Northampton Public Schools Mid-Cycle Report 2012

MassachusettsDepartment of

Elementary and Secondary Education

75 Pleasant Street, Malden, Massachusetts 02148-4096 Telephone: (781) 338-3700

TTY: N.E.T. Relay 1-800-439-237

January 6, 2012

Brian Lee Salzer, Superintendent

Northampton Public Schools

212 Main Street

Northampton, MA, 01060

Re: Mid-cycle Report

Dear Superintendent Salzer:

Enclosed is the Department of Elementary and Secondary Education's Mid-cycle Report based on the onsite visit conducted in your district in October, 2011. During the Mid-cycle Review the Department monitored selected special education criteria to determine your district’s compliance with special education laws and regulations. The review consisted of information gathered from one or more of the following activities: staff interviews, review of student records, examination of documentation, and/or classroom observation.

We are pleased to tell you that the Department has found your district to be in compliance with all of the criteria monitored in your district during the Mid-cycle Review. The findings of the Department are included in the enclosed report. You and your entire staff are to be congratulated for your success in implementing the requirements included in these criteria.

The Department will notify you of your district's next regularly scheduled Coordinated Program Review (CPR) several months before it is to occur. At this time we anticipate that this CPR will occur sometime during the 2014-2015 school year unless the Department determines that there is some reason to schedule this visit earlier.

Your staff's cooperation throughout this Mid-cycle Review is appreciated. If you have questions about this letter or the enclosed report, please do not hesitate to contact Marc Oldenburg at 413-314-6707.

Sincerely,

Marc Oldenburg, Mid-cycle Review Chairperson

Program Quality Assurance Services

Darlene A. Lynch, Director

Program Quality Assurance Services

cc:Mitchell D. Chester, Ed.D., Commissioner of Elementary and Secondary Education

Jean Jonker, Interim Supervisor, Program Quality Assurance Services

David Narkewicz, School Committee Chairperson

Nathaniel Ziegler, Local Program Review Coordinator

Encs:Mid-cycle Report

MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

MID-CYCLE REPORT

Northampton Public Schools

Dates of the Mid-cycle Review Onsite: October 26-27, 2011

Date of this Report: January 6, 2012

PLEASE NOTE THAT THIS REPORT IS IN TWO SECTIONS.

Required Special Education Criteria Monitored in this Mid-cycle Review

Current special education criteria available by scrolling down to the special education instrument at

Criterion / Criterion Implemented
 / Criterion Partially Implemented (PI) or Not Implemented(NI) / Method(s) of
Investigation / Basis of Determination about Criterion / If Partially Implemented or Not Implemented:
(a)Required Corrective Action and
Timelines for Implementation / (b) Progress Report Due Date(s) and Required
Elements
SE 7
Transfer of parental rights and student participation and consent at age of majority /  / Student Records
Interview / Review of student records and interviews indicated that the district discusses the transfer of rights prior to reaching the age of majority and provides notice to the parent(s) and student one year before the student obtains the age of majority. Upon reaching 18, the district procures consent from students to continue their special education program.
SE 8
IEP Team composition and attendance /  / Student Records
Interviews / Review of student records and interviews indicated that all required members of the Team are present at Team meetings. Also, the district does employ the use of written parental excusals for the absence of any Team member. When a Team member’s participation is required, the excused member provides written input for the development of the IEP prior to the scheduled meeting.
SE 18A
IEP development and content /  / Student Records
Interviews / Review of student records and interviews indicated that the IEP is completed using the elements of the most current IEP format provided by the Department, and IEPs are not changed at a higher administrative level. When the IEP Team evaluation indicates that a student's disability affects social skills developmentor when the student's disability makes him or her vulnerable to bullying, harassment, or teasing, or if the student has a disability identified on the autism spectrum the IEP Team considers and addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing.
SE 25
Parental consent /  / Student Records
Interviews / Review of student records and interviews indicated that the school district obtains written parental consent before conducting an initial evaluation and before making an initial placement or initiating extended evaluations. If the district is unable to obtain consent after initial evaluation and/or placement, and the district determines this action is a denial of FAPE, resolution through BSEA is sought. Furthermore, the district informs the parent that consent may be revoked at any time in writing, and at the time of revocation the district discontinues all special education services and informs the parents on how to obtain a copy of their procedural safeguards.

