Welcome to Milton Public School's new web site for Special Education!

Scroll down for information you might find helpful. 

Check back to see new information!


Building Contacts for Special Education (Team Chairpeople)

Pre-School  

Ms. Jayme Szymczak           x2028

Collicot   

Ms. Alison McGrath              x 2001

Cunningham  

Ms. Kathy LaPierre               x 2014

Glover  

Ms. Elizabeth Bowen            x 4103

Tucker  

Ms. Maggie Wagner             x 6204

Pierce Middle  

Ms. Dawn Durant                  x3110

Milton High  

Mr. Mark Harrison                     x5521

Out-Of-District Coordinator  

Ms. Teresa Hamm                x 5571

Out-Of-District Coordinator  

Ms. Linda-lee Sheridan        x 5545



Qualifying for Special Education

In order to qualify for special education, your child must first be evaluated by the Team of providers in your child's school.

You should contact your building Chairperson. Testing will be completed in the area(s) of suspected disability to determine

if your child requires modification and or accommodations to access the curriculum.

 

If your child is enrolled at a Private School, you should start the process by establishing residency by contacting the district registrar.

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Special Education Referral Process

 

Milton Public Schools is required under state (Chapter 766) and federal (Individuals with Disabilities Education Act) special education laws to provide a free and appropriate public education (FAPE) to students with disabilities. These laws also guarantee students and parents/guardians certain due process rights in the event of a disagreement about the content of the IEP or the child's educational placement.

Milton Public Schools utilizes a Response to Intervention Model as a way to support student growth along the entire continuum of a student’s educational experiences.  This includes general and special education supports.

 

The Milton Public Schools identifies and evaluates children from age 2.6 through 21 who may be eligible for special education services. Referral sources include parents, teachers, pediatricians, student support teams and private community providers. If a concern is raised about a school-aged child related to school performance the child may be referred to the building-based student support team (RtI Team- Response to Intervention). The team may further refer a student for a special education evaluation once all regular education instructional support efforts have been considered. Parents may refer their child for an evaluation at any time if they suspect their child has a disability. In this case the RtI process takes place simultaneously. A special education evaluation may only take place with parental consent. Special education eligibility testing focuses on assessments and evaluations in the area(s) of suspected disabilities.

To determine eligibility, the evaluation team must review and answer the following questions:

1. Does the student have one or more than one disability?
2. Is the student making effective educational progress?
3. Is the lack of progress due to the disability?
4. Does the student require special education in order to make effective educational progress?

 The results of a comprehensive battery of assessments including teacher reports, specialist evaluations, and information from parents and outside providers are used to answer these questions.

 An educational assessment may include:
-a history of the student's educational progress in the general curriculum
-a summary of pre-referral activities including documentation of support provided through regular education
-information regarding the student's attention skills, participation in class and extracurricular activities, and social relations with groups, peers and adults
-classroom observations
-a review of the student's attendance record
-a narrative description of the student's educational and/or developmental potential

An evaluation team may include a chairperson, special educator(s), regular educator(s), speech/language pathologist, occupational therapist, physical therapist, vision or hearing specialist, behavior specialist, adjustment or guidance counselor, school nurse, building principal, and school psychologist.

Assessment information must be comprehensive and sufficient to allow the educational team to:

1. Determine the presence or absence of a disability and eligibility for special education services under legal standards
2. Evaluate factors related to the student's performance in school
3. Plan appropriate services to respond to the student's needs.

Some students are entitled to a Section 504 Accommodation Plan under the Rehabilitation Act of 1973. A Section 504 Plan may be developed for an individual who has a disability requiring assistance, but does not require special education to make effective educational progress.


Parental Rights & Procedural Safeguards

Please review this document if you have questions or concerns regarding Parental Rights and Department of Elementary and Secondary Education Procedural Rights related to Special Education. Please note this document is mailed home annually.

