What is a 504 Plan?

What is a 504 Plan?

Section 504 plans get their name from Section 504 of the Rehabilitation Act of 1973, which is a federal law designed to prevent any student with a disability from discrimination due to their disability. Students who qualify for a 504 plan cannot be denied the opportunity to participate in any aid, benefit, services, and/or activities that are available for students without disabilities and must receive a “free and appropriate public education” (FAPE). This includes school sponsored non-academic and extracurricular services and activities. 

Who is eligible for a 504 Plan?

Under the federal and state special education laws, a student is deemed eligible for an IEP after a two-pronged test:

1) Does the student have a recognized disability?
2) Is the student not making effective progress because of the disability, or does the student need specialized instruction and/or related services to make effective progress in the general curriculum?

If the answer to both tests is “yes”, an IEP is required. If not, a Section 504 plan may be considered.

To be eligible for individualized assistance under Section 504, a student must have a disability that “substantially limits” one or more “major life activities.” The major difference between a 504 plan and an IEP is that, for a 504 plan, the student does NOT need specialized instruction to make effective progress. Instead, the student may need only accommodations (such as additional time, special seating, or sensory breaks) and/or related services (such as a reading program, speech and language services, or occupational therapy) in order to access the general curriculum.

How does a 504 plan differ from an IEP?

• There is no accountability for the goals, accommodations, etc. being implemented and achieved. 

• There is no requirement that the 504 plan be written.

• There is no requirement for progress reporting during the school year. 

• There is no requirement to do transition planning for the student. 

• There are no disciplinary protections for the student for any behavior and/or conduct violations. 

• The individual is entitled to lifetime access to any program or activity that either receives Federal funding or is conducted by an Executive agency or the United States Postal Service. 

Have questions or concerns about your child's education? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

With the start of a new school year, here are some reminders about IEPs.

Remember, you can request a meeting to discuss your student’s IEP at any time. So take some time at the start of the school year to review their IEP. What worked for them last year? What didn’t work? Is it time to ask the team to come back to the table to see if some changes can be made?

Who is the IEP Team?

According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes: 

(i) the parents of a child with a disability;

(ii) not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment;

(iii) not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;

(iv) a representative of the local educational agency . . .

(v) an individual who can interpret the instructional implications of evaluation results . . .

(vi) at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(vii) whenever appropriate, the child with a disability.

Parent/Student Concerns Statement

The district needs to include this statement in its entirety as written by the parent/student. Take some time and really think about it. Prepare it in advance and either email it to the proper person or bring a copy to the IEP meeting so they can incorporate it.  Include your greatest concerns, hopes for the student’s accomplishments, concerns regarding the student’s services and/or concerns regarding last year’s IEP. Try and keep this statement as clear, complete but concise as possible. It should not a recap of the child’s entire educational history but a good overview. Try and incorporate some positive statements so that this statement is not perceived as being completely negative or argumentative.

To accept or reject the IEP

It is never advisable to reject the IEP in full. If you reject the IEP in full then the student is no longer eligible for Special Education. The best option is to accept in part and reject in part. It is always better for the student to receive some services (versus none) while the parties work out any conflicts. The District must report a partially or fully rejected IEP to DESE. DESE will send a letter to the parent outlining options to resolve the issues. If a response to a proposed IEP is not received within 30 calendar days, it is considered rejected.  

Student Participation

Students are the focus of special education and, as they grow, students are expected to participate in planning for their own future as much as possible. Students at age 14 are entitled to participate in all Team Meetings. Students at age 18 are adults under Massachusetts law and assume all rights formerly held by their parents for participation and decision making. The student at age 18 will be given the option of assuming all responsibilities, delegating decision-making to their parent/guardian or sharing decision-making with their parent/guardian.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran Legal LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549

ellen@emcurranlegal.com

INITIAL EVALUATIONS, REEVALUATIONS AND IEP TEAM MEETINGS

DESE shared some suggested recommendations in regards to Initial Evaluations, Reevaluations and IEP Team Meetings recently.  They acknowledge that due to the unexpected closures of in-person learning in the Spring that many annual review Team meetings, evaluations and/or parts of evaluations may have been postponed. That means that most districts have a backlog of both assessments and meetings that need to be addressed while at the same abiding by the existing deadlines/times lines for annual review Team meetings and evaluations for students who are newly referred and/or due for an evaluation.

What does this mean for you?  

IEP Teams must continue to conduct annual review Team meetings as they are due.

Districts are advised to update the IEP as though the student will be attending school full time in-person; however, given the unpredictable nature of the COVID-19 virus, schools and districts must be prepared to be adaptable in their approach to delivery of IEP services, based on the current health information and trends at that time. As was the case when schools closed in March, any changes to service delivery should be documented in writing to the parent.

It is important to note that a change in the delivery of services due to a school’s change in learning model, in-person, hybrid or remote, as a result of COVID-19 does not result in a change in placement. The services outlined in the IEP remain and are considered “stay-put.”

Schools and districts must maintain open communication and collaboration with families as they respond to the trajectory of the virus and make decisions about the opening and/or closing of school buildings and settings and the learning models to be utilized

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran Legal LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549

ellen@emcurranlegal.com

COVID 19 COMPENSATORY SERVICES ("CCS")

What are COVID-19 Compensatory Services (CCS)?

