Public School Administration I certify that all requirements of the Reading Public Schools Field Trip Policy have been fulfilled. I ` t 21. APPROVED • / /TWA0 DATE 10 /1(o /l`( Principal(For All Field Trips) jjj } 22. APPROVED t DATE Superirte dent of School (For All Extended,Overnight,Out of State, .nd In ernational Field Trips) School Committe Approval Date(For Overnight,Out of State,and International Field Trips) -A _t Reading Public Schools-Field Trip Permission Form Dear Parent(s)/Guardian(s): Attached you will find the current field trip permission form required of all Reading Public School students participating in school-sponsored field trips. In order to ensure consistency across the district,the form is a prerequisite for all field trips regardless of the trip's destination or duration. Though the form requests information that the school may have already collected on your child,we are asking you to provide it on this form to ensure that updated information is available to the chaperones should it be needed in an emergency, If the trip includes an overnight stay,please be sure to include your child's medical insurance information. We understand that some information requested on this form is confidential; therefore,your child's information will only be shared on a need- to-know basis, We appreciate your cooperation in completing this form in a timely fashion. Teacher: Please provide the following information before sending home with students. Mr.Coyne 7 April 20-24,2014 Teacher's name Grade Date of Trip Prindle Pond Conference Center Charlton,MA Destination(s) Address of Destination(s) Coolidge Middle School at 7:30 am Coolidge Middle School at 1:00pm Departing from,and time of departure Returning to,and time of return $500(estimated) North Suburban Transportation Cost of trip per student Mode of transportation Each student will need to bring the following with them on the trip:Information will be provided closer to trip. Allergy precautions that apply to this trip: See attached forms regarding allergies. Additional Notes: Parent(s)/Guardian(s): Please provide the following information. Your child cannot go on this field trip unless all information is completed. Student's Name Address Home Phone Cell Phone#(If available) Parent/guardian's name Parent/guardian's phone number during the time of the trip Medications Known allergies Pertinent Medical Information T Name and phone number of student's doctor Name and phone number of person to call in the event the parent cannot be contacted. Insurance Carrier Policy Subscriber's Name Policy Number Parent(s)/Guardian(s)Signature Date My signature above signifies my giving permission and authority to the field trip chaperones to seek medical attention for my child in the event of an emergency. Furthermore,I agree to release and hold harmless the Reading Public Schools and its employees and volunteers from any and against any and all liability,loss,damages,claims,or actions,in accordance with current local,state and federal law,which I andlor my child may have arising out of my child's participation in this trip. Also,I understand that my child is expected to follow all school rules and act in a safe and orderly manner at all times of this trip,and is expected to follow all reasonable requests of the chaperones. Sample Basic Schedule Monday Wednesday 11:00 Arrival & Settling In 7:15 Good Morning! 12:00 Lunch 8:00 Breakfast & Clean Up Orientation 9:30 All Day Ocean/Historical Field Experience Mountain Field Experience 4:00 Special Interests (or same as Tuesday) 6:00 Dinner 6:00 Dinner and Free Time 7:30 Quest 7:30 Underground Railroad Sing Down 9:00 Snacks 9:00 Snacks 9:15 Quiet Sing 9:15 Quiet Sing Thursday Tuesday 7:15 Wake Up!!! 7:15 Rise and Shine! 8:00 Breakfast & Clean Up 8:00 Breakfast & Clean Up 9:30 Field Experience 9:30 Field Experience 12:00 Lunch 12:00 Lunch Free Time Free Time 2:00 Special Interests New Games 4:00 Special Interests 2:00 Special Interests 6:00 Dinner and Free Time 4:00 Special Interests 7:30 Thursday Night Life 6:00 Dinner and Free Time 9:00 Snacks 7:30 Night Walk 9:15 Quiet Sing 9:00 Snacks 9:15 Quiet Sing Friday 7:15 Up and At 'Em 8:00 Breakfast Final Clean Up O J Scavenger Hunt/ '" Field Experience i 1\\\/ 11 Evaluation L" 12:00 Lunch ii�n , - 1v) Departure 1 c i f iii f RESTRICTIONS: The School agrees to the following restrictions on use: a) at least one (1) adult supervisor will remain on site at all times, b) there will be no swimming,boating or high ropes course usage, c) none of the adult supervisors will store or consume alcoholic beverages on camp grounds, d) adult supervisors