• IDEA 1997(Individuals with Disabilities Education Act) Federal Law
• IDEIA 2004 (Individuals with Disabilities Education Improvement Act) Federal Law
• MGL c. 71b State Law

In Massachusetts, the Special Education system is based on the Federal and State Laws listed above.  These laws protect students with disabilities who are eligible for Special Education and guarantee them an Individual Education Program (I.E.P.) designed to meet their unique needs.

Why is my child being referred for a Special Education evaluation?

A referral for a Special Education evaluation usually means that your child is not making effective progress in general education and suggests that a disability may be contributing to the learning difficulties.  In such cases, a student may be referred for a special education evaluation by teachers, other school personnel or by a parent/guardian.  The evaluation process is used to assist the Team in determining Special Education eligibility.

What is the purpose of testing?

Specialists conduct assessments in all areas of the student’s suspected disability.  In order to do so, it is important to obtain specific questions and information about a student’s academic difficulties.  This information is needed to tailor an appropriate evaluation plan.  The evaluation results will be used to assist the Team in determining eligibility for Special Education services.  In general, assessments will evaluate a student’s abilities and academic skills.

What are the components of a Special Education evaluation?

Ø      Psychological Testing:  Assesses learning capacity, learning style, and/or social/emotional functioning as it affects school-related tasks.

Ø      Achievement Testing:  Assesses acquired academic skills.

Ø      Educational Status Assessment:  Summarizes school history and educational progress in the general education curriculum.

Ø      Teacher Assessments:  Includes current educational progress in the general education classes.

Referral questions will determine which other assessments are required.

Who determines the specific tests that will be administered?

All specialists conducting assessments are highly qualified professionals trained in their areas of expertise.  Their responsibility is to select an appropriate battery test(s) to thoroughly respond to referral questions and areas of concern.  While it is not appropriate for parents or outside professionals to request specific tests, questions and concerns are welcomed.

When will testing take place?

Testing occurs during the school day.  Evaluators attempt to find the least disruptive times for students to miss class.  It should be noted that testing is a time consuming process and will take a minimum of four to six hours to complete.  The amount of time varies depending on the referral questions and how quickly the student works.

How long will it take to complete the evaluation?

Once a signed Consent form is received by the District, the evaluation process begins.  The testing will be completed within thirty (30) school days.  The next step in the process is to convene a Team meeting at which time eligibility will be determined and appropriate next steps will be discussed.  The entire process will be completed within forty-five (45) school days.

What happens at the Team meeting?

At the Team meeting, observations and assessments conducted during the evaluation process are reviewed to determine eligibility for special education services.  If eligible, an Individualized Education Program is developed and placement is determined.  If a finding of no eligibility is made, other interventions will be considered.

Who are the members of the Team?

The Team consists of parents or guardians, specialists, counselors, general and special educators, chairperson, and the student (if 14 or older).  The input of every Team member is valuable and contributes to appropriate educational planning.

How is Special Education eligibility determined?

The process requires the Team to consider the following questions:

Ø      Does the student have a disability?

Ø      Is the student making effective progress in school?

Ø      Is the lack of progress a result of the student’s disability?

Ø      Does the student require specially designed instruction in order to make effective progress in school?

How is a private evaluation considered by the District?

Any test results and recommendations submitted to the District are reviewed by the appropriate school specialists.  In an effort to make appropriate recommendations, the District may choose to perform additional assessments.  The District retains the right to complete its own evaluation to determine special education eligibility.

What do I do if I think my son/daughter needs a Special Education Evaluation?

Any questions or concerns regarding the need for a Special Education evaluation should be addressed directly to your child’s guidance counselor.  The Guidance Department can be reached at (978) 441-4952.

Formerly known as the “Parent’s Rights Brochure”
Interim Notice - designed to be used until final federal regulations
for IDEA-2004 are in effect

Dear Parents: Your child has been referred for or is currently receiving special education services to provide for his or her individual educational needs. This Notice of Procedural Safeguards is designed to assist you in understanding the special education process and your rights.

The requirements regarding special education are based on state and federal law. The relevant laws are the following:

State Law: The state special education law, popularly known as “Chapter 766” after the session law number under which it was passed in 1972, is contained in the Massachusetts General Laws (MGL) at Chapter 71B. The regulations implementing the statute are found in the Code of Massachusetts Regulations (CMR) at 603 CMR, Section 28.00.

Federal Law: The federal special education law is known as “IDEA” (Individuals with Disabilities Education Act). The statute is located in the United States Code at 20 U.S.C. § 1400. In 2004, Congress reauthorized the IDEA and the amended statute is popularly referred to as “IDEA-2004.” The implementing regulations for IDEA will be found in the Code of Federal Regulations (CFR) at Chapter 34, Section 300.

This Notice of Procedural Safeguards is an interim notice that incorporates statutory changes of IDEA-2004. Final implementing regulations for IDEA-2004 have not yet been issued by the U.S. Department of Education and are expected to be completed in December 2005. After that time, the Massachusetts Department of Education will publish a new version of this Notice.

The federal and state special education laws are grounded upon six basic principles:

            1. Parent & Student Participation
            2. Free and Appropriate Public Education (FAPE)
            3. Appropriate Evaluation
            4. Individualized Education Program (IEP)
            5. Least Restrictive Environment
            6. Procedural Safeguards

In the following section of this document, each of the principles is described:

1. Parent & Student Participation – The law provides for many opportunities for parents to be involved in the planning and discussions concerning their child’s special education needs, including as an integral member of the Team that discusses eligibility, services, and placement of the student. You are entitled to have Team meetings held at a time and place mutually convenient to you and to other members of the Team. If you are unable to participate in a Team meeting, the school district is required to use other methods (such as phone conversations or other meeting opportunities, including virtual meetings, if you agree to use other methods of participation) to ensure that you have the opportunity to participate in the discussion even if you cannot attend the meeting in person. Also, IDEA-2004 provides flexibility in Team participation requirements. Parents may agree in writing to excuse a member of the Team from attending a Team meeting. The school district cannot excuse Team members without your written permission, however.

As the student grows older, he or she begins to have rights to participate in the Team process and in planning for transition to adult life. If transition is a topic of the Team meeting, the district must invite your child to attend. Also, you may invite your child to attend any Team meeting if you think it is in your child’s best interests. Additionally, the law entitles students of any age who are receiving special education to participate in the general education program of the school, including participation in school-wide or statewide assessment programs.

The law does not speak directly to your responsibilities as a parent, but the opportunities that the law provides for your participation are intended to promote a dialogue between you and the school district on behalf of your child. You are expected to share information with the school district about your child, and the school district is expected to attend to the information you provide and the concerns you present. It is important to emphasize that special education is most successful when it is viewed as an ongoing partnership with all parties having a strong interest in providing the best possible education for the student. Although as a parent you have many rights, it is important to remember that the relationship you build with
the school district may endure for many years and a positive, cooperative relationship on the part of both parents and school district personnel is most likely to result in maximum benefit to your child.

