Pupil Personnel Services
Special education services are available to students from ages 3 through 21 who have been diagnosed with disabilities and require specialized instruction in order to make effective progress in accessing curriculum. Individualized special education programs (IEPs) are cooperatively developed by the student's individual planning team lead by a Special Education Coordinator, which includes parents, teachers, administrators and, when appropriate, a speech and language pathologist, occupational therapist, school psychologist, and/or other specialists. These TEAMs make every effort to provide the appropriate special education program to children in a setting as close to a regular classroom as possible.
Many times the Special Education process can seem confusing to parents with new language, rules, expectations and forms. If, at any time, you have a question or concern regarding your child's progress or IEP do not hesitate to contact the Special Education Coordinator for your child's school. Their primary role is to assist parents and staff in, and through, the Special Education process. You may also contact the Special Education office at 508-943-6888 or via email at email@example.com.
- DCRSD Child Find Notice
- Helpful Documents and Links
- Special Education Coordinator Contact Information
- Special Education Parents Advisory Council (SEPAC)
- A Parent's Guide to Special Education
- Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
- Notice of Procedural Safeguards (Parent's Rights Brochure)
- IEP Process Guide
Shepherd Hill Regional School District
Charlton Middle School & Grade 4 Dudley Elementary
508-248-1423 x 1121
Dudley Middle School & Out of District
508-943-2224 x 1116
Heritage School & Grade 2 and 3 Dudley Elementary
508-248-4884 x 237 (Heritage)
508-943-3351 (Dudley Elementary)
Charlton Elementary & Preschool at Mason Road
508-248-7774 (Charlton Elementary)
508-943-4312 (Mason Road)
Grade 1 & Kindergarten Mason Road
Special Education Clerk
508-943-3980 x 281
- Helpful Documents and Links
- Language Acquisition Progress Reports
- Local Information
- Proficiency Level Curriculum Maps
- ESL License vs. SEI Endorsement
- Approved BiLingual Dictionaries
- Interpreter/Translator Confidentiality statement
- ELL IST Form
- For Administrators
- Translation Request Form
- Bilingual Evaluators
- AH_kinsella2 August Shanahan
- Calderon Vocabulary Development-CLEAN
- Coleman R and Goldenberg what does research say about effective practices for ELLs (1)
- Echevarria_and_Graves_Ch_3_-_Sheltered_Instruction_in_the_Content_Areas (2)
- ELL Strategies Checklist
- ELLs and high stakes tests an overview of the issues
- How to Support ELL Students with Interrupted Formal Education (1)
- Lafond Key Shifts of the Common Core State Standards_ English Language
- Misconceptions about teaching English language learners. Journal of Adolescent Adult Literacy 48 2 1
- The Difficult Road for Long-Term English Learners
- The Teachers Guide to Diversity Building a Knowledge Base Volume I Human Development Culture and Cog
- DRAFT SLIFE IDENTIFICATION FLOW CHART
- Using the Language Transfer Supports
English as a Second Language is a separate discipline taught by someone with an ESL license to ELL students only. ESL class is based on ESL curriculum in order to promote language acquisition skills. It is not academic support. ELL students receive a certain amount of language instruction based on their level of language proficiency. Only ELLs are in ESL class.
Sheltered content classes are core classes taught by gen ed teachers who have the Sheltered English endorsement. SEI training provides best practices in development of vocabulary, reading, and writing skills so that ELLs can better comprehend core content. SEI classes have ELLs and general education students.
If you wish to take the SEI MTEL in order to earn the SEI endorsement, please go to:
http://www.mtel.nesinc.com/ for more information on registration and study resources.
American with Disabilities Act, Section 504
Section 504 is a federal statute that prohibits discrimination based upon a disability. Obligations for school districts start when federal funds are received.
Section 504 covers eligible students with disabilities for reasonable accommodations that enable them to work or learn. A team knowledgeable of the student determines if the individual meets eligibility criteria.
Please find the following coordinators, based on school location, below:
|Dudley Elementary School
|Charlton Elementary School
|Dudley Middle School
|Charlton Middle School
|Shepherd Hill Regional High School
Nondiscrimination Policy Statement
It is the goal of the Dudley-Charlton Regional School District to promote an environment that is free from discrimination and affirmatively provides access to employment and equal educational opportunity. Discrimination, including that based on race, color, sex, religion, national origin, ancestry, disability, homelessness or sexual orientation of an individual occurring in the workplace or in other settings in which individuals may be entitled access to educational opportunity is unlawful and will not be tolerated by this organization. Further, any retaliation against an individual for cooperating with an investigation of a discrimination complaint is similarly unlawful and will not be tolerated. To achieve our goal, acts of discrimination or harassment will not be tolerated and we have provided procedures by which inappropriate conduct will be addressed, if encountered by an employee, student or member of the community.
The following person has been designated to handle inquiries regarding nondiscrimination:
Heather Harriman, Director of Pupil Personnel Services
Dudley-Charlton Regional School District Offices
68 Dudley-Oxford Road
Dudley, MA 01571
Are you currently ...
- Living in a shelter?
- Living in a public or private place not designed or ordinarily used as a sleeping space for people?
- A teen on your own?
- Doubled up with friends or relatives due to hardship?
Click for Mass resources: Shelter Assistance
You have the right to ...
- Immediate enrollment
- To remain in the school of origin or to attend school where temporary residency is taking place (The choice to remain in the school of origin continues until the end of the school year in which permanent housing is obtained)
- Transportation to the school of origin to the extent feasible (NOTE: Massachusetts has defined “to the extent feasible” for transportation as up to a one-hour drive one way,45 minutes for preschool/kindergarten children)
- Access to services and educational programs comparable to those received by other students
- Automatic eligibility for Title I Services
- Provision of free lunch
- Dispute resolution – please contact the Homeless Education Liaison below
We want to help...
Should you find yourself in circumstances where you and/or your child are “lacking a fixed, regular, and adequate nighttime residence”, we would like to help.
Dudley-Charlton Regional School District
Your call will be kept confidential.
These rights are established under the McKinney-Vento Homeless Assistance Act. This act is the primary piece of federal legislation dealing with the education of children and youth experiencing homelessness in U.S. public schools. It was reauthorized as Title X, Part C, of the No Child Left Behind Act in January 2002. To qualify for these rights, children and youth must be considered homeless according to the McKinney-Vento definition of homelessness.