will smoke only in designated areas, e) no fires will be allowed except in designated areas and under proper adult supervision. SUPERVISION: The School agrees to be responsible for supervision during those times when Nature's Classroom staff are not directing activities and during daily and final clean-up times. MEDICAL SERVICES—PLEASE CHECK ONE OF THE FOLLOWING: You will note that your contract guarantees you "a medical person on call"This medical person is on call to deal with medical emergencies. Often times this medical person is also one of our teaching staff and is only available for emergencies. It is Nature's Classroom's belief that the medical coverage in this contract is providing students with excellent care. Parents give permission to our staff to administer medical care,over-the-counter medications and medications prescribed by their family physicians. Medications sent by parents will be made available to their children at the correct times and recorded in our log books. Nature's Classroom also works under standing orders from our cooperating physicians. There are emergency medical centers and services near the facilities.All adults on site (Nature's Classroom staff and school chaperones) will be available to provide medical assistance to the students. If your group requires additional services, we may be able to provide them at an additional fee. The medical services provided with our contract are sufficient; we do not request additional services. We need to request additional medical services.You must return the enclosed request form. Nature's Classroom by: /fix/ Nl Date: kts The School by: Date: A j$ 110.00 11-1A11--j- non-refundable deposit is required by: Oct IS— 21'a y We estimate that _ boys and girls will attend Nature's Classroom. We plan to bring _ male and female chaperones. Grade is ADDENDUM(to be filled out only by Nature's Classroom) Nature's Classroom by: Date: The School by: _ Date: LS 2014 FoiM8. NATURES CLASSROOM STUDENT REGISTRATION Please print all Information and please fill In all the blanks Child's Name Date of Birth (Last) (First) Age Sex , Weight Height Address (No.and Street) (Town) (State) (Zip) Parent's Name(s) Email Address Home Telephone( ) Alternate Telephone( ) Family Physician Telephone( ) I give permission for(Name) to attend Nature's Classroom for the period of as part of the outdoor education program of(School Name) I understand that the director of Nature's Classroom may, If necessary, for my child's health, have him/her hospitalized or use outside medical, surgical, or dental care. I also understand that the director and/or school leaders may dismiss my child from Nature's Classroom if, in their opinions, his/her conduct or influence Is not in the best interest of the entire group. No refund is given If such action is taken for discipline reasons. Nature's Classroom has my permission to use my child's Image,voice and/or likeness for promotional purposes. Date Signature Relationship MEDICAL PERMISSION SLIP Should your child become [II,get a headache,catch a cold or have other minor medical or dental problems, do you give permission for the administration of basic first aid at the discretions of the Nature's Classroom staff? Yes No Date Signature Relationship If Ibuprofen or Tylenol needs to be administered,do you prefer: IBUPROFEN TYLENOL OTHER(Specify) 2011 flAAA C Nature's Classroom HOME AND HEALTH INFORMATION QUESTIONNAIRE Child's Name: Date of Session: The questions below are provided to give you a framework within which to provide that needed information to us.Please feel free to add whatever information you think will be helpful—attach additional sheets if necessary. We will share this information with your child's classroom teachers prior to his/her arrival at camp. Thank you for your cooperation. 1. Is this your child's first prolonged stay away from home? 2. Is this your child's first sleep away experience? 1 Has your child ever had a problem with homesickness?If yes,please explain briefly. 4. Does your child have a bed wetting problem? 5. Date of last tetanus booster shot(not a tetanus shot given after an injury). 6. Are there any restrictions on your child's activities?Please include any special health concerns,e.g.,special diet,recent hospitalizations,fractured bones,etc, 7. List any allergies,e.g.,food,environmental,medication,and explain degrees of severity and current treatment, 8. Does your child have any sensory,physical or cognitive disabilities? D Yes ❑No If yes,explain. 9. Has anything happened recently in your child's life that may affect him/her emotionally or physically while at camp? If yes,please explain. 