Welcome to the Georgetown Public Schools Student Service Department. Our goal is to provide a free and appropriate public education for students identified as being eligible for special education in the least restrictive environment. We strive to foster a collaborative relationship with families and partner with them to provide services that support students’ access to the school environment and general education curriculum.
Special Education Parent Advisory Council – (SEPAC)
Contact: Georgetown.ma.sepac@gmail.com
Resources
IEP Development
Each year, annually, the IEP must be reviewed and updated to reflect the growth the student has made and new goals need to be developed as well. Input from general educators, special educators, parents and related service providers needs to be included. Input from the student is required if the student is turning 14 during the IEP cycle and thereafter.
Parents Rights and Due Process
Districts issue a Notice of Procedural Safeguards to parents when a student has been referred for an evaluation or is currently receiving special education services. Parents will receive this Notice at least once each year if the student is identified as eligible for special education. Parents can also request a copy from the school district at any time or access the information on the Department of Secondary and Elementary Education (DESE) website.
Bullying Statement
IEP TEAMS at Georgetown Public Schools address bullying in every IEP The following statement is included in all IEPs In accordance with M.G.L. c. 71 B 3, as amended by Chapter 92 of the Acts of 2010, (Bullying Law) the team has taken under consideration whether or not the student has a disability that affects social skills development or that the student may participate in or is vulnerable to bullying, harassment, or teasing because of a disability. This clause is discussed at every IEP meeting, and individual student information is documented in the meeting minutes for every student. If the student is considered to have a propensity to either be a bully or to be bullied, this is addressed in the IEP according to individual student needs.
The Special Education evaluation process works similarly, whether the evaluation in question is an initial evaluation or a re-evaluation. An initial evaluation is completed the first time that a student is referred for Special Education and/or if a student that previously had been dismissed from special education is suspected of requiring special education support. A re-evaluation usually occurs every 3 years, but under certain circumstances may be completed sooner.
All evaluations require written consent by the parent/guardian prior to being started. The district has a timeline of thirty (30) school days, from receipt of parent consent for evaluation, to conduct all required assessments, and an additional fifteen (15) school days to convene a TEAM and discuss the results of the evaluations completed and propose an IEP or finding of no eligibility. The total timeline for this process is forty-five (45) school working days.
Related services may be required to assist a child with a disability to benefit from special education, and includes early identification and assessment of disabling conditions in children. (20 U.S.C. Section 1401(26)). IDEA 34 CFR §300.34 and 603 CMR 28.00
Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. Related services can include, but are not limited to, any of the following:
- Vision and Orientation & Mobility
- Audiology
- BCBA
- Counseling
- Occupational Therapy
- Physical Therapy
- Psychological Services
- School Health Services
- Social Work Services
- Speech-Language
It is the responsibility of the Local Education Agency [LEA] to identify any child ages 3 through 21 who may have a disability who is either a resident of the LEA or who attends a private school within the geographic boundaries of the LEA. This also includes children who reside in the LEA who are homeschooled, as well as children ages 3 through 21 who are not yet enrolled in school.
The LEA is also responsible for the evaluation of those students to determine if they are eligible for special education or related services under federal and state law.
The LEA is also committed to identifying children before their third birthday in order to provide early intervention services for three and four-year-olds with disabilities. If you have questions or concerns regarding your child’s development and would like to have your child screened, please call [LEA contact] at [phone number] to set up an appointment.
If you suspect that your child may need an evaluation to determine eligibility for special education services from the LEA, you may request an evaluation, at no cost, through the LEA Special Education Office. Please contact us at the following:
Katelin Kennedy
51 North Street
Georgetown, MA 01833
(978) 352-5777 ext 100
kennedyka@georgetown.k12.ma.us
For the purposes of disability identification within the school setting, specific disability categories and definitions are provided by the Commonwealth of Massachusetts Department of Elementary and Secondary Education and can be found on the DESE website. Please note that these categories are not necessarily directly related to medical diagnoses and should not be confused as such.