They are services that a student’s IEP Team determines are needed to remedy a student’s skill or knowledge loss or lack of effective progress that resulted from delayed, interrupted, suspended, or inaccessible IEP services because of the emergency suspension of in-person education related to the COVID-19 pandemic.

Who decides if the Student needs CCS?

The DESE recommendation stated “[i]f a student does not receive services after an extended period of time, the student’s Team … must make an individualized determination whether and to what extent compensatory services are needed, consistent with … applicable requirements, [i.e., IEP Team requirements and individualized decision-making] including to make up for any skills that have been lost.”

Using data available from multiple sources, IEP Teams should determine whether, and to what extent, the student recouped the lost skills and/or behaviors or has made effective progress, and whether and to what extent the student needs CCS.

Determinations of CCS by the IEP Team must be based on information provided by the parents and data and information available from other sources, and be information-based, individualized determinations.

CCS are not necessarily a 1:1 correspondence to missed IEP services but are identified following the individualized determination of a student’s need.

Which students should be prioritized?

First, students with disabilities who did not receive or were unable to access any special education services during the suspension of in-person education are likely to require CCS and should be prioritized.

Second, other students with IEPs, including students with significant and complex needs, are also likely to require CCS and should also be prioritized for consideration.

What should all parents/guardians know about CCS?

CCS may be made available to students with disabilities and students without disabilities who need it to address educational and social-emotional needs and reorient them to learning.  

Most CCS for students with IEPs will be to remedy a skill or knowledge loss or lack of effective progress due to delayed, interrupted, suspended, or inaccessible IEP services because of the emergency suspension of in-person education related to the COVID-19 pandemic.

New IEP Services:

CCS should be added as new IEP Services.

DESE recommends that CCS determinations be made as soon as possible but not later than December 15, 2020. This is to allow both students and staff to acclimate to the new instructional environment this fall.

For all other students who are not in the priority groups, the individualized determination of the need for CCS will be informed by a period of initial observation, a period of re-acclimation to learning, and a review of data on recovery of learning loss and progress.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran Legal LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549

ellen@emcurranlegal.com

SPECIAL EDUCATION IN MA WITH COVID

School year 2020-2021 is not like any other school year. There are a lot of questions and uncertainty about what will and will not happen this year. DESE has shared many recommendations and suggestions about both general and special education. Here are some of the recommendations in regards to Special Education that will be important for parents to be aware.

Delivery of IEP Services

Students must receive all services documented in their IEPs through in-person instruction, remote instruction, or a combination of both, with a strong emphasis on providing in-person instruction to the greatest extent possible, while abiding by the current necessary health and safety requirements. In particular, DESE urges schools and districts to prioritize in-person instruction for two particular groups of students with disabilities: preschool-aged students, and students with significant and complex needs. Remote learning is often more challenging for these students.

Bottom line what does this mean? Even if the rest of the school has entered into a hybrid or remote model of instruction, schools and districts must make every effort to maintain in-person instruction for students with disabilities, particularly those with complex and significant needs and preschool-aged students.

Promoting Inclusive Services and the Least Restrictive Environment (LRE)

Due to the safety and health protocols that schools need to follow this year, extra consideration should be paid to setting up the classroom/learning space to allow for the physical distancing requirements for students and adults in a classroom but also having enough space to allow for support staff to enter the classrooms throughout the school day to provide services to students with disabilities in the least restrictive environment.

What does that mean?

DESE has provided the example that special education teachers and related service providers (speech language pathologists, occupational therapists, etc.), could provide special education services in the general education setting services remotely from within the school building via video conference, instead of coming into the classroom to provide services. This practice would help to minimize foot traffic in and out of classrooms while also providing access to services that support the inclusion of students with disabilities.

If service providers are not able to provide special education services in the general education setting remotely within the school building via video conference, those educators or related service providers should schedule services in a manner that maintains physical distancing requirements and avoids overlapping with other staff in the classroom or physical setting.  This means that some class sizes will need to have less students in it to accommodate the additional educators and staff members who are needed to support students with disabilities throughout the school day.

Parent Engagement

DESE is recommending that schools and districts promote regular two-way communication with families.  There is no ‘requirement’ for the frequency, preferred mode of communication and or type of communication and that should be based on the child’s individual needs as well as any language and/or technology access barriers families may face supporting their children with remote learning.

All written and oral communication must be provided in the primary language of the home and in language that is understandable to the general public. This includes translating district-wide and special education notification sent to families, as well as translating special education documents, schedules, and instructions; learning plans, IEPs, Progress Reports and using interpreters at IEP Team meetings.

DESE is recommending that any school personnel who communicates with a family should document the date/content of said communication. So, parents should do the same. This way if there is a disagreement over something both parties can look at their ‘communication log’ and see what was or was not agreed to and move forward to resolution.

Monitoring Student Progress

School districts, collaborative programs, and approved special education day and residential school programs must continue to issue Progress Reports at least as often as report cards or progress reports are provided for students without disabilities.

Educators and service providers must collect data and use this data to monitor the student’s progress to develop Progress Reports. If there are periods of remote learning, educators, service providers, parents, and students should review a student’s IEP and identify the types of data that can be collected from the student, family, and home environment. Staff can re-imagine their roles in a hybrid or remote context, e.g., by using a tracking sheet to collect data from student videos, interviewing parents and students, or using assessments.  