10. Additional information: 2004 FOKAt D Nature's Classroom MEDICATION ADMINISTRATION FORM All medications(including prescription, non-prescription and vitamins)must come in original containers. Please complete all parts of the following chart for all medications being sent or the medication cannot be administered.If more than four medications are needed,please copy this page. CHILD'S NAME; I hereby give permission for the staff of Nature's Classroom to administer to my child the following medication(s): Medication Dose (mg,tsp) Time Medication Taken Breakfast Lunch Dinner Bed Other Comments (reason for taking medications, special considerations): Your child will not be allowed to keep any medication in his/her cabin. Prescribed medications must be in original container with pharmacy label containing Rx number, the name of the medication, the dosage, directions for administration, and the child's name. Whenever possible, a copy of the doctor's prescription or letter may be sent to clarify any discrepancies.All non-prescription medication must be in their original containers, clearly labeled with the child's name, name of the medication and direction for use. Signed: Dated: Relationship: HARRINGTON MEMORiAt_HOSPITAL FOOL' CI"' SOUTHBRIDGE,MASSACHUSETTS G .' : . ; E• A o► FO' - : kI . NT • • - ► t. ;ER E Y ; . , in case of accident or illness, Uwe hereby authorize the physician and personnel at Harrington Memorial Hospital to examine and administer such treatment, medication and procedure(s) found to be necessary for the diagnosis and treatment of my/our son/daughter. Name:' - Date of Birth: , Exceptions: (If none, so state): Date(s)this consent Is in effect: through: The explanation of the medical problem will be made to the patient and/or the person who accompanies my/our offspring to the hospital. One or both of them 'shall sign the Informed consent. PARENT OR GUARDIAN MUST SIGN HERE: Date: Signed: (Relationship) Date: , Signed: (Relationship) Witness: Patient's family physician: • Allergies: ' Date of last tetanus immunization: Pertinent medical conditions: Medications presently being taken: Medical insurance/person responsible for payment: • Policy#: A photostat copy of this form is to be attached to each emergency record.This consent is to be kept in the permanent file if used. It is only valid for a one month interval. Forms\ECCONSENT FORM F Special Dietary Needs Student's Name Please explain below if your child has any special dietary concerns or food allergies: • John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent av for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance&Operations Fax:781-942-9149 a Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: October 17, 2014 TOPIC: Accept a Donation from the RMHS PTO At our meeting, I am asking the School Committee to accept a donation, in the amount of$1,350, from the RMHS PTO to be used to purchase library materials for the Reading Memorial High School Library. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. 1ON OFQFgO 771: 39INR4� CO John F.Doherty,Ed.D READING MEMORIAL HIGH SCHOOL Adam D.Bakr Superintendent Principal 62 Oakland Road,Reading,Massachusetts 01867 Michael R.Scarpitto Tel:781-944-8200 Fax:781-942-5435 Laua Olsen Website:http://www.edline.net/pages/Reading_HS Thomas s J.Zaya Assistant Principals TO: Dr. John F.Doherty, Superintendent of Schools FROM: Adam D. Bator,Principal DATE: October 16,2014 SUBEJCT: Donation for Library/Media Center Please accept a donation in the amount of$1000.00 from the Reading Memorial High School PTO to be used for library needs. Please accept a second donation from Reading Memorial High School PTO in the amount of$350.00 for the Library/Media Center to purchase the DVD Girl Rising to be used by the Reading CAARES Club. Please contact me if you have any questions. Thank You. 3.: _.,_:._:.,:_:,...,,,,.:,,,,,,7., ,„,,::':--::::.-17::::----;--111.:-::'. . . .. • .-:::'.-.:...',„,::.':',E...,-,,. .1i.:::-): October 15,,2014_ bear Mr Bakr, e Read lg mortal High School PT`O1is donating$7000 to-the RMHSMedia Center for library=needs fdr this academic Yea 'Tate RMI S PTO�s also donati g Soto trig RMHS Media Center_to and the purch. f t ie DVI)Girl tiskng to a used+by the Reading /kAl S dub Siineerely= z� C " Anne Ba jnes Treasure R M SPTO = - Y S' 1*':.:,,,:;,5•1,...:•ii_.::-.,1t:::•!:-Eil,;::.::::,,:,......i:7-i.-i:.,..,-,:i-.....i.,.:ki,,,:.iillizii:.. .. .•.J;::::::i„,-..,::::: :::1,:.-.•:.Zi_.-::.::,!::::::.:!--..L.-,:Liii:_..„:1;7..i----.Tti.!-:-..pl.;-:-..-ii;.-.17i,:_1-:.:Lrtlir-ig-1=-_-,:44,:i.."-'1ii---11'.:,-.:':,;liiL.1.1._;11,•.'E,71.