2. FAPE – Under federal law, students who are eligible for special education are entitled to a FREE, APPROPRIATE, PUBLIC EDUCATION – This concept is known as “FAPE.” The FAPE standard for special education services requires the school district to provide instruction tailored to the individual student’s needs, with sufficient support services to assist the student to make meaningful educational progress. Any special education services identified for the student are required to be provided at public expense with no cost to the parent. All students in the Commonwealth’s public education system, including students with disabilities, are entitled to the opportunity to learn the material that is covered by the academic standards in the Massachusetts curriculum frameworks. Massachusetts also provides an individual right to FAPE for students with disabilities who are enrolled by their parents in private schools, and who seek public special education services.

3. Appropriate Evaluation – A student must receive a complete and comprehensive evaluation to determine if the student has a disability and is eligible for special education and, if eligible, to assist in determining appropriate special education and related services that may be necessary. Parents who have a concern about their child's development or have a suspicion about a possible disability may refer their child for an initial evaluation. Special words need not be used in making a referral for an initial evaluation. Upon receipt of such a request for an initial evaluation, the school district must send notice to the parent and must seek the parent's consent to conduct an evaluation. (A school district will rarely have occasion to refuse to conduct an initial evaluation and may do so only if the parent or other individual making the referral has no suspicion of a disability or is not concerned about the student's development.) Where appropriate, the school district may also provide the parent with information concerning other supportive services that may better suit a particular student's needs. However, a school district may not refuse to evaluate a student who has been referred for an evaluation as described above, even if the student is participating in another academic support program or the school district would like to try other instructional support activities that are unrelated to special education, or for any other reason. Additionally, the law provides for periodic reevaluations to ensure that the student is benefiting from and continues to require special education. The parent's consent will always be required prior to these reevaluations.

In Massachusetts, in order to be found eligible for special education, a student must demonstrate the presence of a disability (autism; developmental delay; intellectual, sensory, neurological, emotional, communication, physical, or health impairment; or specific learning disability) that prevents the student from making effective progress in education and requires specially designed instruction or related services in order to access the general curriculum. An initial evaluation to determine eligibility will seek sufficient evaluative information about the student to make a fair determination that considers all of these factors.

Although the state testing program, the Massachusetts Comprehensive Assessment System (MCAS). is an evaluation it is not a part of the evaluation conducted to determine if the student requires special education. The special education law provides protections to ensure that every student with disabilities is included in state or district-wide testing to ensure that the educational needs of students with disabilities are considered in a systemic way. Therefore, your permission is not required for your son/daughter to participate in MCAS or any other state or district-wide tests. However, during the Team meeting held to develop your child’s Individualized Education Program (see #4 below on IEP), you and the other Team members will discuss the best way for your child to participate in the MCAS and note this on your child’s IEP.

4. IEP – The law provides that the Team develops an Individualized Education Program (IEP) in written form to describe the programs and services that your child needs that will be provided to your child when he or she is determined to be eligible for special education. Your written permission will always be requested before the school district provides any IEP services to your child.

5. Least Restrictive Environment – This principle, known as “LRE”, means that, if possible, a student who needs special education services should receive those services in the general education environment with students who do not have special education needs. Further, LRE means that removal from the general education environment should only occur if the nature or severity of the student’s special education needs are such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The federal special education law strengthened this principle even more by saying that no child should be removed from the general education classroom just because of needed modifications in the curriculum. This means that the Team must consider how your child can be supported in the general education classroom before even considering serving your child in any other setting.

6. Procedural Safeguards – Finally, the law provides a number of procedural safeguards to ensure that parents’ and students’ rights are preserved, that information is provided on a timely basis, and that services are delivered appropriately. Parents have considerable rights to agree or disagree with proposals of the school district, and also have the right to make proposals themselves.


The remainder of this Notice of Procedural Safeguards is designed to provide specific detail on the various procedural safeguards of the law.

You are not obligated to read this material, nor are you obligated to exercise one or more of these rights. However, it may be helpful for you to understand the scope of the protections available to you under the law. It is our hope that you will use this Notice of Procedural Safeguards to help you understand the law, your rights, your responsibilities, and the responsibilities of the school district. No exercise of procedural safeguards, however, substitutes for a positive partnership with the school district.



Right to Receive Written Notice


You have a right to receive written notice within a reasonable time before the school district proposes or refuses to initiate or change the identification, evaluation or educational placement of your child or the provision of FAPE to your child.
This means that written notice must be provided in the following specific circumstances:
• When the school district proposes to conduct an initial evaluation or reevaluation.
• In rare cases, when the school district refuses to conduct an initial evaluation or a reevaluation.
• When the school district proposes a new or amended IEP.
• When the school district proposes a change in placement.
• When a student is suspended for more than ten consecutive days in any school year.
• When the school district proposes termination of special education services, except if your child is no longer eligible for special education because he or she is graduating with a regular high school diploma or is turning 22 years of age. In those two circumstances, your child is entitled to receive a written summary report of his or her academic achievement and functional performance, which includes recommendations on attaining his or her desired postsecondary goals, such as employment or independent living.
• When the school district refuses to change a previously accepted IEP or placement.
• When the school district makes a finding of no eligibility for special education services.
• When the school district refuses to conduct an assessment at your request.
• When the school district refuses to provide a service you have requested that is not in your child’s IEP, or otherwise refuses a request you have made related to the provision of special education to your child.

The written notice must include:
A description of the action proposed or refused by the school district which includes:
1. an explanation of why the action is proposed or refused;
2. a description of any options the school district considered and an explanation of why those options were rejected;
3. a description of each evaluation procedure, test or record used as a basis for the action proposed or refused; and
4. a description of any other factors relevant to the school district’s decision.

The notice must be written in simple and commonly understood words and must be in both English and the primary language of the home. Any interpreter used must be fluent in the primary language of the home. When you or your child are unable to read in any language or are blind or deaf, the notice must be made orally, in Braille, in sign language or in writing, whichever is appropriate. If the school district provides you notice orally or in some other mode of communication that is not written language (such as sign language), the school district must keep written documentation that it has provided you notice in such a manner; of the content of such notice; and of the steps taken to ensure that you understand the content of the notice.



Providing Your Written Consent


The school district must obtain your written consent before evaluating your child or before providing your child with special education and related services according to an IEP. Specifically, this means that your consent is required before the school district may conduct an initial evaluation or reevaluation of your child and prior to the initial provision of special education and related services to your child and for any subsequent IEP and placement. Once you have consented to an initial placement in a special education program, if you refuse to provide consent to any subsequent actions related to special education, the school district cannot use your refusal to consent as a basis to deny you or your child any other service, benefit or activity to which you or your child may be entitled. “Consent” means that:
            (a) You have been fully informed of all information relevant to the activity for which consent is sought in your native language or other mode of communication; and
            (b) You understand and agree in writing to the carrying out of the activity for which your consent is sought; and
            (c) The consent form used by the district describes the activity for which consent is sought and lists the records (if any) which will be released and to whom; and
            (d) You understand that it is your voluntary choice to give consent and you may revoke your consent at any time. If you revoke your consent, from that point forward the district must cease the activity to which you had previously consented.

