Special Education

In accordance with Federal Law, IDEA and Massachusetts Law 603 CMR28.00 Special Education, the Holliston Public Schools provide special education programs designed to meet the needs of children who are attending not only public schools but also those who are attending private schools at private expense and whose parents reside in Holliston.

 

Holliston provides all children with an opportunity to participate in the public school programs using a continuous and systematic effort to identify children in need of special education services.

 

The Holliston schools will arrange for the provision and evaluation of those ages 16 through 21 who have not graduated from high school and who are not attending school or children ages 3 through 21 who are unable to progress effectively in a regular program due to a suspected disability consisting of a developmental delay or an intellectual, sensory, neurological, emotional , communication, physical, specific learning or health impairment or combination thereof.

 

All programs and services are offered without regard to race, color, religion, national origin, sexual orientation and disability. Contact the Office of Student Services at (508) 429-0062 for more information.

Parent's Notice of Procedural Safeguards

English and Translated Versions

The PNPS have been updated to include information to meet the requirement of annual notice regarding the school district's use of MassHealth.

-Memo to School Districts — Updated December 18, 2013

-Parent's Notice of Procedural Safeguards — English Version — Updated November 2019

 

Translated Versions

The Parent's Notice of Procedural Safeguards was updated in November 2019. The changes incorporated into the English version are available in the languages listed below.

- Albanian

- Arabic

- Cape Verdean

- Chinese

-French

-Haitian Creole

-Hmong

-Khmer

-Korean

-Laotian

-Portuguese

-Russian

-Somali

-Spanish

-Vietnamese

School districts must take additional steps to ensure that parents have the information that school districts are required by law to provide to them. Districts may need to obtain interpreters or prepare additional translated materials describing the procedural rights of parents and students under IDEA-2004.

Last Updated: January 16, 2020

Network Continuum

Network’s continuum of services provides an alternative or modified curriculum and inclusive classroom supports for students with a range of disabilities and needs, primarily students with significant developmental disabilities and cognitive challenges. Network services follow the curriculum frameworks, finding entry points matching grade level to student developmental level and ability. Functionally based instruction can also be provided in a small group or one to one setting in various academic areas, educating students in a variety of formats. Services also include students being supported in inclusion settings. Network services for a student typically include activities of daily living, social language supports, and vocational skills which are an integral part of the continuum of services.

 

BASIS Continuum

BASIS (Behavior Academic Social and Inclusion Supports) is a continuum of services which supports a range of students who may experience significant behavior, social and communication, and/or cognitive difficulties. BASIS can provide an alternative or modified curriculum as well as inclusive classroom supports. Behavioral supports include an emphasis on scientifically validated methodologies, including Applied Behavior Analysis (ABA) and Positive Behavior Support Plans. Students are taught in a variety of instructional formats through a collaborative team approach, following curriculum frameworks. BASIS’ continuum of services includes components such as: promoting acquisition of adaptive behavior skills, evidence based individualized and small group instruction, social skills and social language instruction and/or supports, and inclusion supports.

 

Pathways / Connections Continuum

Pathways’ continuum of services supports students who have difficulty accessing the general education curriculum and school community due to their social and emotional needs. Students typically have average cognitive ability. Support services include academic support, in school counseling, small group and individualized instruction as needed. Services also include outreach to various support staff outside of the educational setting.

 

Language Based Continuum

Language Based continuum of services includes direct teaching of learning strategies and use of instructional and assistive technology, that the student will utilize with increasing independence, to achieve success in the general education curriculum and classroom. Pragmatic language skills may be directly taught to students with identified weaknesses. Instruction is typically provided through a combination of individual, small group and whole class settings. Curriculum can be modified to focus on key concepts and adapted as necessary. Parallel curricula that align with grade level concepts will be utilized as necessary. Curriculum vocabulary and language are directly taught in an integrated approach across all curriculum areas.

 

Transition Continuum

Serving young adults 18-22 years old our Transition students gain further independence in all areas. Young adults are provided highly individualized experiences that emphasize functional academics, community experiences, and vocational opportunities. Our young adults access the local community throughout the week to authenticate their skills at local grocery stores, restaurants, shopping establishments, and travel training. Vocational opportunities included those at established worksites and those within the school community and district. Some worksites include kitchen work, copy center, and busing and resetting tables at restaurants. Social skills opportunities involve socializing with other local schools for day and evening activities.

 

 

 

 

Holliston Public Schools

SPECIAL EDUCATION PARENT HANDBOOK
Early Intervention and Preschool Transition

 

 

Transition Planning

The transition process from Early Intervention (EI) to the Holliston Public School (HPS) is much more successful for everyone when there is open communication and clear expectations. By working together, we can help children with disabilities adjust more positively to new settings and experiences.  A specific transition plan can ensure continuity of services for children, and support for their families.