-1.1:::'-1.'•!:-_-!1:.!::.-i-:.:.!.::::::,::-•:i.1,.-'ii:,-.'1.::is-::::...-1.,. .:::.:,.:7.:::1:!::::.ii!.,,::::::1'P-i::r1:1,;!::_:.:::E.:F.!!!,."'.1::1-t:iiii'il,:::•:1!::.:iiii:::':::-.::.:4:1,;::'....,i,::"•:'-::.:!,1.T.1--"Liiii;i1;;Ii_i::1-•:[-....:::::.i---..:::.1: i:i.j.:.:;-,:7',.::,..,:!.:!!•-:•.':::.1:::::.:.:-":.,1.!•!..:::::,';::.i....:Ii;:11.-';15,i',7:;,.1,ti:!,,- -,i•ili tii;I:::4..::?.1..:; ,_:!-....:::.-Fi....;:::...-:ii:t?:1-1'-;:':: :::.:1•:...„:i::::::,..,:, .,.;,..,.,,,,,,...:,,.i_j,, ...:::„,,...,,:,:,,:::..:,:.7.,:3::::::$:•.:J:::::-Ii,!!!!!::-!::1":::„: ".,:4!....:.....,-,,.,r,::.,. .. ...:,:'!::.:::‘'-!.:1".::::::'::.,.;•;_,:.::;=:-;.•,.„:-:'-;.'...''.:.''''''' . ‘ '.. ,,, -7'--.'';;F;-;'-'- '4'''.. :.,: ... :-...: '..r.E!..-,..'•;-'•:;.::::,1.;j::;•:::::-,:.‘;:',ii,:'---:!•i 1";ig''::; :;::::;:':-S,;.;:;:E-•.;;:;;;._:-.'•::;:::,;':'::.7-'''''''T.':..1::..,:,::.;:::::;:Ei.:::;',.;::',:•:-;':::'1:;-:::'-::::;: :-'.:.1;.;:''.:''''':'-.' :.' , - " . ' „ .T'-::,.1.::-.::':':-.:;:::::!!.....i:::!'::;: .'L.:::'''':-1' '..:::::::::::::''''''''''''''''''' u Town of Reading � u Meeting Minutes -. 4; t Board - Committee - Commission - Council: School Committee Date: 2014-10-06 Time: 7:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Session: General Session Attendees: Members - Present: Linda Snow Dockser John Doherty, Superintendent Jeanne Borawski Martha Sybert, Director of Finance Chuck Robinson Craig Martin, Assistant Superintendent Gary Nihan Chris Caruso Members - Not Present: Elaine Webb Others Present: Andrea Nastri, Student Representative Carl Gillies, Student Representative Al Sylvia, Reading Chronicle Sarah Marchant, Coolidge principal Laura Warren, Coolidge teacher Ryan Twomey, Coolidge student Dahni Censi, Coolidge student Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent Topics of Discussion: I. Call to Order Chair Caruso called the School Committee to order at 7:00 p.m. He reviewed the agenda and welcomed guests. II. Recommended Procedure A. Public Input(I) Chair Caruso called for public input. Paul Devlin,parent, asked the School Committee to reconsider the fingerprint policy. He doesn't like the message being sent requiring volunteers to be fingerprinted. He is concerned with privacy issues. Page I 1 Mr. Caruso thanked Mr. Devlin for his input and offered that the School Committee will include the Fingerprinting policy on a future agenda. B. Reports Students Student Representative Gillies reported on the Rocket Bell. The bell is a gift from the Class of 2013 and arrived last week with a damaged base. The bell has been returned to the sender. Once the bell is in place it will be rung to recognize notable events at RMHS. Student Representative Nastri reported that the Swiss Exchange students are leaving next Monday. Sub-Committee Dr. Snow Dockser reported on the recent meeting of the Human Relations Advisory Committee. The group is working on the program for the Martin Luther King Day celebration. Mrs. Borawski reported on the recent Audit Committee meeting. C. New Business Coolidge Middle School Presentation Principal Sarah Marchant introduced teacher Laura Warren and eighth grade students Ryan Twomey and Danhi Censi who would be assisting her with the presentation. Mrs. Marchant began the presentation on the implementation of the Multi-Tiered System of Student Support(MTSS) for behavior at Coolidge. MTSS is part of the districtwide vision and there is a need for consistency for behaviors, expectations, and interventions. This consistency is important for the students as well as the adults in the building. Coolidge has many social-emotional and behavioral supports already in place which include advisory groups, morning mentors, lunch bunches and individual and group counseling. The initial vison was to develop a Behavior Matrix that would show what the core values would look like in different school environments. To be able to create the Behavior Matrix it was determined that by looking at the foundation of the school a group of core values could be established. In the spring of 2014 data was collected via staff and student surveys as well as using the Tell Mass data, student connections survey and a student risk screening scale. Mrs. Warren said the MTSS Leadership Team which was made up of 5 interdisciplinary team leaders, 3 specialties team leaders, 2 administrators and a school psychologist met to review the data that was collected. The group was facilitated by the teachers and held structured conversations about what they wanted for core values at Coolidge. Work was done over the summer to rewrite the core values and