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran Legal LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549

ellen@emcurranlegal.com

SPECIAL EDUCATION DURING THE COVID CRISIS IN MASSACHUSETTS

There has been a lot of news and updates since March 10th when Governor Baker declared a State of Emergency in Massachusetts.  We are highlighting some of these important topics in this blog, but it is not a complete discussion.

DO SCHOOLS NEED TO PROVIDE SPECIAL EDUCATION SERVICES DURING THE COVID CRISIS?

The short answer is yes.  Your student cannot be excluded from school, including remote or online school, because of a disability. Schools must use technology that is accessible, or else provide equally effective alternative options (i.e. 1:1 phone calls, work packets, or other resources.)

But parents/guardians need to acknowledge that schools may not be able to provide all services in the manner they are typically provided pursuant to students’ IEPs. Many specialized instructional opportunities and related services may be modified to be effectively provided by mailing resources and supports to students or it may be delivered online or telephonically. Some examples of specialized instruction include accessible reading materials, speech and language services through video conferencing, and videos with accurate captioning. Moreover, districts may continue to implement many of the accommodations on a student’s IEP, such as extensions of time for assignments, large print, and use of speech-to-text and other assistive technology.

During this period of school closure, districts should make every effort to use creative strategies to provide special education instruction and services to the extent feasible. Moreover, any educational opportunities offered to the general student population, including enrichment activities and resources, must be made accessible to students with disabilities. 

IEP MEETINGS:

IEP meetings should still be scheduled and happen remotely (i.e. via video or phone conference). Interpreters for parents whose primary language is not English and accommodations for parents must still be provided. You are not required to participate in a remote meeting. If you decide you want a ‘live’ IEP meeting, you and the IEP team may agree to reschedule.  If your student’s IEP expires during the school closure, it will remain in effect until a new IEP is developed and accepted.

FREQUENCY OF COMMUNICATION:

School districts should ensure that an IEP Team member (e.g., classroom teacher, special ed teacher or other service provider) communicates regularly with parents and guardians during the period of school closure. The frequency and type of communication will vary depending on the student’s individual needs, the availability of the team member, and the mode of communication utilized. This ongoing communication will help educators and parents/guardians develop a plan for students to receive as much individualized instruction and related services as is feasible through distance learning or other remote learning opportunities. Communication will also promote and sustain important connections between students and their teachers, a source of vital support and stability for students.

EXPECTATIONS:

The closing of your student’s school may cause them to regress if they do not receive all the services, they are eligible for under their IEP or 504 Plan. This means your student may be eligible for compensatory education services. Once school resumes, the school will be required to review how the school closure impacted your student. The school will then make an individualized determination as to what compensatory services are needed to provide FAPE. If you think your student may need compensatory services when schools open, we recommend that you keep a written record of all communication with the school.

IF YOU HAVE A PROBLEM WITH YOUR STUDENT RECEIVING SPECIAL EDUCATION SERVICES:

The Department of Elementary and Secondary Education has a Problem Resolution Hotline. Their number is 781-338-3700. They encourage parents with concerns about receiving services, while school is closed, to call the number.

ONLINE TOOLBOX FOR PARENTS OF STUDENTS WITH DISABILITIES

Here is the state’s new Resource Toolbox for parents of students with disabilities. The Department of Elementary and Secondary Education is working on translating the toolbox and will put it online once it is done being translated.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran Legal LLC

10 Tower Office Park
Suite 314
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549\

ellen@emcurranlegal.com

FIVE THINGS TO KNOW ABOUT STUDENT RECORDS

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What is a student record? Who can access it? What can people see when they look in the student record?  Here are five fast facts to know about student records in Massachusetts.

 

1ST

Any student who is 14 or older has a right to look at any and all of their student records within ten days a request and before any IEP meeting or due process hearing.  Yes, they can do this even without their parent’s permission per the law.

 2nd

Any information in your child’s student record that is personally identifiable must be kept confidential and may only be disclosed to anyone other than teachers and educational officials with your consent.

 3rd

What makes up a student record? It consists of your student’s transcript and temporary school record and includes health records, tests, evaluations, discipline records and other records pertaining to your student’s special education eligibility or program.

 4th

The school district can charge a reasonable fee to reproduce a child’s student record. You may not be charged for costs associated with the search for and retrieval of your student’s records.

 5th

The school district can only limit access to the student record if it has received a legal document such as a restraining order or a divorce or custody decree that restricts access to information about the student’s education. 

 All of the rights associated with the student record are contained in the Massachusetts Student Record Regulations 603 CMR 23.00. Those regulations can be found at link.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

Five Basic Rights and Principles of Special Education in Massachusetts

There are many basic rights and principles of Special Education. We are going to highlight and share just five of them in this post…

First – Referral

In Massachusetts, almost anyone can refer a student for initial evaluation. It can be a family member, a teacher, a doctor, etc. The request must be in writing and delivered to the school principal and/or the director of special education. 

Practice tip: Hand deliver this request. Bring an extra copy of the request and have the secretary date/time stamp it for your records.  Why? There are a lot of timelines in special education.

Second – Consent

Even though you have requested that the student be evaluated, the school will often send you ‘their’ form for you to execute. This consent form should be sent to the parent/guardian within five (5) school days of the school receiving your referral request.