Additional Special Education Criteria Monitored in this Mid-cycle Review

Current special education criteria available by scrolling down to the special education instrument at

Criterion / Criterion
Implemented
 / Criterion Partially Implemented (PI) or Not Implemented (NI) / Method(s) of
Investigation / Basis of Determination about Criterion / If Partially Implemented or Not Implemented:
(a) Required Corrective Action and Timelines for Implementation / (b) Progress Report Due Date(s) and Required
Elements
SE 1 Assessments are appropriately selected /  / Student Records
Interviews / Review of student records and interviews indicated that assessments are tailored to assess specific areas of educational need and related developmental needs of a student. Assessments are 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.
SE 2
Required and optional assessments /  / Student Records
Interviews / Review of student records and interviews indicated that students are assessed in all areas of suspected disability. Also, the district does not remove related services from service delivery grids without students’ achieving their goals or conducting comprehensive assessments in the areas of disability.
SE 4
Reporting of assessment results /  / Student Records
Interviews / Review of student records and interviews indicated that summaries of assessments are completed prior to discussion by the Team and are made available to parents at least two days in advance of the Team meeting when requested by parents.
SE 9
Timeline for eligibility /  / Student Records
Interviews / Review of student records and interviews indicated that, across all levels, the district does meet timeline requirements for the determination of eligibility.
SE 9A
Elements of the eligibility determination /  / Student Records
Interviews / Review of student records and interviews indicated that the district documents whether a limited English proficient (LEP) student’s lack of progress is the result of a disability or a lack of instruction, as a part of the special education eligibility process. Also, students are not identified as eligible for special education services due to a lack of instruction in reading or mathematics.
SE 12
Frequency of re-evaluation /  / Student Records
Interviews / Review of student records and interviews indicated that the district always conducts a re-evaluation every three years.
SE 13
Progress reports /  / Student Records
Interviews / Review of student records and interviews indicated that progress reports do report on the student’s progress towards reaching the goals set forth in the IEP. The district does conduct Team meetings to review and revise IEPs when progress reports indicate that the student is not learning as expected.
SE 14 Revision/Review of IEPs /  / Student Records
Interviews / Review of student records and interviews indicated that the district conducts annual review meetings and develops IEPs prior to the expiration of the former IEP.
SE 18B
IEP determination and placement /  / Student Records
Interviews / Review of student records and interviews indicated that the district does provide the parent with two copies of the proposed IEP and proposed placement along with the required notice immediately following the development of the IEP.
SE 20
Least restrictive environment /  / Student Records
Interviews / Review of student records and interviews indicated that the program selected is the least restrictive environment for students. The district has academic supports for students in reading, as well as in content area classes. The Team states why the student’s removal from the general education classroom is considered critical to their program and the removal is not solely because of needed modification in the curriculum. Also, placement decisions are determined by the Team and consideration is given to any potential harm effect on the student or the quality of the services he or she needs.
SE 22
IEP implementation and availability /  / Student Records
Interviews / Review of student records and interviews indicated that the school district does provide the mutually agreed upon services without delay upon acceptance of the IEP, and the district does have an IEP in effect at the beginning of the school year. Teachers and providers described in the IEP are informed of their specific responsibilities related to the student’s IEP and the specific accommodations, modifications, and supports that must be provided for the student under it. Also, when related services are interrupted the school district informs parents in writing of any delayed services, reasons for delay, and actions that the school district is taking to address these delays.
SE 24
Notice to parent /  / Student Records
Interviews / Review of student records and interviews indicated that the district’s Notice of Proposed School District Action (N1) meets all of the federal content requirements regarding its’ proposal or refusal to initiate or change the identification, evaluation, or educational placement of all students on IEPs.
SE 29 Communications in English/primary Language /  / Student Records
Interviews / Review of student records and interviews indicated that communications are translated into the primary language of the home. When oral notices or other modes of communication that are not written language are provided, the district does consistently document (1) that it has provided such notice in an alternate manner, (2) the content of the notice, and (3) the steps taken to ensure that the parent understands the content of the notice.
SE 34 Continuum of services /  / Student Records
Interviews / Review of student records and interviews indicated that the district has a continuum of services to support the needs of all special needs students (pre-k through 12) including inclusion, reading/writing/math supports, behavioral therapeutic supports, resource rooms, pull-out supports, Occupational Therapy, Physical Therapy, Speech and Language, Life Skills, Alternative Learning, Developmental Education, and Transitional Planning.
SE 43 Behavioral interventions /  / Student Records
Interviews / Review of student records and interviews indicated that IEP Teams do routinely identify and include behavioral supports or services when developing IEPs for students whose behaviors impede their learning.
SE 53
Use of Paraprofessionals /  / Student Records
Interviews / Staff interviews indicated that paraprofessionals are supervised by an appropriately certified or licensed professional who is proximate and readily available to provide such supervision in all schools.

Northampton Public Schools Coordinated Program Review Mid-cycle Report

January 6, 2012

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