 

Transition Timelines

 

Once your child begins EI Services…	With parent permission, your child’s EI coordinator will notify HSP of your child’s participation in Early Intervention.  This helps the district with program planning.
Approximately 6 months prior to your child’s 3rd birthday…	If the EI coordinator suspects that your child may qualify for special education services once he/she turns 3 years old, a referral packet is sent to Early Childhood Coordinator at the Placentino Elementary School.  Parents must sign a release before information can be shared between an EI agency and HPS.
Approximately 3 months prior to your child’s 3rd birthday…	A transition meeting is scheduled with parents, EI and HPS.  Depending on the specific referral information from EI, the HPS special education preschool teachers/therapists may: contact you and/or EI therapists directly observe your child in your home and/or at an EI playgroup schedule testing in the areas of suspected disability request signed parent permission for a formalized special education evaluation
Approximately 45-60 days prior to your child’s 3rd birthday…	Once parent permission is received for formal special education evaluation, HPS will contact parents to arrange dates/times to evaluate your child, and then schedule a Team meeting at the Placentino Elementary School.  Meeting attendees usually include parents, district staff, and EI staff.  The purpose of the meeting is to: discuss your concerns about your child and his/her developmental history review the results of observations and/or evaluations determine eligibility for special education services based on specific criteria develop in Individualized Education Program (IEP) if your child is found to be eligible for special education determine specific service delivery to begin once your child turns 3 years old, and the district has received signed parent permission to implement the IEP

 

Criteria for Special Education Eligibility

 

A child is eligible for special education services if all three of the following conditions exist:

1. There is an identified disability  in one or more of the following areas:

1. Autism

2. Communication

3. Developmental Delay

4. Emotional

5. Health

6. Intellectual

7. Neurological

8. Physical 

9. Sensory: Hearing, Vision, Deaf/Blind

10. Specific Learning

 

2. The child is unable to progress effectively in the general education program (age-appropriate activities) as a result of the disability.

 

3. The child requires specialized instruction and/or a related service.

 

Differences:  Early Intervention and Preschool Special Education Services

 

	Early Intervention (birth to age 3)	Special Education (3 to 5 year-olds)
Eligibility	Based on delay/disability and/or child or family  risk	Based on disability and how disability affects the child’s ability to participate in age-appropriate activities
Service Delivery	Natural environments (home, child care, etc.)	Least restrictive environment - LRE (PK classroom, clinician’s office, etc.)
Service Model	Clinical/family support written in IFSP	Educational and related services written in an IEP
Timelines	Calendar Days	School Days

 

Criteria for Service Delivery/Placement Options

 

The HPS staff may assess a child referred for an evaluation in the following domain areas:

Academic Readiness Speech/Language

Behavior Social Skills

Motor Skills Self-Help Skills

 

If a child meets the criteria for special education, there are a variety of service delivery/placement options available based on his/her level of need:

 

Low level of need	Child meets criteria for significant delay in one or two related service areas only (S/L, OT, PT).	Services may be provided through a “walk-in” model.  Days/times for therapy are arranged between parent and therapist–they are provided at the Placentino Elementary School during regular school hours.
Moderate level of need	Child meets criteria for significant delay in two or more domain areas and may require support services primarily in an inclusive PK classroom.  Related services may also be provided either in or out of the classroom.	The specific amount of time that a child qualifies for an inclusive preschool program is based on the individual child’s needs.
High level of need	Child meets the criteria for significant delays in three or more domain areas and requires more individualized, intensive services.	The child may qualify for the inclusive preschool program as well as additional services with in a sub-separate special education setting beyond the typical PK program days/times.  This is determined by the Team on an individual basis.

The Placentino Elementary School Early Childhood Program is committed to working with parents and Early Intervention agencies for the purpose of providing an effective transition process for children.

Please call Mary Rego Perry @ 508-429-0647 ext. 1251 if you have any specific questions.  Thank you!

"Like" us on Facebook at "Holliston SEPAC" and get details of upcoming events!

Email us at hollistonsepac@gmail.com for questions or information. 

NEW to any of our schools? Get your Welcome Kit Get yours here!!! or ask your Student Services Administrator

CARE program

Have you heard of the program that we have at HPD? It's called the C.A.R.E program. CARE stands for Children And Residents Encounter. This program is aimed at helping police gather information about special needs individuals and develop a relationship with residents in our community.  To enroll in the program or to inquire further about how it works, please visit www.hollistonpolice.com  Scroll down on the website for more information.

Look here for Neighboring Events

• Wayside Youth and Family Parent Support Groups click here
• Lurie Center for Autism click here for programs
• Therapy, Skills Groups, Mindfulness and More! Social Compass Counseling
• Social Skills Groups at Northeastern University Saturday Social Skills
• Federation for Children with Special Needs Schedule of Workshops
• Aspergers/Autism Network has a list of events on their website
• Advocates website has a list of events
• Therapro website  has free Saturday Seminars
• Sudbury Park and Recreation have adaptive programs here
• Understood.org  A printable planner for tweens with executive functioning issues by  available here!
• Special Olympics programs and adaptive/unified sports in Milford.  https://mcs.milford.ma.us/special-olympics/activities/
• Massachusetts based resource service.  https://eiplp.org/massachusetts-family-ties/

 

1.  Login to the PowerSchool Family Portal: https://holliston.powerschool.com/public

2.  Select student to view special education documents including 504 plans

 

3.  Select the Arrow to launch Special Programs application

 

 

4.  Select any document from the list to view more detail.

 

Note:

• Translations are available by secondary or right-clicking as well as locating the settings menu in your browser.
• The Communications section of the portal is not fully functional.  Please continue to use your current method(s) of communication with your case manager.
• If there are questions regarding the documentation, please contact your student’s case manager at the school.

 

 

Accessing Progress Reports

 

On your home page under “documents” select “Individualized Education Program”:

 

In the section drop down select: “Progress Report”