finalized in August to include Perseverance,Accountability, Respect and Teamwork(P.A.R.T). Prior to the beginning of the school year the Page 12 MTSS Leadership Team shared the Coolidge Community Core Values with the staff. The next step was to empower students to be a P.A.R.T.,taking ownership in the development of the goals. Through their Advisory groups (homerooms)the students worked together to set weekly goals and work on Core Values projects. Mr. Twomey shared that the 7th grade is decorating doors to reflect the core values. Ms. Cenci shared that the 8th graders are creating boxes to reflect the goals. Coolidge will be holding a Core Values celebration assembly in October featuring METCO Director Jason Cross as the guest speaker, slideshow and videos of projects and awards. It will also be the kick-off for the "positive promotions"to promote modeling of behaviors we want to see. Tickets will be given to students and teachers that demonstrate the core values. Mrs. Marchant hopes to expand the positive promotion ticket effort to the parents. Parents are an important part in the efforts to move this initiative forward. Mrs. Marchant concluded that the MTSS team will continue to develop the Behavior Matrix including collecting feedback from all constituents, and to make this an official document for the future as part of the School Handbook. The school will continue to create lessons that reinforce the Behavior Matrix. When students and adults are clear on the values and expectations of the school, it is a safer place for learning. Mr. Robinson asked the student group make up. Mrs. Marchant said the Advisory groups were the student's homerooms and teams. The groups meet 25 minutes each day usually in the morning. During that time the plans for the day are developed and discussed. Ms. Censi said going to Advisory provides a comfort zone for her each day. Mr. Twomey agreed and said this time sets the tone for the day and is a good way to start the day. Mrs. Warren added on Monday's the group is able to organize for the week and students can be held accountable to be prepared. Mr.Nihan was impressed with the work done. Dr. Snow Dockser congratulated the team at Coolidge for making this happen. She asked how parents are being engaged. Principal Marchant said she uses her blog and newsletter to keep parents informed. Mrs. Twomey added that the correspondence from the principal has been great. Coolidge will continue to solicit feedback from the School Council, PTO and parents. Approval of Coolidge 8th Grade Field Trip to New York City Mr. Robinson moved, seconded by Mrs. Borawski,to approve the Coolidge 8th grade field trip to New York City in June 2015. Page 13 Dr. Doherty pointed out that we are now capturing the process on paper that we have been using. The motion carried 5-0. First Reading of Policy IJOA—Field Trips Mr. Robinson began the reading of the policy. Mrs. Borawski moved,seconded by Dr. Snow Dockser,to suspend further reading of the policy. The motion carried 5-0. Mr. Caruso reiterated that this policy reflects the procedure that the district has been using. Mrs. Borawski added that she appreciates this policy and she likes the fact that the cost per student is easily identifiable and the trips are connecting to curriculum standards. Mr.Nihan would like clarification on the student/chaperone ratio. Mr. Robinson asked about cancellation of field trips and if there were protections for refunds. He asked the Superintendent to gather information on the insurance policies of the travel companies. Dr. Snow Dockser asked about adding a bullet to the required documentation listing what travel insurance is offered. Mr. Robinson moved,seconded by Mr. Nihan,to accept the first reading of Policy IJOA—Field Trips. The motion carried 5-0. D. Continued Business Second Reading of Policy JICFB —Bullying Prevention Dr. Doherty said the only revisions to this policy were to incorporate the changes suggested by Dr. Snow Dockser. Mr.Nihan would like to have references to some outdated curriculum removed from the bullying plan. Mr. Robinson began the reading of the policy. Mrs. Borawski moved,seconded by Mr. Nihan,to suspend further reading of the policy. The motion carried 5-0. Mr.Nihan likes the Coolidge MTSS model and feels that all stakeholders are participants in the creation of a positive school culture. Page I4 Dr. Doherty pointed out that all of our schools have been implementing this model. The work has been ongoing for the last year and a half. Mrs. Borawski felt clarification is needed on "who a target that is perceived to be in immediate physical danger..." should