Practice tip: You can agree to all or a few of the proposed evaluations. You may also ask for additional evaluations. You should make sure you make a copy of this executed consent form for your records.

Third – Evaluations

The school is obligated to have a qualified person complete all the testing within thirty (30) school days after they received the signed consent form. Parents/Guardians should review any and all evaluation reports that they are given before the Team meeting so that they can be informed and contribute meaningfully.

Practice tip: Request, in writing, that all evaluation reports be given to you at least 48 hours before the Team meeting. If you can, schedule the meeting for a Monday or a Tuesday so you also get the added benefit of the weekend.

Practice tip: Immediately scan all the evaluation reports you are given and keep these copies for your records. This way you will always have a ‘clean’ copy if it is needed and you can write on/highlight/etc. the copy you bring to the Team meeting.  

Fourth – Team Meeting

The Team Meeting should occur within forty-five (45) school days after the school receives the Consent form. The meeting should be scheduled at a mutually agreeable date/time for both the parents/guardians and the school. Unless the parents excuse a Team Member, every team member must attend the Team Meeting.  

Practice tip: Who is on the Team? The Parents/Guardians, School District Representative, General Education Teacher, Special Education Teacher, any collaterals that will provide related services, the student once they turn 14 years old, and anyone else that may be necessary.

Fifth – Accepting/Rejecting the IEP

At the Team Meeting, the evaluations and recommendations will be discussed. The parent/guardian is a vital part of this Meeting – you know the student best. You will have 30 days to accept the IEP or to accept in part/reject in part the IEP. All portions of the IEP that are accepted must be implemented immediately.

Practice tip: Never reject an IEP in full. Always find something that you agree with. If you reject an IEP in full than you are stating that the student does not need special education support and/or services.

Have questions or concerns about your child's education? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com 

TRANSPORTATION IN MASSACHUSETTS

Your child is on an IEP but have you thought about any transportation needs?

If your child doe NOT require any special transportation accommodations due to their disability, they will be transported like any other child in the district.  

If your child does require special transportation de to their disability, it needs to be identified and explained in their I.E.P.  Sometimes the child can still receive the “regular transportation” as other students but might have an attendant or their bus might be equipped with a wheelchair lift.

School cancelled due to weather:

Be mindful of snow/weather days. In Massachusetts in the past years, school days have been cancelled due to temperature, snow and wind. Sometimes one district will be open and another may not. If the district that is responsible for transporting your child is closed and the receiving district is open; the transporting district does not have to make arrangements to transport the child to the open district.

But isn’t there a time limit on how long a student can be on a bus?

There is a lot misunderstanding about this time limit. In Massachusetts, the applicable law requires that transportation to a special education placement may not take longer than one hour each way, except with the approval of the team. 

Here is what the law (603 CMR 28.06(8)(a) says as of the writing of this post:

(8) Transportation Services. The term transportation providers shall include the driver of the vehicle and any attendants or aides identified by the Team. The school district shall provide a qualified attendant on each vehicle that transports one or more students in need of special education, when such attendant is recommended by the Team in accordance with 603 CMR 28.05(5)(b).

(a) The district shall not permit any eligible student to be transported in a manner that requires the student to remain in the vehicle for more than one hour each way except with the approval of the Team. The Team shall document such determination on the IEP.

(b) The school district shall give transportation providers clear, written information on the nature of any need or problem that may cause difficulties for a student receiving special transportation along with information on appropriate emergency measures that may be necessary.

(c) The district shall provide an in-service training program for transportation providers. Such training program shall acquaint transportation providers with the needs of the students they are transporting and shall be designed to enable the transportation providers to meet those needs. All transportation providers shall be required to complete such in-service training prior to providing transportation services to eligible students.

(d) The district shall make sufficient inspections of equipment and unannounced spot checks throughout the year to ensure compliance with these requirements, and with all applicable state and federal safety and equipment laws, including M.G.L. c. 90.

This law applies to both in-district and out-of-district placements where the student is placed through their IEP.  If the parents of the student insist on a private placement/school that is located more than one hour away or requires travel on roads/highways that are known for heavy and/or unpredictable traffic times – they cannot later argue that this is in violation of the one-hour.

 Be sure you review the Education Laws and Regulations regarding transportation before your child’s next IEP meeting. Here is the link.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

Special Education Surrogate Parents (SESPs)

There are many ways that you can support children identified as being “DCF” (Department of Children and Families) involved that is a child who receives supports and/or services from DCF. If you are unsure of who or what DCF is or what they do their website identifies them as a Department that “works in partnership with families and communities to keep children safe from abuse and neglect. In most cases, DCF is able to provide supports and services to keep children safe with parents or family members. When necessary, DCF provides foster care or finds new permanent families for children through kinship, guardianship or adoption.”

There are many ways DCF can become involved in a child’s life.

Here is a quick overview of some of the common types of DCF cases:

Voluntary services and supports – the family is intact and is working with DCF to either manage or correct identified issues/concerns.

Care and Protection (“C&P”) – in these cases DCF has removed the child(ren) from the parent and/or guardian’s care and is now the custodian of the child(ren). This removal could be temporary or could be permanent.

Child Requiring Assistance (“CRA”) – in these cases DCF focuses on the family and provides services to help the child remain with the family and in the community.

Sometimes when a child becomes DCF involved, their parent(s) lose the right to make decisions on their behalf related to education. That’s when a SESP steps in and helps…

What is the SESP Program?

