Skip to main content

FIND IT FAST

Student Services

Student Services

At MCCPS, the Head of School and the Student Services Coordinator oversee a range of student support and educational programs. This includes Special Education, Section 504, homeless students, wellness and social/emotional learning, and English Language Learner education. We offer specialized programs and services tailored to meet the unique needs of students with disabilities and English learners. Our team of educators and related service providers work collaboratively to provide individualized support, resources, and services to ensure that all students have the opportunity to thrive academically and socially. Whether it's through our special education programs, English Language Learner education, Section 504 or other tailored services, we are committed to meeting the diverse needs of all students at MCCPS.

Special Education Services at MCCPS

The Head of School, as the administrator of special education, ensures compliance and facilitates initial and re-evaluation meetings, serving as a resource for parents on evaluations, referrals, and special education procedures. The Student Services Coordinator organizes and leads annual IEP meetings, processes paperwork, ensures compliance with special education regulations, and provides support and guidance to teachers, staff, and parents. Together with teachers and specialists, both the Student Services Coordinator and the Head of School collaborate to meet students' needs and serve as a resource for parents and community.

Parents are encouraged to seek advice and guidance from their child's special education teacher as the first point of contact for any issues or concerns. Special education teachers are available to support parents and address their child's needs within the classroom.  All staff and administrators at MCCPS are dedicated to ensuring students receive the support and resources necessary to access the curriculum and make effective progress. You can also read more in our Special Education Practices and Procedures Manual.

English Language Learners

At MCCPS, we provide comprehensive English Learner services to support students in achieving English language proficiency and academic success. Our delivery of English Learner services includes Sheltered English Instruction (SEI), where academic teachers in the inclusion setting utilize specialized approaches, strategies, and methodologies to promote academic English language development. Students also benefit from intensive small group instruction to enhance English language proficiency and development.

Upon enrollment at MCCPS, students are identified through the Home Language Survey to determine if they need services, ensuring that every English Learner receives the necessary support to succeed academically and linguistically. Students are assessed throughout the course of the year to monitor their progress and adjust instruction as needed to meet their individual needs. Our commitment to inclusive and effective language instruction ensures all students have the opportunity to reach their full potential at MCCPS.

Key Staff Roles & Additional Information

Below are brief descriptions of staffing roles and recommendations on who to contact as questions and issues arise.

  • Special education teachers, known at MCCPS as Inclusion Teachers, deliver services for the majority of students in special education. The Inclusion Teacher is certified and trained to deliver specially designed academic instruction in the student’s area of need(s) related to the disability. The term “liaison” refers to an Inclusion Teacher’s responsibility to be a case manager for a group of students in a particular grade. Liaisons are the primary contact for parents and teachers, oversee all special education programming and monitor student progress. The liaison conducts academic evaluations, engages in routine data collection, and writes Individualized Education Programs (IEPs). Although some students may work with more than one special education staff member, the liaison is the first person parents should contact when concerns arise. 

  • MCCPS Fellows work under the direction and supervision of Inclusion Teachers. The fellows program at MCCPS provides master's level students with hands-on training in an inclusive classroom setting as part of a required practicum to earn a master’s degree in education. Under the guidance of inclusion teachers and mentors, these master's level students implement special education services within the inclusion setting and outside of the classroom. They do not contact parents directly regarding student progress, but they are sometimes asked to complete home-school communication logs and routinely collect data and provide input to Inclusion Teachers preparing progress reports and current performance summaries for IEP meetings.

  • The School Counselor serves three major roles at MCCPS. The primary focus is on the social and emotional needs of students. The counselor sees students for individual and group counseling as specified in a student’s Individual Educational Program, 504 or through the general education setting. The School Counselor also provides consultation on learning and social-emotional issues to a student’s school Team. 

    The School Counselor also serves as the school’s 504 Coordinator, facilitating 504 meetings and acting as a resource for parents on the 504 processes. Additionally, the School Counselor is the point of contact for eighth grade students graduating from MCCPS to help navigate the application process for high school. Parents are invited to contact the School Counselor with questions about the 504 processes, 8th grade students graduating from MCCPS,  or needing access to community resources.

  • The School Psychologist conducts initial and three-year evaluations of students, provides counseling services, and consults with the Team on student learning and social-emotional issues. Parents are welcome to contact the School Psychologist for assistance in understanding learning and mental health diagnoses, interpreting neuropsychological testing, and carrying over strategies between school and home. 

  • Students who have IEPs may receive related services from specialists (e.g. physical therapist, speech and language pathologist, occupational therapist, reading specialist). These individuals provide direct services and/or consultation on a student’s behalf, contribute to the Team’s development of IEP goals, conduct evaluations, and monitor student progress. Any questions pertaining to related services should be directed to the child’s Inclusion Teacher/liaison who will contact the related service provider about the question or concern.

  • According to Massachusetts State Law, every public school is required to establish a Special Education Parent Advisory Council (SEPAC). Membership is made up of parents of students with disabilities and other interested parties. The group meets regularly to organize events and develop/offer resources for parents. The mission of the SEPAC is to support and sustain high quality programming and services for students with disabilities, serve as an educational and networking resource, and promote respect for diversity and inclusiveness within the schools and community. Parents are encouraged to reach out to the Head of School or Student Service Coordinator if they are interested in participating in the SEPAC.