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Special Education Continuum of Services

 

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In recognizing that the needs of all students vary, Milton Public Schools offers a continuum of supports for students under a model of Least Restrictive Educational Environment (LRE) in which a student will make effective progress and derive educational benefit. Programming and district resources focus on providing Special Education Teams the resources and flexibility to create and implement individualized student programming with ongoing parental involvement that  focus on long-term goals for student achievement and independence.

 

Learning Center/Academic Support:

 

Most Milton Public School students who are supported by Special Education do so in the district’s Learning Center/Academic Support Programs (All buildings).  Special education consultation, pull out services, co-teaching and in-class supports are readily available and designed to assist students in accessing the curricula, making effective progress, organize materials and assignments and develop the skills needed to become independent learners.

 

Students often supported in the Academic Support Centers are those who present with organizational, attention and executive functioning. This might also include a student with educational gaps and weaknesses related to his or her disability that can be supported through specialized designed instruction.

 

This also is a model in which you may find students with language, motor or social deficits working on skills with special education teachers and related therapists who provide speech and language therapy, occupational or physical therapy and counseling.

 

Early Childhood:


The Children's Center is an early childhood program certified by NAEYC, providing an integrated preschool serving children from the ages of three to five.  Each class is taught by a highly qualified teacher and is supported by highly trained instructional assistants.  

Integrated Preschool Classrooms at Cunningham and Tucker:


Children with special needs in the integrated classes demonstrate a significant delay in two or more areas of development:  cognition, speech and language, social/emotional growth and fine or gross motor skills.   Staff work collaboratively to provide individualized programs for each child and to maintain consistency in goals and approach.

Typically developing children who enroll in the program benefit from the high quality of staff, developmentally appropriate curriculum, and a high staff to student ratio and small and large group instruction.  These children serve as role models for children with special needs.

Together, the children participate in a curriculum designed to address targeted areas of development for both individual and group needs.  Through whole group circle time, individual and small group activities, creative art and cooking activities, free play, snack and outdoor time, the children develop their language, cognition, physical and social-emotional skills.

The Early Childhood Self-Contained Preschool at Cunningham Elementary School:

 

This program is a comprehensive program for children with Autism Spectrum and related Disorders.  The program utilizes the principles of Applied Behavioral Analysis combined with traditional teaching and incidental teaching methods.  Individualized programs and direct instruction focus on pre-academics, communication, self-care, adaptive behavior, fine and gross motor skill development using systematic approaches and structure. 

 

As designed by a child ‘s educational team, children have opportunities for inclusion and reverse integration for social skills as well as generalization of previously taught skills.

 

Co- Taught Classrooms:

 

The Co-Taught Strands at Glover Elementary School and Pierce Middle School, are designed for students who are receiving services through an Individualized Education Program (IEP) in grades one through eight.  It was developed to address the comprehensive language and literacy needs and social competency of students with language-based learning disabilities and Dyslexia/ Dysgraphia/ Dyscalculia.

 

Students appropriate for Co-Taught Glover and Pierce require a language-based learning environment, reinforced with inclusion opportunities led by highly qualified special education staff who have expertise in multi-modal instructional methods, and utilize research-based curricula. 

 

Staffing includes:  Team taught with one special education and one general education teacher provide daily instruction across all content areas. Special education teachers provide ongoing phonological support. Additional supports include  (speech/language therapists, occupational and physical therapists, and guidance counselors).

 

Collaboratives:

The Collaborative Strand at Cunningham Elementary School  supports students in kindergarten through grade five. Similar to the Co-Taught Strand, there is one general education and one special education teacher in each classroom.  Students who require ongoing modifications to content, small group instruction, ample time to preview and review, as well as explicit skill building for remedial skills may be appropriate for the Collaborative Strand.

 

STEP and SMLC:

In addition to Academic Support programs, Milton Public Schools currently support the needs of students with emotional, social and or behavioral needs within our elementary STEP (Glover School) program and our SMLC (Pierce Middle School) programs.

