When a parent, teacher, or other interested adult suspects that a child has a disability that interferes with school performance, the adult should contact the coordinator of student services to discuss whether or not a referral for special education evaluation is appropriate. Special education eligibility is based upon evaluation of all areas related to the suspected disability. To view Massachusetts Department of Education descriptions of the disability categories, click here. All evaluations include an educational assessment with input from the classroom teacher as well as other formal and informal assessments.

Upon completion of formal and informal assessments, a special education Team is convened to determine whether or not the student is eligible for special education according to state and federal regulations. Parents, evaluators, teachers and administrators are members of the eligibility Team.

First, the Team must determine if there is the presence of one or more disability. Next, the Team must determine whether or not the disability impacts school progress and if so, whether or not specialized instruction or a related service is necessary for student progress. Effective progress refers to documented growth in the acquisition of knowledge and skills, including social/emotional development. To be eligible a child must be found to have a disability that interferes with his/her progress and requires specially designed instruction or related services in order for him/her to access the general curriculum. Finally, a child shall not be determined to be eligible for special education if the determinant factor is lack of appropriate instruction in reading or mathematics or Limited English proficiency.