If you refuse your consent:
In most cases your refusal to consent will be fully honored. However, to protect the rights of your child the law requires the school district to consider the effect of your refusal on the education of your child. At any point after your child is first placed in a special education program, if a school district believes your refusal to consent would deny your child a free appropriate public education (FAPE), the school district must take steps to ensure that FAPE is provided. Such steps may include mediation and/or initiation of a due process hearing as described later in this Notice of Procedural Safeguards to resolve the dispute. The school district cannot request a hearing to dispute your refusal to consent to the initial evaluation or initial placement of your child in special education.

Rights associated with consent:
• You have a right to accept or refuse any proposal to evaluate your child. The only exception to this is that the school district is not required to ask for your consent to have your child participate in testing that is not related to your child’s special education program, such as the MCAS tests or classroom tests that are part of the general education program.
• You have a right to accept or reject a proposed IEP in whole or in part, or to meet with school representatives to discuss the IEP during a thirty-day period following your receipt of the proposed IEP.
• If you accept part of the proposed IEP, the part you accept must be implemented immediately.
• You have a right to accept or reject the placement proposed to deliver the services on the IEP.
• At least a year in advance of the time when your child would graduate from high school, you have a right to discuss your child’s proposed high school graduation and the anticipated termination of your child’s special education services with school officials. In addition, you have a right to request mediation or a hearing before the Bureau of Special Education Appeals (BSEA) on the issue of graduation.
• If, at the time that your child is scheduled for a reevaluation (usually every three years), the school district recommends that additional evaluation is unnecessary and asks for your consent to that recommendation, you may refuse that recommendation and request a full or partial reevaluation.
• If the school district recommends that one or more members of the Team be excused from participating in a Team meeting and asks for your written consent to that excusal, you have the right to agree in writing or to disagree and not to provide your written consent. If you do not agree to the excusal, the school district may not excuse the Team member(s).


.
Your Responsibility to Provide Notice to the School District
If You Place Your Child in a Private School


Under some circumstances, you may decide that the public school district is not providing an appropriate education for your child (see organizing principle #2 FAPE, above) and you may decide to remove your child from the public school program and place him or her in a private school. If you choose to do this and want the public school district to pay the private school tuition, you are required to notify the school district before you remove your child. You must give this notice either at a Team meeting or in written form at least 10 business days before you remove your child from the public school program. You must tell the public school why you disagree with the IEP and program that the public school has proposed or provided for your child, and you must state your intention to remove your child and enroll him or her in a private school. If the school asks to evaluate your child prior to removing him or her from the public school program, you must make your child available for such evaluation.

Giving notice to the school district is only the first step in receiving public funding for a private school program if you remove your child from the public school program. Following such removal, you must prove at a due process hearing that the public school district’s program failed or is unable to provide your child with FAPE in a timely manner and that the private school can provide your child with an appropriate education. If you complete both steps and are successful in proving your case, the Bureau of Special Education Appeals hearing officer may require the school district to use public funds to pay for your child’s private school placement.


Right to Independent Education Evaluation (IEE)


When you pay for an IEE:
If you disagree with the school district’s evaluation of your child, you have a right to seek an IEE. An IEE is an evaluation conducted by a qualified examiner who is not employed by the school district. Parents may seek an IEE at private expense at any time. Or, the district may be required to pay for an IEE. Upon your request, the public school district must provide you with a list of persons who conduct IEEs in your area of Massachusetts, although you are not limited to using evaluators from that list.

Circumstances under which the school district is required to pay for some or all of the costs of the evaluation:
The state regulations require school districts to finance IEEs for low-income families and to share the costs of IEEs for middle-income families. If your child is eligible for free or reduced cost lunch, then, at your request, the school district will pay for an IEE that is equivalent to the types of assessments done by the school district. If your child does not qualify for a reduced cost lunch, he or she may still be eligible for school district funding, either in whole or in part, depending on your family income. The school district will ask for income information and some validating documentation. Sharing financial information with the school district is completely voluntary on your part. If you choose to share such information, the school district must tell you promptly whether or not you are eligible for full or partial funding of an IEE. Your right to a publicly funded IEE through this income eligibility process will extend for 16 months from the date of the school district’s evaluation with which you disagree.

Circumstances under which the school district may pay for the costs of evaluation:
If you request an IEE paid for by the school district and you are not income eligible or do not wish to use the income-eligibility process, you should notify the school district in writing of your request for public payment of an IEE. The school district must respond to your request without undue delay and either agree to pay for the IEE, or initiate a hearing with the Bureau of Special Education Appeals (BSEA) to show that the school district evaluation was comprehensive and appropriate. If the BSEA agrees with the school district, then the district is not obliged to provide public funds for an IEE. Any IEE that is paid for with public funds must abide by state requirements relating to qualifications of the evaluator and the rates charged for the evaluation.

Consideration of results of IEEs:
If you arrange for an IEE (regardless of whether it is paid for with private funds or public funds) and have the results sent to the school district, the school district must convene a Team meeting within ten school working days of receipt of the evaluation information to consider the evaluation and what, if any, changes should be made to the student’s IEP based on the evaluation.


Complaints, Mediations and Due Process Hearings


Complaints or concerns about whether the district is following special education requirements:
The Department of Education encourages you to first attempt to resolve the matter with local school district officials. Contact your school principal, your Administrator of Special Education, or your superintendent to ask for assistance. In some cases, however, you may feel that you need to go outside the district for help to resolve your complaint or to address your concern. The Massachusetts Department of Education has a “Problem Resolution System” where you can file complaints or ask for a resolution of a dispute about compliance with a law or regulation. You can contact the Department directly at (781) 338-3700 for assistance. The Department will send you written information and will request a written statement of the problem if you wish the Department to intervene. If you send written information requesting a resolution of your problem, the Department will ensure it is investigated and will send you a letter of its determination within 60 calendar days of receiving your written request. The address for the Department of Education Problem Resolution System is:

Program Quality Assurance Services Problem Resolution System
Massachusetts Department of Education
350 Main Street
Malden, MA  02148

Mediation services or hearings:
You have a right to request mediation or a due process hearing conducted by the Bureau of Special Education Appeals (BSEA), whenever there is a dispute between you and your child’s school district over the identification, evaluation, placement, proposed IEP, the manner of implementation of the IEP, the provision of a free appropriate public education, or the procedural protections of state or federal law for your child. You may obtain a list of free or low-cost attorneys and advocates to assist you by calling the BSEA at (781) 338-6400.

The school district also has a right to request mediation or a hearing held by the BSEA for the same reasons, except that it cannot request a hearing to dispute your refusal to consent to the initial evaluation or placement of your child in special education.