report. She offered a revision for direction outside the regular school day. Mr. Robison pointed out that a similar revision should be made on the Appendix pages of the policy as well. Chair Caruso suggested that further action on this policy be postponed until legal counsel reviews the wording of Dr. Snow Dockser's suggestion. Mr. Robinson moved, seconded by Mrs. Borawski, to table the approval of the second reading of Policy JICFB due to the Committee's request for additional clarification. The motion carried 5-0. Second Reading of Revised Policy ACAB/ACAC—Discrimination&Harassment Grievance Procedure Mr. Robinson moved,seconded by Mr. Nihan,to approve and accept the second reading of revised policy ACAB/ACAC—Discrimination & Harassment Grievance Procedure. Dr. Doherty pointed out that the only changes from the first reading were the contact names at the end of the policy. Mr. Robinson began the reading of the policy. Mrs. Borawski moved,seconded by Mr. Nihan, to suspend further reading of the policy. The motion carried 5-0. The original motion carried 5-0. Early Childhood Education Working Group& Enrollment Update Dr. Doherty said that the sub-committee has been appointed and the first meeting will be October 22nd. He went on to update the School Committee on the elementary enrollment and pointed out that in most cases the class sizes are within the recommended ranges. III. Routine Matters a. Bills and Payroll (A) The following warrants were circulated and signed. Warrant S1514 9.25.14 $184,792.79 Warrant S1515 10.2.14 $184,484.75 Warrant 51515E 10.2.14 $1,422.56 Warrant P1507 9.26.14 $1,467,699.01 Page 15 b. Minutes (A) Mr. Robinson moved,seconded by Mrs. Borawski,to approve the open session minutes as revised dated September 22,2014. The motion carried 5-0. c. Bids and Donations (A) Donations Wood End Mr. Robinson moved,seconded by Mrs. Borawski,to accept the donation in the amount of$433 from the Wood End PTO to be used to support the purchase of library books. The motion carried 5-0. Coolidge Mr. Robinson moved,seconded by Mrs. Borawski,to accept the donation in the amount of$220 from the Vigorito family to be used to support the purchase of educational software to support the ILP Program at Coolidge. The motion carried 5-0. RMHS Mr. Robinson moved,seconded by Mr. Nihan,to accept the donation in the amount of$400 from the Reading Cooperative Bank to be used to support the Excellence Luncheons at RMHS. The motion carried 5-0. Mr. Robinson moved, seconded by Mrs. Borawski,to accept the donation in the amount of$1,400 from the Reading Cooperative Bank to be used to support the"A World of Difference" program at RMHS. Dr. Snow Dockser thanked the Reading Cooperative Bank and all the families for these donations. The motion carried 5-0. Mr. Robinson moved,seconded by Mrs. Borawski,to accept the donation in the amount of$1,400 from the RMHS PTO to be used to support the"A World of Difference" program at RMHS. The motion carried 5-0. Young Women's League of Reading Mr. Robinson moved, seconded by Mrs.Borawski,to accept the donation in the amount of$4,000 from the Young Women's League of Reading to be used to support the elementary science programs as part of the BEAKER fundraisers. The motion carried 5-0. Dr. Doherty pointed out that the Young Women's League also donated the plaque and tree for the Barrows 50th anniversary celebration. Page 16 d. Calendar Reports continued (out of order) Superintendent Dr. Doherty reported on the recent MCAS results. He stated the district opts to mail the results to the homes therefore there is about a week's delay in the families receiving the results. The administration is taking the results very seriously and will be reviewing the areas of concern. A MCAS presentation will take place at the November 3rd meeting. He also reminded the community that the MCAS is only one tool in a variety of assessments used in Reading. He next updated the School Committee on the retaining wall at the front of the high school. We will be soliciting bids for architectural services for the design/redesign of the wall. Barrows Elementary School celebrated its 50th Anniversary on Friday. There was a parade of the decades,tree dedication and remarks from Principal Leonard, Mr. Robinson and students of the Barrows School. It was a wonderful event. The Superintendent thanked the PTO for spearheading this celebration which will continue through the spring. The RCASA Annual meeting was held last week. The event featured the showing of the documentary"The Hungry Heart"which was about opiate abuse and recovery in a Vermont community. Dr. Doherty said this film