 

Students supported in these programs require ongoing therapeutic interventions across their school day. These programs utilize methods of collaborative problem solving, cognitive behavioral supports, behavioral management and counseling to address social-emotional challenges that impact access to the curriculum.

 

Support for content area is also an area of focus.  Supports include direct care under the supervision of special education teachers trained in the use of therapeutic and academic interventions. Additional staffing includes instructional assistants, related therapy providers (speech/language therapists, occupational and physical therapists, behavior analysts and guidance and adjustment counselors).

 

Individual IEP Team decisions determine the student’s daily schedule and level of supports needed within the STEP and SMLC as well as  general education settings.

 

ICLP and REACH:

In addition to academic supports, Milton Public Schools currently address the needs of students who present with greater cognitive delays, a slower rate of learning, and receptive and/or expressive language difficulties within our two district ICLP programs (Cunningham) and Middle School REACH (Pierce). These students may also have difficulties in physical functioning, sensory motor skills, adaptive functioning, fine motor skills and/or self-help skills and require intervention that focuses on a highly specialized and individualized program design required to address each student’s individual needs. 

Often, students who are part of the ICLP and REACH Programs complete some or most of their academic content in a smaller learning environment and enjoy social experiences within the larger school community.  Staffing includes:  lead special education teacher, speech/language therapists, occupational and physical therapists, behavior analysts, adjustment counselors and paraprofessionals.

   

 Individual Team decisions determine the student’s daily schedule and level of supports needed within the ICLP, REACH and  general education settings.

 

Achieve:

Achieve at Milton High School supports to  students grade 9-12+ who benefit from small group and replacement content for academic and social support. This classroom supports students with significant intellectual, neurological, communication, health and motor delays all of which impact social and academic development.  Post-secondary goals are a focus of this programs’ overall design.

 

18-22 Program:

Milton Public School’s young adult program serves students with a range of special needs and focuses primarily on functional academics and pre-vocational and vocational education.   Students balance their time in the school and working greater community.  Focus is placed on functional skills, community involvement, self-advocacy, positive social interactions and post-secondary planning for young adult life.  Staffing includes: teachers, speech/language therapists, occupational and physical therapists, behavior analysts, guidance counselors and psychologists.

 

ASD  Autism Spectrum Programs:


Milton Public Schools currently support the needs of students with Autism Spectrum related disabilities in one of our four full-year district wide ASD Programs  (NECC Partners and Cooperatives at Collicot and Pierce). These students may also have difficulties in physical functioning, sensory motor skills, adaptive functioning, fine motor skills and/or self-help skills and focus on a highly specialized and individualized program using the principals of Applied Behavior Analysis.

 

Often, students placed within the ASD Program model complete some of their academic content in a smaller learning environment using Discrete Trial Instruction or ABA –Based Learning, and enjoy social experiences within the larger school community.  Some students experience inclusion opportunities for academic or social connections for part or most of their school day.  Staffing includes: special education teacher/BCBA, speech/language therapists, occupational and physical therapists, and guidance and adjustment counselors.  NECC BCBAs support clinical management of these programs.

 

  Individual Team decisions determine the student’s daily schedule and level of supports needed within the ASD and general education settings.

 

Out-of-District Schools:

While most of our students in special education can be supported with in-district programs and services, Milton Public Schools recognizes at times, a Free and Appropriate Education is best supported in an out-of-district placement. 

This most often includes placement in a School Based Collaborative such as South Shore, TEC or North River.

Out-of-District Placements can also be at a Day or Residential 766 Approved Program as outlined by MAAPS, Inc, (Massachusetts Association of 766 Approved Private Schools) https://maaps.org/.  This kind of placement is considered when the services in a student’s IEP cannot be met in a less-restrictive setting. 

Approved programs also includes a few out of state programs Massachusetts Students may access through the 766 approval process.

Finally, out-of-district placements may be made in conjunction with another state agency or medical provider (Home or Hospital setting for students who are placed by their medical doctor, DMH, DPH, or  DDS)