Information about mediation:
Mediation may be requested by either the parent or the school district. Mediation is a voluntary, informal process, conducted under the direction of a BSEA mediator, which is designed to assist you and your school district in reaching an agreement regarding the issue in dispute. If you reach an agreement, it will be written down as a mediation agreement and will be enforceable in state or district court. If no agreement is reached, you may still request a hearing. If you wish to schedule a mediation, or wish more information about mediation, you may call a BSEA mediator at (781) 338-6400.

Information about requesting hearings:
A parent or school district may make a written request for a hearing by sending such request to the opposing party(ies) and sending a copy of the request to the BSEA at the same time. The address of the BSEA is:

Bureau of Special Education Appeals
350 Main Street
Malden, MA  02148

 

A hearing request made by a parent must be sent to the opposing party(ies) and the BSEA no later than two years after the parent knew (or should have known) about the allegations that form the basis of the hearing request. IDEA-2004 requires that the hearing request include the names and addresses of the parents or guardians and child, and the school district’s representatives’ and any attorneys or advocates involved; a description of the nature of the problem, including all facts and information about the problem; and a proposed resolution of the problem. If the hearing request does not provide all of this information, the opposing party may challenge its sufficiency within 15 days of receiving it. If the BSEA determines that the request doesn’t contain sufficient information, the requesting party is allowed to amend the hearing request to include all of the required information. It is important to make sure that the hearing request contains all facts and information about the problem, because the hearing will be limited to those issues identified in the hearing request. No new information or allegations can be introduced during a hearing. Both parties can agree to amend the hearing request to include other issues and information, but then it is treated like a new hearing request and the timelines begin again. In addition, if you have not previously received written notice from the school district explaining its actions in relation to the issue you raise in the hearing request, the school district must provide you with full written notice on the issue for your information and for the information of the hearing officer.

A hearing request form that includes all the required elements will be sent to you if you call the BSEA. The form can also be found on the BSEA website at: http://www.doe.mass.edu/bsea/. However, it is not necessary to use this form in order to make your hearing request. Also, when you request a hearing, the BSEA will provide you with a list of free or low-cost attorneys and advocates. The BSEA will also send detailed information about your rights and responsibilities in regard to the requested hearing, including providing a hearing date.

Information about a newly required informal resolution process:
When a parent requests a hearing, the school district must convene a meeting with the parents and relevant Team members within 15 days. The purpose of the meeting, known as a “resolution session,” is to try to resolve the matter. If you and the school district reach an agreement on resolving the matter, you and the school district will write down your agreement and sign it. After 3 business days (to allow you or the district to change your mind if you wish to) the written agreement will become binding and can be enforced in state or federal district court. If you decline to participate in the informal resolution session the due process hearing may be delayed. You and the district can agree to waive – or not to have – the resolution session, or you and the school district can agree to go to mediation. If the parties don’t resolve the matter within 30 days the due process hearing will move forward.

Information about the conduct of the hearing:
Hearings are more formal than mediations, and the parties are allowed to introduce evidence and to have recorded testimony by witnesses. Following the hearing, the BSEA hearing officer will issue a written decision, determining the appropriate educational program or services for the child. That decision is binding on parents, the student, and the school district, and must be implemented by the school district.

Disagreements with the decision of a hearing officer:
If you or the school district disagrees with the BSEA hearing officer’s decision, it may be appealed to state or federal court. Federal law requires a party to file an appeal of a BSEA hearing officer’s decision in state or federal court within 90 days from the date of the decision.

The cost of attorneys and other hearing costs:
The BSEA does not have authority to reimburse you for attorney’s fees and/or costs, even if you prevail at the hearing. However, if you prevail, and the BSEA makes a finding against the school district, a court of competent jurisdiction may subsequently award you attorney’s fees and associated costs. The court may also limit or refuse your request for such an award depending on the basis for your claim. IDEA-2004 also authorizes a court to allow a school district to recover attorneys’ fees from a parent’s attorney who requests a hearing or starts an action in court that is “frivolous, unreasonable, or without foundation,” or who continues to litigate after the litigation clearly became “frivolous, unreasonable, or without foundation.” Also, the court may allow a school district to recover attorneys’ fees from either the parent’s attorney or the parent if the parent’s request for hearing or later action in court on the same matter “was presented for any improper purpose, such as to harass, to cause unnecessary delay, or to needlessly increase the cost of litigation.”

The child’s placement during an appeal:
During the time that a hearing request is pending before the BSEA or if the decision of the hearing officer has been appealed to court, your child will remain in his or her then current educational placement, unless you are requesting initial placement for your child in the public school, in which case your child will be placed in the public school. This right to remain in the current placement is called “stay put.” Any changes to your child’s educational placement or program during this time must be fully agreed to by you and the school district or ordered by a court.



Student Records – Access Rights and Confidentiality


General information about the student record:
The student record consists of your child’s transcript and temporary record and includes, among other things, records pertaining to your child’s special education eligibility or program. You have several rights relating to your child’s student record. You and, under certain circumstances your child, have a right to inspect and review any and all records relating to your child which are collected, maintained or used by the school district. If your child’s record includes information regarding another child you have a right to inspect and review only the information relating to your child. The school district will only limit your access to the student record if the school district has received a legal document that limits your authority in this regard (for example, a divorce or custody decree that limits your access to information about your child). All of the rights associated with the student record are contained in the Massachusetts Student Record Regulations. Those regulations can be found at 603 C.M.R. 23.00 or by requesting a copy of the regulations from the Department of Education. The following summary of information is provided to assist you in attaining a general understanding of the Student Record Regulations.

Your child’s rights of access:
Students who are 14 years of age or in the ninth grade have all the rights that parents have under the Student Record Regulations. If a student is from 14 through 17 years of age or has entered the ninth grade, both the student and his or her parent, or either one acting alone, may exercise these rights. Once a student turns 18 the rights accorded parents under the Student Records Regulations become those of the student. However, the parent may continue to exercise these rights unless the student makes a written request to the school principal or superintendent of schools to prevent the parent from doing so. Should the child make such a request, the parent will still retain the right to examine his or her child’s record.

Review of the student record:
If you ask to review your child’s records the school must allow you access to those records as soon as practicable, and in any event, within ten days after your request, unless you agree to a longer period of time. Your right to inspect and review your child’s student record includes the right to do so before any meeting regarding an IEP or due process hearing relating to the identification, evaluation or placement of your child. Your right to inspect and review your child’s student record includes the right to:
            (a) Obtain copies of any information contained in the student record upon request. The school district may charge a reasonable copying fee, not to exceed the costs of reproduction, as long as the fee does not effectively prevent you from exercising your right to inspect and review the record. The school district may not charge a fee to search for or retrieve information relating to special education.
            (b) Meet with professionally qualified school personnel upon request and have any of the contents of the student record interpreted.
            (c) Have your representative inspect, review and interpret your child’s record with your specific, written informed consent.