was very powerful. IV.Information V. Future Business VI.Adjournment Mr. Robinson moved, seconded by Mrs. Borawski, to enter into executive session to discuss strategy with respect to collective bargaining and the approval of minutes and not to return to open session. The meeting adjourned at 8:50 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. Page 17 _,. Town of Reading i` Meeting Minutes Board - Committee - Commission - Council: School Committee Date: 2014-09-10 Time: 7:30 PM Building: School - Coolidge Location: Meeting Room Address: 89 Birch Meadow Drive Purpose: Financial Forum Attendees: Members - Present: Linda Snow Dockser, Gary Nihan, Elaine Webb, Chuck Robinson, Chris Caruso, Jeanne Borawski Members - Not Present: Superintendent John Doherty Others Present: State Representitives Brad Jones and Jim Dwyer, Senator Jason Lewis, Town Manager Bob LeLacheur, Assistant Town Manager Jean Delios, Police Chief Jim Cormier, Town Accountant Sharon Angstrom, Board of Selectmen members John Halsey, Dan Ensminger, Marsie West, Kevin Sexton, Chairman Mark Dockser, Vice Chair Paula Perry, FINCOM members Marc Moll, Anne Landry, Karen Herrick, Peter Lydecker, Craig Merry, and Paul McNeice. Minutes Respectfully Submitted By: Topics of Discussion: Chairman Chris Caruso called the meeting to order and the discussion started off with a recap of the last financial forum. Mr. Dockser explained at the last forum the group voted on services divided up into categories of: what we do well, focus areas, services not being provided but should be, and services getting too much funding. Mr. LeLacheur quickly explained the four working groups the Board of Selectmen and Department Heads created to reach towards Reading 2020. He also explained the Economic Self-Assessment Tool that was used to assess Reading recently. Mr. LeLacheur then gave a very brief overview of the budget. State Senator Lewis started us off with a brief background on himself stating he got his start on the Financial Committee over in Winchester and that he believes his role is being our partner in helping better the people of Reading's lives. Senator Lewis then went and stated some of the success we have had in Reading recently including the Franklin and Main project, the energy efficiency grant, the cultural council was awarded money, and the Civil War preservation grant. He then went on to speak about Health Insurance costs and how that is a concern for us at the moment because we are going out to bid soon. He stated the state has the same budget problems as the local level does with health care. Senator Lewis then wanted to talk about some potential opportunities Reading could take advantage of. He mentioned the complete streets or active streets program. He said there is a transportation bond bill that gives extra Chapter 90 money for communities who take Page I 1 School Committee Minutes - September 10, 2014 - page 2 steps to be "active streets". Senator Lewis talked about the Green Communities program that could make us qualify for grants and would help lower our operating costs. He also talked about the Mass in Motion program which supports initiatives like healthy and active living. He said Wakefield and Melrose are both a part of the program and since we share a Health Director with them, it might be something Reading should take a look at. Senator Dwyer introduced himself and gave a brief overview of what he hopes to accomplish. He mentioned his main priority being public safety. He said he also believes in getting every bang for our dollar and will try to push through any bills that would help get more money back to the town. Representative Brad Jones then spoke to the room. He mentioned that he is diligently trying to pass the municipal gas tax bill and we will keep trying to get it passed. He talked about the hopes of the Chapter 9 program giving back more money to the town. Representative Jones also mentioned he is trying to work out a way to get more money back to the towns from the lottery. He ended with noting the good partnerships with local and state money. Mr. Dockser then opened it up for questions. Mr. LeLacheur asked if we should care if the casinos pass or fail? Representative Jones answered with potentially. There was a request for an update on the Community Preservation Act. Senator Lewis explained the state used to match the money 100% but it has dropped as more communities joined. It is currently matching around 20-30 cents per dollar now. However the money received can now be used to update old parks where as before it was only for new parks to be established. There are other sources