The SESP Program fulfills “the mandates of federal special education laws which require that procedures be in place to protect the special educational rights of all children who may require special education services, including those who are in the care or custody of the Commonwealth of Massachusetts or whose parents are unknown or unavailable, and ensure that the rights of these children to benefit from a free and appropriate public education are protected.”

What is the mission of the SESP program?

The mission of the Special Education Surrogate Parent Program is to promote positive educational outcomes for children and youth in state custody by providing volunteers to represent their best interests in the special education process.

Who is a SESP?

Special Education Surrogate Parents are volunteers who act on behalf of an assigned student who receives Special Education services or needs to be evaluated in order to receive Special Education services.  You do NOT need any special training to be a SESP. You will receive training and support to do this very important work that has a life long affect on a child.

As a SESP you have the same rights and authority of a parent. You ‘step into’ the shoes of the parent to make all education related decisions on behalf of your assigned student until either the parent regains the decision making authority, the child is placed in foster care and the foster parent wants to make the education decisions, the child is no longer in DCF custody or the child turns eighteen.

What are some tasks you may be do for your student?

• Meet with and observe the student at school.

• Review all school records and receive progress reports.

• Sign evaluation consent forms.

• Attend education related meetings for the student and be involved in the planning and discussions regarding their special educational needs.

• Approve an Individualized Education Program (IEP) for the student.

• Monitor student's services, progress and educational placement.

If you want to become involved and help make a difference in the lives of these children, consider applying to be a SESP yourself by clicking here.

Attorney Curran has served as a Special Education Surrogate Parent for many students since 2017.

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

EXTENDED SCHOOL YEAR (ESY)

Extended School Year (ESY) programs are described under state and federal special education requirements and have been further interpreted through case law. Many find this topic confusing and challenging. Here are the most frequently asked questions (FAQ) we hear on this topic…

 What is ESY?

ESY is not the same thing as summer school. It is specialized instruction or related services that are a part of your child’s IEP. It is offered most typically during the summer school vacation period.

The services are individualized to help each child maintain his skills and not lose the progress he’s made toward his goals. For some kids, this may mean one-on-one tutoring. For others it may be a few sessions of occupational therapy or speech therapy each week. What ESY looks like for your child is a decision made by his IEP team.

Who is ESY meant for?

Not every child with an IEP requires an extended school year.

 All children "regress"--lose progress, forget, revert to previous behavior--to some extent between school years. It must be determined whether a child's regression would likely be substantial, and whether the child would require a greater than usual time to "recoup"--to get back to the level the child had achieved before a break in service.

 Decisions about ESY programs must be made on an individual basis, taking into consideration the unique needs of the child.

 What is the cost to me if my student needs ESY?

If ESY is included in your student’s IEP as a required service, it is at no cost to the parents/guardians.

When does the school need to decide if the student needs ESY?

At least once annually the child's Team must consider the need for an extended school year program and record its determination in the child’s IEP. A Team's determination regarding the need for an ESY program must be made on an individual basis.

 How do I figure out what my school district looks for in deciding if a student needs ESY?

Every school district must have a written policy and procedures regarding the provision of extended school year programs. The policy and procedures must detail the criteria used by a Team for individually determining the need for ESY programming. In order to ensure consistent staff implementation of its ESY policy, each school district must train all staff involved in Team evaluations to implement the ESY policy and procedures.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

WHAT IS THE DIFFERENCE BETWEEN AN EDUCATIONAL DETERMINATION AND MEDICAL DIAGNOSIS OF AUTISM?

Parents are often surprised to learn that a medical diagnosis of Autism Spectrum Disorder (ASD) does not automatically entitle a student to special education services under the Individuals with Disabilities Act (IDEA).  It is important for parents to understand the differences between a medical diagnosis and an educational determination of eligibility for special education services so that they can appropriately advocate for their children.

Medical diagnosis of ASD:

People with ASD tend to have communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age. In addition, people with ASD may be overly dependent on routines, highly sensitive to changes in their environment, or intensely focused on inappropriate items. Again, the symptoms of people with ASD will fall on a continuum, with some individuals showing mild symptoms and others having much more severe symptoms. This spectrum will allow clinicians to account for the variations in symptoms and behaviors from person to person.

A medical diagnosis of ASD is made by a doctor or other specially trained clinician by using symptom criteria set in the American Psychiatric Association’s Diagnostic and Statistical Manual, Fifth Edition (DSM-5). DSM-5 eliminated the subcategories established in the DSM-IV and grouped all the conditions under the name of Autism Spectrum Disorder. 

Under the DSM-5 criteria, individuals with ASD must show symptoms from early childhood, even if those symptoms are not recognized until later. This criteria change encourages earlier diagnosis of ASD but also allows people whose symptoms may not be fully recognized until social demands exceed their capacity to receive the diagnosis. It is an important change from DSM-IV criteria, which was geared toward identifying school-aged children with autism-related disorders, but not as useful in diagnosing younger children. Under DSM-5 the doctor/clinician is looking for symptoms that limit and impair everyday functioning, but this should be interpreted broadly.