Access to the student record:
The school district is required to keep a record of parties who have obtained access to your child’s student record, in whole or in part. You have the right to review this record log. Unless student record information is to be deleted or released, the log requirement does not apply to school personnel whose teaching, counseling, clerical or administrative responsibilities require access to your child’s student record. Upon your request, the school district must inform you about the types and locations of student record information for your child.



Changing information in the student record:
You have the right to add information, comments, data or any other relevant written material to the student record. You have the right to make a written request that the school district delete or amend information contained in the student record and/or to have a conference with the principal or designee to make your objection known. You have a right to a written decision on your request within a week of your conference with the principal or from the date the school receives your written objection if there is no conference. You may appeal to the superintendent of schools if the school district does not agree with your position. You also have a right to include in your child’s student record a statement commenting on the decision or setting forth your reason for disagreement with the content of the record. Any such statement must be maintained by the school district as part of your child’s student record as long as the record or contested portion of the record is kept by the school district.



Educational Surrogate Parent Program


If a child is in the custody of a state agency, the Department of Education has a responsibility to ensure there is an adult with no conflicting interests to make special education decisions on behalf of the child. In such circumstances, the Department will determine if it is appropriate to appoint an educational surrogate parent for the child. If appointed, the educational surrogate parent has the same rights and responsibilities as a parent in special educational matters relating to a student, including the right to represent the student as part of the special education processes of identification, evaluation and educational placement and in the provision of a free appropriate public education. The Department of Education appoints Educational Surrogate Parents through its Educational Surrogate Parent Program (ESPP). To contact the ESPP, please call (508) 792-7679.



Transfer Of Responsibility Upon Reaching the Age Of Majority


Massachusetts’ law recognizes that a child has reached adulthood upon his or her eighteenth (18th) birthday. When a student turns age 18, therefore, all of the decision-making rights that you have as a parent transfer to your adult child, unless a court has appointed a legal guardian for your child or your child indicates in writing that he or she wants you to continue to have decision-making authority for his or her educational program. The school district must discuss with you and your child the impact of this transfer of rights at least a year in advance of the student’s eighteenth birthday. As the parent of an adult child with a disability, you will continue to receive all the required notices from the school, and you will continue to have access to your son or daughter’s educational records, even if your child makes his or her own educational decisions.



Discipline


In general, if your child has violated the school’s disciplinary code, the school may suspend or remove your child from his or her current educational placement for no more than 10 consecutive school days in any school year. If your child possesses, uses, sells or solicits illegal drugs on school grounds or at a school-sponsored event; carries a weapon to school or a school function; or inflicts serious bodily injury upon another person at school or a school-sponsored event, the school district may place your child in an interim alternative educational setting for up to 45 school days. If your child has been placed in an interim alternative education setting as a result of a disciplinary action, your child may remain in the interim setting for a period not to exceed 45 school days. Thereafter, your child will return to the previously agreed-upon educational placement unless you or the district have initiated a hearing on the disciplinary action that the district took and a hearing officer orders another placement, or you and the school agree to another placement.

Any time the school wishes to remove your child from his or her current educational placement for more than 10 consecutive school days in any school year, or if a student is removed for disciplinary reasons for more than a total of 10 days in any school year when a pattern of removal is occurring, this is a “change of placement.” A change of placement invokes certain procedural protections under federal special education law. These include the following:

            (a) Prior to any removal that constitutes a change in placement, the school district must convene a Team meeting to develop a plan for conducting a functional behavioral assessment that will be used as the basis for developing specific strategies to address your child’s the problematic behavior. If a behavioral intervention plan has been previously developed, the Team will review it to make sure it is being implemented appropriately, and will modify it if necessary.

            (b) Prior to any disciplinary removal that constitutes a change in placement, the school district must inform you that the law requires that the school district consider whether or not the behavior that forms the basis for your child’s disciplinary removal is related to his or her disability. This is called a “manifestation determination.” Remember that you, as the parent, always have the right to participate as a member of the group of people making this determination.

Consideration of whether the behavior is a manifestation of the student’s disability:
The law provides that the school district and the parent, along with relevant Team members, must consider all evaluation information, observational information, the student’s IEP and placement; and must determine whether your child’s behavior that prompted disciplinary removal was a manifestation of his or her disability. The behavior is considered a manifestation of your child’s disability if the conduct in question was caused by, or had a direct and substantial relationship to your child’s disability, or was a direct result of the school district’s failure to implement his or her IEP.

If the manifestation determination decision is that the disciplinary behavior was related to your child’s disability then your child may not be removed from the current educational placement (except in the case of weapon or drug possession or use, or serious bodily injury to another) until the IEP Team develops a new IEP and decides upon a new placement and you consent to that new IEP and placement, or a Hearing Officer orders a removal from the current educational placement to another placement.

If the manifestation determination is that the behavior was not related to your child’s disability, then the school may suspend or otherwise discipline your child according to the school’s code of student conduct, except that for any period of removal exceeding 10 days the school district must provide your child with educational services that allow your child to continue to make educational progress. The school district must determine the educational services necessary and the manner and location for providing those services.

In the case of a disagreement with the Team’s determination:
If you disagree with the Team’s decision on the “manifestation determination” or with the decision relating to placement of your child in an interim alternative education setting or any other disciplinary action, you have the right to appeal the Team’s decision by requesting an expedited due process hearing from the Bureau of Special Education Appeals (BSEA).



OTHER OPPORTUNITIES TO CONSIDER THIS INFORMATION


This Notice of Procedural Safeguards will be made available to parents upon initial referral for evaluation. After your child is receiving special education services, you will receive an additional copy of this Notice once each year, at any time upon request, and whenever you make a hearing request. Additionally, every public school district is required to provide training to parents in the district at least once each year to help parents in understanding the special education requirements. If you have questions about your rights or the rights of your child after reading this Notice of Procedural Safeguards, we encourage you to contact the special education office of your local school district, or the Massachusetts Department of Education or any of the special education related organizations in the state. Special education is a highly complex and regulated area of education law. Do not expect to be an expert. The detail in the law is intended to protect your child and to help ensure that he or she receives the best educational experience. Please work as much as possible in partnership with the public school district that serves your child. We hope this Notice of Procedural Safeguards will be of assistance to you as you take an active role in your child’s educational experience.


August 2005

Frequently Asked Questions

Meeting Dates 2007 - 2008

October 17, 2007 - Artisan Restaurant
December 12, 2007 - Artisan Restaurant
January 23, 2008 - Artisan Restaurant
February 13, 2008 - Artisan Restaurant
March 19, 2008 - Artisan Restaurant
May 21, 2008 - Artisan Restaurant

OPEN HOUSE - November 13, 2007 in the East Commons

What is a PAC?

Parent Advisory Councils are a requirement of the current Chapter 766 Massachusetts Special Education Regulations. Each school district is currently required to have a Parent Advisory Council. At Greater Lowell, we are fortunate to have an active parent’s council. We are a system-wide organization of parents, teachers, and administrators working in partnership to promote an innovative educational environment where children with disabilities have equal access to educational opportunities and that our schools are safe, nurturing, challenging learning environments for ALL children.

