2018-Annual Town Report - Laserfiche WebLink

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The Director of Special Education supports and 4.6% are in substantially separate programs,and 6.6% mentors teachers and therapists who work with students are in out-of-district placements. with disabilities; helps ensure equitable access to the curriculum while focusing on individualized student Mashpee Public Schools provide special needs; applies for grants and reimbursement funding education services to students through a continuum of through the state and federal government;and monitors services. These services range from consultation with compliance with state timelines and targeted goals teachers; speech and language therapy, occupational through mandatory data collection reports. The therapy, physical therapy or counseling; inclusion Director of Special Education also monitors the services and specialized instruction in a small group or placements for the out-of-district students. This pull-out model. We also have substantially separate includes chairing meetings, writing and monitoring programs where students are taught by a special Individualized Education Plans(IEPs),and conducting education teacher more than 80% of their day. These site visits at the various day and residential schools specialized programs support students with autism, located throughout the state of Massachusetts. intensive needs,and social/emotional/behavioral issues through a flexible service delivery model. High school In order to be eligible for special education, students attending a post-graduate program at Mashpee students between the ages of 3 and 22 must have a Middle High School (MMHS) participated in pre- documented disability which affects their ability to vocational activities which included running the Falcon make effective progress in the general education Cafe (located in MMHS) and practicing customer curriculum. Special education students must require service skills at #WeAreMashpee, the district's specialized instruction and/or related services to make outreach site located in Mashpee Commons. progress.These services are detailed in each student's Individual Education Plan which is reviewed annually. During the summer of 2017,the Mashpee Public In addition,all students on IEPs must be re-evaluated Schools offered extended school year (ESY) services every three years to determine continued eligibility. to qualifying students. ESY is designed to provide support to students in order to prevent substantial During school year 2017 - 2018, approximately regression of skills over the summer break. Services 118 students were evaluated. This number includes are varied according to the students' needs with most initial evaluations as well as reevaluations in preschool students attending three days per week in either a four through grade 12. The Mashpee Public Schools or five-week program. provided special education services to an average of 259 students during the academic year 2017-2018, The Mashpee Special Education Parent Advisory which comprises 16.6% of the student population Council (SEPAL) gives parents of special education (slightly below the state average of 17.7%). This is a students the opportunity to attend workshops and reduction from previous academic years (300 students quarterly meetings with the Director of Special required special education services in 2016-2017,and Education. 336 students in the 2015-2016 school year). This reduction is the result of improvements in how we identify students with disabilities and implementation t of a multi-tiered system of supports which has resulted in improved outcomes for all students. Students are - included with their peers in the general education classroom to the greatest extent possible where they can make effective progress. Our goal is to serve our '1 , • �...r students with disabilities in an inclusive setting with appropriate accommodations and support as needed to ,a enable effective progress. Full inclusion is when a student is included for at least 80%of their day.Partial K k inclusion is when a student is included for 40-79% of their school day. Eighty-nine percent of our students were serviced in these two settings (71.4% full inclusion, 17.4% partial inclusion). Approximately 165