Educational determination of eligibility:

By contrast, educational eligibility is decided by a team comprised of the student’s parents and various school professionals. The team must find that he student qualifies for services under IDEA. “The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” See 20 USC section 1400(d)(1)(A)

Eligibility for special education services is based, rather, on an educational determination of a disability. The Team will consider the following questions to determine if a student is eligible :

1. Is there a disability?  IDEA requires that the student have at least one of the fourteen specified disabilities and need special services.

2. Is the student not making effective progress due to the disability? It is possible for a student to have a medical ASD diagnosis but not qualify for special education services. If this is true of your child, consider a 504 Plan where they could qualify for other services, such as accommodations.

3. Does the student need specialized instruction to make effective progress?

4. What related services does the student need to access the general curriculum?

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

SUPPORT FOR STUDENTS WITH MENTAL HEALTH ISSUES

It is normal for children and youth to experience various types of emotional distress as they develop and mature. Let’s be honest, today’s youth are dealing with a wide assortment of topics and stressors that many of us did not experience when we were there age. There is widespread cyberbullying, drug exposure, immigration issues, unstable home lives, body shaming, community violence and abuse just to name a few.

Some students are not equipped with the “tools” to effectively handle their emotions in situations. Sometimes these students will act out in school, not to get attention but to get help and guidance.  As a society we need to look more closely at these “difficult” students to figure out if there is an underlying issue or if it is typical ‘kid’ behavior. When symptoms persist, it may be time to seek professional assistance.

Here are some suggestions for Parents:

It’s okay to make mistakes.  Unfortunately, when you child is born the hospital does not send you home with a manual on how to raise them and address issues that might pop-up. Remember that you are human and you will make mistakes and its okay. Seek out parent support groups so that you can interact with other parents who are dealing with similar struggles. Keep trying until you find the thing(s) that work best for you and your child.

Conversation Matters. Let your child know that they can speak to you about anything they are thinking about without judgment. Let them know that you are there to help them with their thoughts, feelings and/or situations they are dealing with. Be sure you do not get angry or pass judgment. Really listen to what they have to say – you do not have to agree with them but they need to know you hear them. Depending on what they express to you, it may be wise to seek professional support for them.

Parental Presentation. Create a safe haven for them when they are struggling and/or in crisis. Let them know that you will give them some time and space to settle down. When you do talk to them, use a low and soft tone of voice and short statements.  Do your best to remain calm and stable during this period so that your stress does not exacerbate their feelings. Help them process by asking them questions that help them critically think about what they went through “What can you do the next time you are in a situation like this?” or “What made you feel better the last time you felt this way?”

Here are some suggestions for Teachers:

Start Fresh. Do not allow other colleagues opinions of a student cloud your judgment before you get to know the student yourself. Develop your own relationship with the student and ask them what works well for them when they are struggling.

Use your experience to guide you not to limit you. As a former teacher, I can still remember the names of the most “difficult” students that I worked with. I had to constantly remind myself that each student is different and just because Billy and Johnny have the same behaviors, it does not mean the same techniques and approaches that worked for Billy will work for Johnny.

Be Patient. Most of my “difficult” students wanted to do well in school and wanted a positive relationship with me and their peers. I disagreed with colleagues who called these students “slackers” and/or “trouble makers.” I sometimes had to remind myself that turning in a worksheet might not be high up on the student’s to do list especially if they are dealing with abuse and/or neglect at home.  I would find the good in what the student did and praised it so that they knew I was paying attention and their had work was not being overlooked.

Be supportive. Review your student’s IEP to see what suggestions are stated therein. Reach out to the school’s guidance counselor and see if there are any evidence-based programs that you could easily implement into your classroom routines. It would not only support your “difficult” child but the entire class as a whole. 

When should you seek additional support? 

• If it's an emergency in which you or someone you know is suicidal, you should immediately call the National Suicide Prevention Lifeline at 1-800-273-8255, call 911 or go to a hospital emergency room.

• If you can wait a few days, make an appointment with your primary healthcare provider or pediatrician if you think your child's condition is mild to moderate.

• If your child's symptoms are moderate to severe, make an appointment with a specialized doctor such as a psychiatrist. You may need to contact your community mental health center or primary health care provider for a referral.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

SUSPENSIONS IN MASSACHUSETTS SCHOOLS

What rights do you have if your student is being disciplined?

• The school must contact you in your preferred language.

• The school must offer to meet with you to discuss the situation and the consequence.

• The school must allow your student to make up missed work if they are suspended.

• The school is supposed to use discretion in deciding a consequence/resolution of the issue.

In-school suspension (removal from classroom) no more than 10 school days each year.

• The school must notify you – in you in English and your preferred language – that it is suspending your student. The school must offer to meet with you on the day of the in-school suspension.

• Before suspending, the school must tell your student the reason it thinks they broke the rules. Your student has the right to tell their side of the story. IF the school decides your student broke the rules and suspends them, the school must offer to meet with you to discuss your student’s academics, behavior and the best ways to get them back on track.

• There is no right to appeal this suspension

• Your student must be allowed to take any quizzes/tests missed during the suspension.

Short-term suspension (removal from the school) no more than 10 school days each year.

• BEFORE the school can suspend your student, the school must notify you – in English and your preferred language – and invite you to a hearing.

• At the hearing, the school must tell you why it plans to suspend your student and for how long. Your student has the right to tell their side of the story. If the school decides that your student broke the rules, you can suggest consequences other than suspension that better address the situation. For example, if your student allegedly vandalized a classroom; you could suggest that the student spend twenty-hours cleaning the school and/or school grounds.