This organization provides access to relevant resources, laws, regulations, and activities that impact special education in this community and across the state.

Greater Lowell Technical High School services all students. The student with special needs requires a strong and unified voice to gain parity with their non-disabled peers. There are too many children who are misunderstood, excluded, isolated, overlooked, misdiagnosed, and discriminated against.



What is Special Education?

This term refers to services beyond the regular classroom curriculum. It is for children who have hidden or seen disabilities in any of these areas: health, physical, developmental, sensory, intellectual, neurological, emotional, speech and communication or specific learning issues-children who are not making effective progress in school or with their peers. Services range from homework or seating modifications, to physical, occupational or speech therapy, or for placement in a special program or school.


Why Should I Get Involved?

• To have input into programs that could affect your child.

• Networking with parents “who have been there” – sharing tips, advice & feedback on what has and has not worked in the school system.

• Access to a resource library & parent-to-parent meetings and workshops.

• To learn to advocate more effectively for your child and learn to maneuver in the special education maze.

Who Should be Involved?

• Parents and/or guardians of children who receive special education services-in or out of this community.
• Parents who think their child may have some learning issues or differences or behavioral issues, if your child has attention issues, does not have many friends, is socially isolated or just different.
• Parents who are just learning about the Special Education process and IEP’s or who already have children on an IEP.
• Parents and educators who want to learn more about local resources-therapists, testing, workshops, programs, camps, etc.
• Parents who would like a support group that understands their issues and concerns.


What are the Benefits?

There are many benefits to becoming a participant and member of SEPAC. Access to timely information is one major benefit. Access to our comprehensive resources is another. Networking and expanding your advocacy skills are others. The Greater Lowell Tech. SEPAC can be your source for services, therapists, and advocates.

Mission Statement

The mission of the Greater Lowell Technical High School Special Education Parent Advisory Council is to work toward the understanding, respect, support and appropriate education for all children with special needs in our community.


When are the Meetings?

The Greater Lowell Tech. SEPAC hosts parent meetings and workshops, which are generally at the School. Notices of meetings are posted in school newsletters, on the G.L.T.H.S. web-site and in the local newspaper. Watch for news briefs on Greater Lowell Tech. SEPAC activities and flyers of events. You can also call the Greater Lowell Technical High School for additional information.


Can You Join GLTHS SEPAC?

Yes! We are always open to new members and welcome your participation! Contact the SEPAC at (978) 441-5350, or come to one of our meetings. Dates of meetings are on a recorded message at this telephone number.


Key Objectives

The purpose of this organization shall be:
• To develop between educators and the general public such united efforts as well as secure for every child the highest advantages in education. That every effort be made by all concerned to ensure each child is treated fairly and impartially.
• To advise the Director of Special Education and the School Committee on the operation and development of Special Education programs.
• To establish better understanding and communication between parents/guardians and school officials.
• To establish a network of support between parents with similar needs.
• To meet regularly with school officials to participate in the planning, development and evaluation of Greater Lowell Technical High School Special Education programs.
• To promote communication and programs within the community and to encourage understanding, acceptance and inclusion of children with special needs.
• To provide informational forums to parents, educators, students and professionals involved with children with special needs.
If you think or know your child has special needs, learn more about.......

 

SEPAC
Greater Lowell Technical High School
Special Education Parent Advisory Council
250 Pawtucket Blvd.
Tyngsboro, MA  01879-2199
Room #:   2564   /   Contact #:     (978) 441-4855
MASSPAC Website:  http://www.masspac.org

THE TRANSITIONAL OCCUPATIONS PROGRAM
Special Education Department
Greater Lowell Technical High School
Tyngsboro, Massachusetts 01879-2199

The Transitional Occupations Program (T.O.P.) is a functional academic program that offers a variety of occupational training experiences within the school and community for the disabled students who are enrolled.

In school, the students assist the G.L.T.H.S. administrators, faculty, and staff with maintenance, clerical and office tasks through one-on-one job shadowing experiences. Appropriate housekeeping training remains an important component of initial “T.O.P.” Shop training. The extensive grounds surrounding G.L.T.H.S. offers varied outdoor, seasonal training options in the area of grounds keeping and outdoor maintenance. A horticulture component has been added to the program as the T.O.P. students have made great use of the schools’ greenhouse. They learn how to grow and care for plants. A retailing component where items commonly sold in florist shops are made and sold is also offered. In addition to the Transition Training work-site component of the program, G.L.T.H.S. now offers the older T.O.P. students the opportunity to participate in the Community Life-Skills shop component. Each component of the T.O.P.s program offers many practical opportunities to the students enrolled.

During community experiences and Transition Training, the students are given the opportunity to practice what they have been taught in another environment.
The program remains flexible in teaching options designed to enhance employment potential.

The Greater Lowell region offers an abundance of local resources, which are cooperatively utilized to provide on-the-job training experiences and exposure to a variety of employment opportunities. These individual or small group opportunities are initially arranged as unpaid work experiences with support provided by a G.L.T.H.S. “Job Coach” or Transitional Worksite Aide from the Special Education Department. This service assists the student during the adjustment period in the initial phase of learning the responsibilities, duties, and expectations of the job. Appropriate standards of job performance are gradually increased until the student is able to successfully perform the assigned duties independently. This process facilitates the transition from independent school performance, to successful community work experiences. When the goals of independent job performance are met, a paid cooperative work placement is explored. Making a successful transition from school to work assists the students in the development of the appropriate attitudes, skills, and consistent work habits necessary to become successful, self-supportive young adults.

The T.O.P. students also receive a coordinated program of functional academic instruction in the areas of English/Language Arts, Math, Science, History, Life Skills, Health, Adolescent Issues and Related. The development of basic academic skills to the maximum extent possible, according to individual student capabilities, is stressed on a daily basis. Functional reading, math, and language skills applicable to everyday life situations are reinforced. Basic skills in vocabulary development, reading comprehension, money, measurement, transportation, shopping, simple meal preparation, social/behavioral skills, and appropriate work habits are taught and applied to community-living activities.

This program has always had the full support of the Greater Lowell Technical School Committee, Superintendent-Director, Assistant Superintendent/Principal, Director of Curriculum & Instruction, Director of Technical Studies, faculty, and staff at G.L.T.H.S. The general student body has uniquely embraced the program and its students. Participation in non-curricular activities and social events is strongly encouraged to enhance relationships with non-disabled peers.

TARGET POPULATION

The Transitional Occupations Program at G.L.T.H.S. is designed for low incidence disabled students who:

1. Are determined by a Team to be in need of substantially separate programming upon entry;
2. Display intellectual impairment as their primary disability;
3. Have the capacity to function physically, socially, emotionally, and independently in a technical high school environment, in functional academic classes and occupational training program;
4. Can benefit from and progress in the Transitional Occupations Program, and are compatible with the philosophy, goals and objectives of the Technical High School program and it’s specific mission for all students, which is to procure competitive employment.

