Special Education Documents
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Completed Before the IEP Meeting:
Educational Assessment Part A and B (Completed by Teacher) Annual Review Form (Completed by Teacher and Direct Specialists) Support Document (Goal Topics and PLEP A Ideas) MA Frameworks and the Common Core Developmental Frameworks: Visual/Motor Developmental Milestones Literacy Developmental Milestones Mathematical Developmental Milestones Language Developmental Milestones Social Developmental Milestones Organization Developmental Milestones |
Completed During the IEP Meeting:
Team Summary Report (Completed by SESS Coordinator) MCAS Accommodation Plan (Reviewed by the Team) Notice of Procedural Safeguards (Offered to Families) Other Languages Transition Planning Form (Age 14 and Over) Eligibility Flow Chart (Initial Evaluations and Reevaluations) Specific Learning Disability: Form 1: History Review Form 2: Assessment Review Form 3: Exclusion Review SLD Team Sign Off Sheet Specific Learning Disability (During an Evaluation Period): Observation of a Child: Grades PreK-K 1-4 5-8 |
SMART IEP GOALS
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The term SMART IEPs describes IEPs that are specific, measurable, use action words, are realistic and relevant, and time-limited.
S Specific M Measurable A Use Action Words R Realistic and relevant T Time-limited Related Documents: Writghts Law on SMART IEPs Reading Rocket on SMART Goals SMART IEPs Sample Strategy Checklists: Reading Writing Math Behavior All Kinds of Minds Learning Library |
Specific SMART IEPs have specific goals and objectives. Specific goals and objectives describe each behavior and skill that will be taught, and define each skill or behavior in ways that are observable and measurable.
Measurable SMART IEPs have measurable goals and objectives. Measurable goals and objectives allow you to assess the child’s progress. When you use measurable goals and objectives, you know when a goal is reached and when a skill is mastered. If you establish a goal to lose 25 pounds, you will use scales to measure your progress. Action Words SMART IEPs use action words like: “The child will be able to . . . “Realistic and Relevant SMART IEPs have realistic, relevant goals and objectives. SMART goals and objectives address the child’s unique needs that result from the child’s disability. SMART IEP goals are not based on district curricula, state or district tests, or other external standards. Time-limited SMART IEP goals and objectives are time-limited. Time-limited goals and objectives enable you to monitor progress at regular intervals. |
DCAP
The following information is provided to comply with the Massachusetts General Laws Ch. 71 Section 38Q ½ mandating that school districts provide a District Curriculum Accommodation Plan designed to assist Principals in ensuring that all efforts have been made to meet students’ needs in regular education and avoid unnecessary referrals to special education. In addition, Section 59C of Ch.71 mandates that each School Council meets with the Principal “for the development, implementation and assessment of the curriculum accommodation plan” to be individualized for each school.
Public Schools ensure that every effort is made to meet individual students’ needs within the regular education program. This District Curriculum Accommodation Plan is designed to assist principals and teachers meet the needs of diverse learners in the general education program. The plan will assist the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the general education program.
A DCAP has four main objectives:
• To assist general education teachers in analyzing, assessing and accommodating diverse learners
• To increase, through the DCAP’s articulation, support services and instructional delivery options available within general education settings
• To recommend instructional interventions for struggling learners
• To delineate resources available to teachers in the areas of student support, mentoring, professional development and coaching
What if Students Knew About The Accommodations Available for Learning?
MA General Law Section 38Q1/2 Accommodation Plan
Sample DCAP Documents:
Needham
Framingham
Saugus
Scituate
Brookline
Wareham
Westford
Melrose
Holyoke
Public Schools ensure that every effort is made to meet individual students’ needs within the regular education program. This District Curriculum Accommodation Plan is designed to assist principals and teachers meet the needs of diverse learners in the general education program. The plan will assist the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the general education program.
A DCAP has four main objectives:
• To assist general education teachers in analyzing, assessing and accommodating diverse learners
• To increase, through the DCAP’s articulation, support services and instructional delivery options available within general education settings
• To recommend instructional interventions for struggling learners
• To delineate resources available to teachers in the areas of student support, mentoring, professional development and coaching
What if Students Knew About The Accommodations Available for Learning?
MA General Law Section 38Q1/2 Accommodation Plan
Sample DCAP Documents:
Needham
Framingham
Saugus
Scituate
Brookline
Wareham
Westford
Melrose
Holyoke