of revenue that Towns can put into the CPA fund and the state will match, however voters would have to approve a 1% surcharge on property tax. A resident asked how we can keep up with updates on the Chapter 70 program? Senator Lewis said there will be four public meetings that will all be advertised beforehand and anyone can come and listen and even participate in some of the discussion. Mr. Dockser stated that Reading has always been a very proactive town but has noticed that sometimes, other towns that are less proactive get rewarded as well. Mr. Dockser would like to know what we can do to be noticed and rewarded for being as proactive as we are? Representative Jones stated to continue being proactive and that is something the state needs to take a look at and be aware of what towns are doing what when it comes to handing out rewards. He stated it's not going unnoticed that Reading is proactive but maybe the state needs to be more aware of who they are rewarding. Mr. LeLacheur thanked the Legislators for coming tonight and welcomed them to stay for the rest of the meeting if they would like. Mr. LeLacheur stated our cash reserves are adequate but our operating budget cannot be sustained. He said we need to start coming up with new sources of revenue like real estate, grants, state aid, and an override. The Town Manager noted we will be $3 million in the hole if health insurance premiums go up 14% but the health insurance is our biggest unknown factor right now. The room then generated a list of potential ideas to create more revenue that included joining some of the programs mentioned by the Legislators, sale and use of public land, private partnerships, parking fees, facilities rentals, and sponsorships. Page 12 School Committee Minutes - September 10, 2014 - page 3 David Hutchinson gave an update on the Library project. He said we are in complete design and all contractors have prequalified. The library relocation will happen in October and they hope to close the library for around 2-3 weeks for the move. We are on budget and expecting about $5 Million from the state, $2 Million has already been given to us and we are expecting another $1 Million soon. Elaine Webb thought it would be helpful to see some numbers from the budget from last time the town had an override. She wanted to know if we are at the same level we were before the 1993 override. Selectmen member Marsie West indicated we are not but we can't wait until it gets that low this time because of other factors in our budget now. Mr. LeLacheur said we need to look at the past history with our budgets and overrides and learn from them. Chuck Robinson said we can use them as an example but everything was different back then, the projects were different, the costs were different, and it would be hard to say if the level we are at right now compares to what we were at last time because of all the factors that are different. Mr. Robinson made a motion to adiourn at 10pm, second by Mrs. Borawski and approved by a vote of 6-0. Respectfully submitted, John F. Doherty, Ed.D. Page 13 2014-2015 School Committee Meeting Date School Presenting @ mtg. Oct. 20th School Committee Joshua Eaton Oct.23rd World Café Field House Oct. 29th FinForum 7:30 p.m. Sr.Center Nov. 1st Retreat Nov.3rd School Committee @ CMS Office Hours Robinson&Webb Nov.4th State Election Nov. 10th Town Meeting Nov. 13th Town Meeting Nov.l7th Town Meeting Nov.20th Town Meeting Nov. 24th School Committee Barrows Dec. 1st School Committee Office Hours Snow-Dockser&Nihan _ Dec. 15th School Committee Wood End Jan. 8th School Committee Office Hours FY2016 Budget Jan. 12th School Committee FY2016 Budget Jan.l5th School Committee FY2016 Budget Jan. 22nd School Committee FY2016 Budget-Public Hearing Jan. 26th School Committee Jan.28th FinForum 7:30 p.m. Sr.Center Feb.2nd School Committee FY2016 Budget-Vote Feb. 9th School Committee Office Hours Caruso&Robinson Feb. 23rd School Committee RMHS March 9th School Committee Parker Office Hours March 18th FY16 Budget Presentation Finance Committee March 23rd School Committee Birch Meadow April 6th School Committee Office Hours Webb&Borawski April 7th Local Election April 27th Town Meeting April 28th School Committee Killam April 30th Town Meeting May 4th Town Meeting May 7th Town Meeting May 11th School Committee RISE Office Hours School Choice May 18th School Committee June 1st School Committee Office Hours June 15th School Committee All meetings are in the Superintendent's Conference Room at 7:00 p.m. unless otherwise noted. Dates and locations subject to change. (Bold indicates new or changed date or location.