PLEASE NOTE: This program is designed, staffed, and organized for developing functional academic and competitive employment skills for the disabled population described above. It is not designed for the therapeutic remediation of serious emotional/behavioral problems or students in need of a supported work environment.


PHILOSOPHY

Consistent with the overall philosophy and goals of Technical School programs, the Transitional Occupations Program strives to develop each student’s full potential to become gainfully employed in a competitive work environment, in order to insure independent functioning within the community. The goals include participation in a variety of occupational, social, and recreational opportunities offered in the community setting. It is crucial that significant adult influences in the student’s life share a similar vision for a future, which includes independent competitive job placement and community living. Specific employer expectations and regular job responsibilities provide structure to everyone’s daily life and create a sense of purpose and direction in achieving individual goals. Successful employment serves to develop a strong sense of self-worth and helps to maintain a positive self-image.

The Transitional Occupations Program staff strives to inspire all students to develop the motivation, attitudes, skills, and ambition necessary for shaping successful adult lives.

PROGRAM GOALS

The Transitional Occupations Program provides functional academic instruction and specialized occupational exploration and training to assist students in meeting the following goals:

1. fully participate in appropriate and varied occupational exploration, training, and placement opportunities on an individualized basis with consideration to student interests, strengths, and personal challenges;
2. develop practical academic and related skills necessary to function independently in job and community settings;
3. develop specific independent work skills by participating in shop experiences in G.L.T.H.S. offices, shops, greenhouse, retailing, basic custodial programs and community life skills; as well as Transition Training experience.
4. develop physical stamina, endurance, and task perseverance until assigned activities are completed appropriately.
5. develop effective personal social skills to include improved self-image, consistent work habits, and interpersonal relationships.
6. develop a wider exposure to the local community by utilizing public transportation resources to more independently attain daily living skills; and
7. develop the capability to transition from a substantially-separate training setting to an appropriate community employment site.

SCHOOL REGULATIONS

While enrolled in the Transitional Occupations Program, all students are expected to abide by the school polices and procedures as written in the G.L.T.H.S. Student Handbook. Issues, such as safety and appropriate behavior, are of primary concern not only to the students’ success during school training, but also for success in a community work experience placement. Instruction in appropriate behavior, attitudes, and work habits is incorporated into all areas of the program. Reinforcement at home will greatly assist the students in developing improved self-control and more consistent patterns of appropriate behavior.


TRANSPORTATION

The students enrolled in the Transitional Occupations Program will be expected to use regular school transportation independently to and from G.L.T.H.S., according to individual student capabilities. If needed, the program staff will provide the students with instruction and supervision to the extent necessary for independent travel on the regular school bus. When the student demonstrates success arriving at the morning bus stop on time and safely returning home after school, the program staff’s assistance will be terminated.

The students will also be given supervised instruction in the proper use of public transportation as part of the program curriculum. This training will be provided at no cost to the students or their parents. These skills will enable the students to independently travel to and from community work experience sites by utilizing public transportation, unless more appropriate commuting options can be arranged that are preferred by the student’s parents and may involve their direct participation. During unpaid work experiences, public transportation costs will be paid by G.L.T.H.S. The cost of transportation during paid work experiences will be the responsibility of the students and should be considered as a normal work-associated expense.

PARENTAL PARTICIPATION

The participation of parents in a cooperative effort with the instructional staff of the Transitional Occupations Program provides the student with important reinforcement and consistent adult expectations concerning their attitude, behavior, and performance, both at school as well as at home. A cooperative partnership between school and home provides clear messages to the student. A team approach between parents and program staff is extremely beneficial to the students’ overall development and progress. Regular communication between the home and school is greatly encouraged and is important for achieving student success. It also creates a mutual support system for both parents and program staff to more effectively deal with individual student needs.

Parents need to stress the importance of daily school attendance and punctuality. Developing consistent attendance habits in school will help the student meet the daily work requirements at a future community work experience site. Allowing and encouraging the student to demonstrate and practice acquired academic and work skills at home will aid student retention, as well as improve personal pride and satisfaction for the progress achieved. Involving the student as much as possible in completing daily living tasks at home, as well as accompanying family members with shopping, banking, and other routine daily living activities will assist the student in recognizing the requirements of independent adult living. Encouraging and providing opportunities to participate in varied recreational activities is important for developing effective use of leisure time and expanding interests in new experiences.

PROGRAM OVERVIEW

Many students enrolled in the Transitional Occupations Program opt to continue beyond the usual four (4) year high school requirement. Therefore, the secondary school progression from grade 9 through 12 is varied considerably in this program. Each student progresses through various stages of training from initial orientation to full-time job placement according to individual student capabilities. Some students make satisfactory gains sooner than others. Ample time is available to meet individual student needs. Students are grouped according to age with no more than a four (4) year span within each group according to regulation.

During the early stages, students receive basic occupational training each day. This training parallels the time general education exploratory and sub-level students are scheduled. T.O.P. students also receive daily functional academic classes in English/Language Arts, Math, Science, History, Life Skills and Related. Adaptive Physical Education and Health/Adolescent Issues classes are also offered.

All programmatic decisions are determined by the Team, which is comprised of T.O.P. Instructors, General Education Instructors (when applicable), Related Service Providers, Community Specialists (when applicable), Student and Parents.

During Transition Training, TOP’s students designated by the Team process, are able to participate in bi-weekly unpaid work experiences. Currently, a partnership between GLTHS and Community Teamwork Inc., Summer Place and Lowell Housing Authority exists. TOP’s students, accompanied by a Transition Training Work-Site Aide coordinated and monitored by the Special Education Transition Coordinator, participate in work experiences at both job sites. Job opportunities include working in a day care setting with students, basic custodial tasks, kitchen prep work experiences, as well as retailing experiences.

The Transition Training students must exhibit a strong desire to work and be independent enough to use the tasks learned at school in a community setting. This component allows the TOP students to fully experience what the world of competitive employment is really all about.

The final phase of the Transitional Occupations Program involves community-based work experience. Initially, a G.L.T.H.S. Special Education Job Coach assists the students. The Job Coach provides direct monitoring of the student, as well as assistance to the employer during the crucial adjustment period and early stages of job training. The Job Coach gradually decreases his/her direct involvement with the student and employer, eventually allowing the work site personnel to supervise as the student strives to perform work duties independently. Many work site experiences may be unpaid during the coaching period.

All students approaching the age of 22, or earlier if deemed appropriate by the Team, may participate in the final phase of the T.O.P. training. This training ensures successful transition to post secondary programming or independent living in the community.

