Recently the Press spoke with Pam DeGregorio to discuss the Individualized Education Plan (IEP) process and the role of the Special Education Department.

Special Education Director, Pam DeGregorio, at work in her office. (Photo by Lisa Aciukewicz)

Press: What is special education?

DeGregorio: Special education is a program that provides disabled students access to services which enable them to receive the educational benefits of their school district. The major emphasis of special education is to ensure access to all students to the general education curriculum. This right to access is protected under the Individuals with Disabilities Education Act.

Press: What is an IEP?

DeGregorio: As defined by the Massachusetts Department of Elementary and Secondary Education, “An IEP is a written statement, developed and approved in accordance with federal special education laws, in an established form that identifies a student’s special education needs and describes the services a school district shall provide to meet those needs.”

I want caregivers to know that the IEP process is confidential. The only people who are aware that a student is on an IEP are those staff members involved with the student. That way we can assure accommodations for learning are in place.

Press: Who can make a referral for a special education evaluation?

DeGregorio: A parent or teacher can make a referral for a special education evaluation at any time. In fact, anyone in a caregiving capacity can refer a student. An important thing for parents to be aware of is that there are many other support services available for children other than special education. In our elementary school, we utilize a “Response to Intervention” approach and have a wide range of support services in the areas of reading and math. The goal is to keep students in the least restrictive learning environment. We also want to be cautious in the eligibility process so as to avoid labeling children.

Press: How do you determine if a student qualifies for an IEP?

DeGregorio: There are several questions that need to be answered to determine eligibility.

1. Does the student have a legally defined disability?
2. Is the student making effective progress in school?
3. If not, is the lack of progress a result of their disability?
4. Does the student require specially designed instruction in order to make effective progress in school or does the student require related services in order to access the general education curriculum?

If the answer to these questions is yes, then the student’s team convenes to develop the IEP.

Press: How long does that process take?

DeGregorio: The school district has 30 school days to complete assessments after receiving a signed consent for evaluation. Within 45 school days after receipt of a parent’s written consent to an initial evaluation or a reevaluation, the school district must provide an evaluation, 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.

Press: How many students in Harvard schools are currently on an IEP?

DeGregorio: Currently, 13.6 percent of students enrolled in Harvard public schools, are on an IEP. That breaks down to 14.3 percent at HES and 13 percent at Bromfield. This is below the state average of 17.12 percent.

Press: What academic support is in place for students on IEPs?

DeGregorio: Our staff consists of special education teachers, learning assistants, psychologists, a behavior specialist, speech therapists, occupational therapists, and physical therapists. Additionally, there is a special education coordinator at each of the schools.

Press: Does all the funding for special education come from tax dollars?

DeGregorio: No. In fact, in the past year and a half we have used $30,000 of grant monies for technology, professional development, testing materials, and curriculum materials. We have acquired some great tools for our students, including laptops, text-to-speech and speech-to-text software, corrective reading and math remediation programs, and training for specialized math and reading programs for our staff.

Press: What do you think is the biggest misconception about special education?

DeGregorio: There are a lot of bright kids on IEPs. They are not always low-functioning. There seems to be an assumption that because a student is a special education student, that they are not as capable as others. We have students with specific learning disabilities—high-functioning autism, neurological impairments, emotional disabilities, and communication and physical impairments—who have cognitive strengths and who are highly capable academically. Due to their disability, they need to be taught in a different way, and need specialized instruction and accommodations in order make effective progress and access the curriculum. Some of our students are taken off IEPs prior to leaving elementary school, and some are found ineligible for services while in Bromfield. By providing explicit instruction in their area of need and teaching them strategies for compensating for their disability, they learn how to be independent learners.

Press: Is there anything else you would like parents and caregivers to know?

DeGregorio: We are holding a presentation titled “Demystifying the IEP Process.” It will be held on March 16, at 6 p.m. in the Media Center at the Bromfield School. It is open to all Harvard residents. This is a wonderful opportunity to come and meet me and have your questions answered. Also, people should feel free to contact me with any questions or concerns, by phone at 978-456-4143, or by e-mail, at pdegregorio@psharvard.org.