Special Education Department
The Special Education office is located at the John T. Nichols, Jr. Middle School - 508-946-2013

The Special Education Department is responsible for all areas of special education within the Middleborough Public Schools, including adjustment counseling, psychological services, and related services.  Mrs. Melissa Deutschmann is the Director of Special Education.  The district also has three administrative Special Education Facilitators who coordinate and monitor special education programming at their respective grade levels.

 

·        Mr. Paul Tzovolos is the Grade 3-8 Facilitator working with families, students, and staff at the Henry B. Burkland and Nichols Middle Schools.  He can be reached at 508-946-2020.

·        Ms. Mary Buchanan is the Grade 9-12 and Out-of-District Facilitator working with families, students, and staff at Middleborough High School and outside placements.  She can be reached at 508-946-2010.

 

General questions regarding the department or specific questions regarding individual students should be directed to the Special Education Facilitator responsible for the grade level(s) of interest.

 

 

 

SPECIAL EDUCATION PROGRAM

Included in this section is specific information about the special education program in Middleborough, particularly in relation to the district’s compliance with federal and state laws and regulations.  Any questions about this information should be directed to the Special Education Facilitator.

Referrals

Prior to referral of a child for an evaluation to determine special education eligibility, the principal of the school must ensure that all efforts have been made to meet the needs of diverse learners within the general education program.  The principal promotes instructional practices that are responsive to student needs and ensures that adequate instructional support is available for students and teachers.  Instructional support includes remedial instruction for students, consultative services for teachers, availability of reading instruction at the elementary level, appropriate services for linguistic minority students, and other services consistent with effective educational practices and the requirements of M.G.L. c. 71B, § 2.  As needed, the principal consults with the Director of Special Education and/or Special Education Facilitator regarding accommodations and interventions for students.  Such efforts and their results are documented and placed in the student record.  Additionally, if an individual student is referred for an evaluation to determine eligibility for special education, the principal ensures that documentation on the use of instructional support services for the student is provided as part of the evaluation information reviewed by the Team when determining eligibility.

A student may be referred for an evaluation by a parent or any person in a caregiving or professional position concerned about the student's development.  Student referrals for initial special education evaluations should be requested by directly contacting the Principal's Office of the student's school. Whenever possible, a detailed letter that describes all of the parent's concerns relating to area(s) of suspected disability should be forwarded with the request for evaluation.  When a student is referred for an evaluation to determine eligibility for special education, the school district sends written notice to the student's parent(s) within five school days of receipt of the referral request.  This notice seeks the written consent of a parent for the evaluation to occur.  Parents are also provided with the opportunity to express any concerns or provide additional information on the student's skills or abilities.  Parents may consult with the Special Education Facilitator to discuss the reasons for the referral, the content of the proposed evaluation, and the evaluators who will be conducting the assessment(s).

Within 45 school working days after receipt of a parent's written consent to an evaluation, the school district shall:

1)      Conduct the evaluation;

2)      Convene a Team meeting to review the evaluation data, determine whether the student requires special education and, if required, develop an IEP in accordance with state and federal laws; and

3)      Provide the parents with two copies of the proposed IEP and proposed placement, except that the proposal of placement may be delayed according to the provisions of 603 CMR 28.06(2)(e); or,

4)       If the Team determines that the student is not eligible for special education, the school district shall send a written explanation of the finding that the student is not eligible.

The evaluation assessments shall be completed within 30 school working days after receipt of parental consent for evaluation.  Summaries of such assessments shall be completed so as to ensure their availability to parents at least two days prior to the Team meeting.  If consent is received within 30 to 45 school working days before the end of the school year, the school district ensures that a Team meeting is scheduled so as to allow for the provision of a proposed IEP or written notice of the finding that the student is not eligible no later than 14 days after the end of the school year.

Upon referral, the school district also evaluates children who are two and a half years of age and who may be receiving services through Early Intervention.  With parental consent, the initial evaluation is conducted in order to ensure that if such child is found eligible, special education services begin promptly at age three.  Referrals for children age 2-4 should be directed to the building principal, Mrs. Virginia Levesque at the Memorial Early Childhood Center.

Referrals for special education evaluations for students who attend private schools at private expense or who are participating in home-school should be directed to the Special Education Facilitator responsible for the student’s corresponding grade level:  Mr. Paul Tzovolos – Grades 3-8; Ms. Mary Buchanan – Grades 9-12 and the building principals – Preschool through K Mrs. Virginia Levesque and Grade 1-2 - Mrs. Anita Rodriguez,

Child find activities occur throughout the year, with Kindergarten screening and registration conducted in the early spring.  The Kindergarten entry age is 5 on or before September 1st.

Continuum of Services

The Middleborough Public Schools provides special education services to approximately 18% of the district's student population.  Individualized Education Programs (IEPs) are developed to ensure that each eligible student receives a free, appropriate public education in the least restrictive environment.  In the area of inclusion programming, the district has developed a cluster inclusion model from preschool through Grade 5 and a co-teaching subject model thereafter.  Middleborough is a member district of the R.E.A.D.S. Collaborative, through which the district purchases and contracts for specialized services and programs.

Middleborough is a participant in the Municipal Medicaid Program.  The purpose of this program is to obtain federal reimbursement of the costs of a portion of student services from Medicaid.  Parental consent for participation has resulted in significant financial support to the Town to provide education and other necessary services.  Questions regarding this program may be directed to Mrs. Alice Norway at 508-946-2013.

The Massachusetts' Department of Elementary and Secondary Education's Coordinated Program Reviews of Middleborough's Special Education Program have resulted in very positive exit interviews.  Several areas of the department have been found to be "commendable", including the district’s:

·        wide range of special education services, related services, and professional development opportunities;

·        inclusive atmosphere in all schools and its commitment to educating students in the least restrictive environment; and

·        coordination of services for young students transitioning into the early childhood program and older students transitioning from the high school program to adult life.

Middleborough's special education department has been consistently complimented by the Department of Elementary and Secondary Education for the quality of its IEPs as well as the extensive and comprehensive assessments completed as part of the evaluation process.