IN-SCHOOL TRAINING AREAS

Students in the Transitional Occupations Program may receive training in the following areas:

Curriculum Office: Perform basic clerical tasks, such as xeroxing, collating, etc. in a one-on-one job shadowing arrangement with the clerical staff.
GLTHS Greenhouse/ Maintain plants throughout the school building,
Retailing Component/ learn how to grow plants from seeds and cuttings,
Trader Joe’s: make items using plants/decorations that could be sold in a florist shop.
Copy Center: Deliver printed instructional materials to department offices and classrooms throughout the building in a one-on-one job shadowing arrangement with staff member.
Mailroom: Distribute written notices, memos, etc. in staff mailboxes and deliver mail to various department heads and offices.
Cosmetology Shop: Assist with laundering shop towels, glass cleaning, sorting shop supplies (i.e. curlers by color, size, etc.), general clean up.
Aramark Food Services: Organize food delivery orders in freezers, refrigerators, and dry storage areas. Assist cafeteria workers with basic school lunch preparation and sanitary dishwashing utilizing three sink method.
Sports Pavilion: One-on-one job shadowing arrangements with staff custodians. Assist with routine cleaning procedures in other areas of the building.
Graphic Arts Shop: Students use poster maker and laminating machines to assist the Graphics Arts shop with creating posters for the G.L.T.H.S.

School Department Heads: Deliver materials to be processed to the Curriculum Office and deliver completed materials to appropriate personnel, deliver materials to school Business Office, make bank deposits at G.L.T.H.S. branch of the Lowell Five Savings Bank, assist in checking and distributing materials through the Shipping and Receiving Office, and routine weekly office cleaning.
Child Care Play Areas: Cut the grass, rake leaves, trim grass and weeds around the fenced-in pre-schoolers’ play area, general maintenance around playground areas.
Marketing Mall: General clean-up twice daily in the lobby at the main entrance and in the mall area.
School Offices: Weekly office cleaning in Special Education Department, Curriculum, department heads, and other office areas as scheduled.

The student in the Transitional Occupations Program will achieve a sense of personal satisfaction with each newly acquired skill subsequent to the job training experiences within the G.L.T.H.S. building. The variety of assignments heightens the student’s interests and motivation. He/she develops a new level of enthusiasm, which is evident in work, attitude, and behavior. In addition, the student forms positive relationships with adult staff members and general education students, while working in cooperation. Positive relations contribute to the development of socialization skills and interpersonal confidence levels.
COMMUNITY WORK EXPERIENCE

The students in the Transitional Occupations Program are involved in numerous community work experiences in the Greater Lowell area. On the job training opportunities for T.O.P. students have been offered in a variety of settings such as: Community Teamwork – Headstart, Tyngsboro Elderly Housing Authority, Archambault Towers Elderly Housing, Summer Place,Trader Joe’s, Shop & Save Supermarket, Walmart, the Lowell National Park Service, Saints Memorial Medical Center, Lowell General Hospital, Lowell Memorial Auditorium, and the Club Fitness Health and Sport Facility. Paid employment opportunities have been offered to those students who successfully apply work skills, positive attitudes, and consistent work habits taught through the Transitional Occupations Program. Making a successful transition from school to work is crucial to the students’ independent adult life, and the opportunities provided by these cooperative community employers is invaluable.

GENERAL INTEGRATION

Whenever the students demonstrate the necessary pre-requisite skills, participation in a regular physical education class is recommended. In addition, some students have been scheduled into general education shop exploratories, sub-levels, and level I shop programs. These students have been exposed to a portion of the general education shop curriculum while being scheduled with regular shop students. Being comfortable in a large group shop setting, while independently attempting to perform various assignments, is an important criterion that determines successful inclusion. Not all students have the motivation, interest, or capabilities required to be successful in general education shop programs. Some students feel intimidated by the class size, level of the assignments, or complexities of the shop settings. Impulse-control and complete comprehension of safety issues are also important considerations. Readiness for General Education Shop inclusion and appropriateness of continued inclusion is determined through the Team Process.

The students are also encouraged to participate in many extra-curricular activities that are available at G.L.T.H.S. All students are eligible to participate in the intramural softball and floor hockey tournaments. Students have participated in the spring talent show and the Family & Consumer Science Fashion show. T.O.P. students have successfully participated on the Basketball team, Track team, Swim team and the Football team. All students participate in all school assemblies and other special programs.

The students in the Transitional Occupations Program may receive related services (ie: Speech and Language Therapy, individual or small group counseling), as specified in each student’s I.E.P.


POST-GRADUATION TRANSITIONAL PLANNING

Two years prior to age eighteen, or to the final year of school attendance, Chapter 688 referrals and transitional planning for the continuation of services from adult social service agencies is initiated. Staff members from the Department of Mental Retardation, the Massachusetts Rehabilitation Commission, or other appropriate adult service agencies participate in Team meetings at G.L.T.H.S. so that adult service needs are delineated and agency contacts are arranged prior to the student’s graduation or termination from high school. Frequently, long-term relationships have already developed between the students, parents, and adult human services personnel. The responsibilities and availability of assistance from various agencies are discussed, eligibility criterions are met, and the formal transition to adult service agencies is finalized. Future services may include: vocational evaluations, independent or supervised living arrangements, access to continuing health care services, on-the-job training, work placement assistance, and organized and supervised recreational activities.

RESPONSIBILITIES OF EMPLOYER

Provide activities and experiences which will contribute to the student's progress toward their occupational objectives.

• Communicate with the Job Coach / Vocational Monitor to rectify any work related problems.                       
• Evaluate the student's work performance.                                                                             
• Provide a safe and healthy work  environment.

RESPONSIBILITIES OF SCHOOL

• Provide comprehensive liability coverage.
• Provide scheduled on-site support.
• Communicate with the employer.                                                   
• Provide required training.
• Suggest modifications for job tasks.  
• Assist employer in providing work based experiences that are highly productive and challenging.
• Participate in the evaluation of on-the-job progress.

PURPOSE

• Reduce the dependency of special needs population on government programs.                                     
• Prepares students for the transition from school to work. 
• Provides career exploration so students can understand career opportunities.                                                                                                                                                                                
• Helps students learn and practice basic workplace behaviors.                                                                      
• Prepares students for entry level employment in the world of work. 
• Builds partnerships with the community local businesses and the school.
• Encourages the young adult with special needs to be productive citizens in their community.                                                            

BENEFITS TO EMPLOYERS                                                                                                                          

• Increases the pool of qualified applicants.              
• Reduces “in-house”  training.                                                                                                                                                    
• Creates a partnership between employers and schools in training efforts.                                               
• Incorporates assistance from the school with student instruction.                                                            
• Reduces employee turnover.

BENEFITS TO STUDENTS

• Helps students develop competencies for success.
• Increases student interest in school by providing practical education.
• Allows students to make more informed decisions about their future.
• Builds self-confidence.
• Motivates students by connecting class
• Shows purpose of school as it relates to the world of work

Contact Information

GREATER LOWELL TECHNICAL
HIGH SCHOOL
FRANK HESLIN
Vocational Monitor / Job Coach
Tel: (978) 441-4855
Fax: (978) 441-5355
250 Pawtucket Boulevard 
Tyngsboro, MA  01879-2199
Email:  fheslin@gltech.org