• There is no right to appeal this suspension

• Your student must be allowed to take any quizzes/tests missed during the suspension.

IF your student was suspended once or several times over a school year for more than 10 total days, it counts as a long-term suspension and you have more rights see below.

Long-term suspension (IN or OUT of school)  more than 10 school days per year, served either consecutively or cumulatively. 

• BEFORE the school can suspend your student, the school must notify you – in English and your preferred language – and invite you to a hearing.

• At the hearing, the school must tell you why it plans to suspend your student and for how long. Your student has the right to tell their side of the story. You have the right to bring an attorney or an advocate to the hearing. You have the right to present your own evidence, question the school’s witnesses and bring your own witnesses.

• If the school decides that your student broke the rules, the school must show that it tired an alternative to suspension before it can suspend. For example: mediation, conflict resolution, positive interventions/supports and restorative justice.

• If you disagree with the school’s decision, you can appeal it. The school must put in writing their reasons for suspending your student and explain how you appeal. You have five (5) days to appeal unless the school agrees, in writing, to a longer time period.

• Your student has the right to be educated during the suspension. If your student is being suspend for more than 10 days in a row, the school must provide other academic options to your student.

Have questions or concerns about your child's education? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com 

EDUCATION ADVOCATES EMPOWER PARENTS ...

A good advocate takes time to know your child …

It is important for your education advocate/attorney to meet the student. Most of the time this can be done at home or at the advocate/attorney’s office. In order to advocate zealously for the student, we need want to have a sense of who the student is as an individual so that we can better understand their educational strengths and difficulties. This will help us understand whether or not their current IEP goals and benchmarks are both unique and complimentary to the student.

Another reason it is important for your advocate/attorney to get to know the student is so that the student’s voice is heard. Maybe they don’t like math and their struggles are not the result of an unidentified learning disability but instead their disinterest. Maybe they are experiencing bullying and are too embarrassed to tell their parents/guardians. The student’s relationship with the advocate is just as important as the advocate’s relationship with their parents/guardians. Sometimes what is in the best interest of the student is not what the parents/guardians want so it will be vital to have some insight to what the student wants to help resolve any real or perceived conflicts.

We empower parents/guardians by...

Education Advocates/Attorneys are great to help the student and their parents/guardians through a tough situation. We can help you carefully read your student’s school records, testing, and IEP. We can help you draft letters to the appropriate school personnel. We can help you prepare for an IEP meeting ~ in some instances we may even attend the meeting with you. We can often see solutions not immediately obvious to other people. We can be neutral parties to help break the tension and distrust that may exist between the interested parties. We can provide information about special education options, requirements and programs.

However, our goal is to educate the parent/guardian so that they understand the special education process. This way the parent/guardian can become a better advocate for their own student.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

Transition Planning... dos and don'ts

What does “Transition” mean?

Transition plans for a student’s post high school life. Transition planning should focuses on the student’s academic and non- academic courses and learning experiences, employment and related training opportunities, as well as their community living, and leisure activities.

In Massachusetts Transition Planning starts at age 14 and should include:

• Includes experiences both in school and in the community

• Helps define direction/vision

• Seeks opportunities for skill development

• Focuses on the youth’s strengths, preferences, and interests

Experts and advocates say that high schools can do more to help improve the situation, though. Good transition planning and services can help special education students flourish after high school. The best transition planning requires several things, according to experts:

1. An accurate and thoughtful assessment of a student’s abilities and interests.

2. Clear, measurable goals related to his or her post-secondary aspirations.

3. Appropriate support and services to help them achieve their goals.

Putting the plan into action 

Federal law says schools are supposed to make sure students follow the steps in their plans, but there is no one watching to make sure they do. “One of the most frustrating things is there’s not services to back up the goals, even if the goals aren’t bad,” Blaeuer said. “It’s very perfunctory.”

Parents often have to take on the burden of making sure their children are getting the support they need to meet their transition goals because schools simply don’t devote enough resources to this part of special education. Some schools have a full-time coordinator focused on transition services. More commonly, special education teachers — who already have a full teaching load — are in charge of overseeing transition plans.

Some good resources related to transition planning:

Massachusetts Department of Elementary and Secondary Education on Special Education: Transition from School to Adult Life.

Federation for Children with Special Needs - the Link Center

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

Merry Christmas!

"EFFECTIVE" COMMUNICATION TIPS

Pick up almost any parenting magazine and you'll read that when parents are involved in their child's education; their child does better in school.  So what are some tips and tricks to make sure you are appropriately involved and effectively communication with your child's classroom teacher and/or supports? 

Start each new school with a positive presumption that the school, the teachers, and any/all of the supports that interact with  your child has the best intentions towards your child. Remember no one goes into education with the intention of harming or otherwise interfering with a child's potential. 

By being an active and better listener. Try and improve the communication you are having with people. Always be mindful of the forum that that conversation is happening (i.e. Email, text, phone, face-to-face). Sometimes we misconstrue meaning and tone when its written so don't jump to conclusions - ask for clarification.  (i.e. I just don't understand what you are saying. Can you explain it in a different way or provide an example?)

Be open with you child's teacher - tell them about your child's strengths/weaknesses as a student; what do they like/dislike about school, what motivates your child when they are having difficulty. Don't paint an unrealistic or slanted  description of your child. Tell them what your hopes are for your child as well as your fears. Early in the school year, establish regular avenues of communication - maybe its a weekly email, notes back and forth in your child's daily planner or whatever else is most convenient for you and the teacher.  Be realistic with your expectations! Your child's teacher means well and will try their best but they have a lot of things to accomplish in a day. 

If there is a disagreement - stay focused on the child, focus on positives/strengths, be clear about goals, listen, ask questions and clarify. Try to break the tension by asking How and What questions... how can we provide more supports so that she is not out of her Reading class daily?  What are some of Jane's skills in reading that we we can build upon to strengthen her skills in....? 

Acknowledge the effort of others. Negotiate. Be honest. Don't interrupt or talk over people. Talk with the people involved, not at them. Summarize your meeting (at the end of the meeting and follow up with an email that summarizes what you think was agreed to etc.) 

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

TESTS RELATED TO READING

Many children have difficulty with reading, writing, or other learning-related tasks at some point, but this does not automatically mean they have learning disabilities. A child with a learning disability often has several related signs, and these persist over time. The signs of learning disabilities vary from person to person.

Here is an incomplete list of some of the COMMON signs that a child MAY have learning disabilities:

• Problems staying organized.

• Poor coordination.

• Problems with math skills.

• Difficulty with reading and/or writing.

• Problems paying attention (staying focused).

• Difficulty remembering information and time-related skills/tasks.

• Trouble following directions.

If your child is having difficulty with reading and has some of the common signs identified above, speak to their teacher about having them evaluated. 

Reading is considered by many to be the most important literacy skill. When your student is in the elementary grades, most of their school day focuses on skill acquisition in reading. When your student moves on to junior and high school, it is presumed that they have reading skills. Your student receives the majority of their content subject information via reading. 

Reading is often an area of difficulty for students with disabilities. Young students may not learn the basic skills of reading at the expected rate; they may fall behind their classmates in their ability to decode and understand the written word. Older students who struggle may lack the skills needed to use reading as a tool for learning other skills and subjects.

Reading should be an area of major concern in special education assessment.  The Team should be asking “What is the student’s current level of reading achievement?” and “What are the student’s strengths and weaknesses in the various skill areas of reading?” The student’s reading skills should not be assessed solely to determine eligibility for special educations services but also for planning instruction… what does the student need to be successful?

INFORMAL ASSESSMENTS

Informal assessments of a student’s ability to read happens daily and across the subject matters in both general and special education classes. For questions about the mastery of specific academic skills, such as reading; the most valuable information sources may be criterion-referenced tests, informal inventories, classroom quizzes and teacher checklists. Please note that informal assessments may not be used to determine if a child is eligible for special education.

There are several informal assessments that can be used to evaluate a student’s reading ability. Speak to your student’s teacher(s) and/or the Team about a more inclusive assessment of the student’s strengths and weaknesses.  For example, the classroom teacher can do an informal reading inventory (IRI).IRIs assess both decoding and comprehension skills. They are made up of graded word lists and reading selections that he student reads orally. The tester notes any decoding errors and records the student’s answers to the comprehension questions accompanying each reading section. The results can be used to identify the student’s current reading skills in comparison to their current grade level.

Another tool that many classroom teachers use are checklists. The checklist can have any mixture of reading skills listed such as decoding, comprehension, silent reading, or oral reading. The results can help the teacher identify the student’s weaknesses and areas of need. The checklists can also be used later to help monitor progress in the development or improvement of these ‘areas of need.’   

Finally, another tool that can be quickly used by a classroom teacher to assess a student’s oral reading fluency, or the rate at which students are able to accurately decode words in oral reading tasks is by the use of CBMs or Curriculum-Based measurements. The classroom teacher can use any material, including the textbook, and ask the student to read a section aloud. While the student reads aloud the teacher will time and note any errors. If CBMs are done regularly the data can be tracked to show any progress being made by the student.

FORMAL ASSESSMENTS

There is a wide array of formal assessments that can be used to assess a student’s reading ability. This article is going to highlight just two of them as it would be impossible to identify and discuss all of them adequately. With any type of measure, the assessment tasks must be compatible with the skills of the student. No student should be asked to attempt tasks clearly above their current functioning level. The tools used should reward the student’s strengths rather than punish their weaknesses.

The Woodcock Reading Mastery Tests, Third Edition (WRMT-III). This test is made up several sub-tests that evaluate skills such as letter identification, word identification, phonological awareness and word comprehension. It helps to identify a student’s strengths and weaknesses in reading.

The Gray Oral Reading Tests, 5th Edition (GORT-5). This test has to versions, Form A and Form B. Each form contains 16 developmentally sequenced reading passages with five comprehension questions each. It helps assess a student’s ability to read passages aloud quickly and accurately with adequate comprehension.

WHAT CAN YOU DO TO HELP? 

Make reading fun again for your student. Read with them daily. If they are older, have a time during the day where everyone stops and reads and then after a set time, everyone discusses what they read with the others.  There are many studies that show when children read to animals, they are less self-conscious. So if you have an animal, encourage your student to read to them. Look into programs at your local library that encourage reading and teach children that reading is a fun activity. 

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

HAPPY THANKSGIVING FROM ALL OF US AT E.M. CURRAN & ASSOCIATES LLC