MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Abington
CPR Onsite Year: 2011-2012
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 03/03/2012.
Mandatory One-Year Compliance Date: 03/03/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 8
Criterion Title
IEP Team composition and attendance
SE 46
Procedures for suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern
has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the
district
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
CR 16
CPR Rating
Partially
Implemented
Partially
Implemented
Not Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
Student records and interviews indicated that not all required Team members are
consistently present at IEP Team meetings. When a required member of the Team does
not attend the IEP Team meeting, the district does not document that:
The district and the parent agree, in writing, that the attendance of the Team member is
not necessary because the member´s area of the curriculum or related services is not
being modified or discussed; or
The district and the parent agree, in writing, to excuse a required Team member´s
participation and the excused member provides written input into the development of the
IEP to the parent and the IEP Team prior to the meeting.
Description of Corrective Action:
New Procedures: IEP Team composition and attendance
The following persons are members of the IEP Team and may serve in multiple roles:
1. The child’s parents.
2. A representative of the school district who acts as Chairperson and who is (1) qualified
to supervise or provide special education; (2) is knowledgeable about the general
curriculum; and (3) is knowledgeable about the availability of resources of the district.
3. A representative of the school district who has the authority to commit the resources of
the district (and who may act as the Chairperson).
4.
a. if the student may be involved in a regular education program, a regular education
teacher. If the student is involved in a regular education program, a regular education
teacher of the student.
b. if the student is participating in a special education program, a special education
teacher of the student or, if appropriate, a special education provider for the student.
5. The student, if one purpose of the meeting is to discuss transition services or if
otherwise appropriate and if he/she chooses.
6. Other individuals at the request of the student’s parents.
7. Reserved
8. An individual who qualified to interpret the instructional implications of evaluation
results, who may be any one of the persons identified in parts 2-4 above.
9. Other individuals who may be necessary to write an IEP for the child, as determined by
the Administrator of Special Education.
10. When one purpose of the Team meeting is to discuss transition services, a
representative of any public agency who may be responsible for providing or paying for
transition services is invited to the Team meeting. If the representative(s) does not
attend the meeting, the school district takes other steps to obtain the participation of
these agencies.
11. Reserved
12. When one purpose of the Team meeting is to discuss placement, a person
knowledgeable about placement options is present at the meeting.
13. Members of the Team attend Team meetings unless:
a. the parent and district agree to use alternative means, such as a video conference or a
conference call, for any Team meeting OR
b. the district and the parent agree, in writing, that the attendance of the Team member
is not necessary because the member’s area of the curriculum or related services is not
being modified or discussed OR
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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c. the district and the parent agree, in writing, to excuse a required Team member’s
participation and the excused member provides written input into the development of the
IEP to the parent and the IEP prior to the meeting.
Title/Role(s) of responsible Persons:
Expected Date of
Dympna M. Thomas, Assistant Superintendent
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Staff Training: On May 16, 2012 Abington Public Schools Special Education Staff and
Administrative Team will be trained on the SE 8 regulations.
Description of Internal Monitoring Procedures:
Monitoring Procedures: The monitoring process will entail an internal review of student
records pertaining to SE 8 Team Composition and Attendance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 8 IEP Team composition and
Approved
attendance
Status Date: 05/01/2012
Basis for Partial Approval or Disapproval:
The district did not indicate its description of internal monitoring the frequency of the
district's monitoring nor the individual(s) responsible for the oversight and periodic review
of records to ensure compliance.
Department Order of Corrective Action:
None
Required Elements of Progress Report(s):
Please provide training on the requirements of IEP Team meeting attendance and the
documentation required when there is agreement that an IEP Team member's attendance
is not necessary or to excuse a required IEP Team member. Please submit evidence of
staff training, including an agenda and signed attendance sheets (indicating role of staff
and date).
Please clarify the district's internal monitoring process. Please indicate the persons
responsible by name and title. Please indicate the frequency of the district's monitoring
activities.
This progress report is due by September 21, 2012.
Following the implementation of the district's corrective actions, please submit the results
of an internal review of student records from all levels to ensure that there is an
appropriate excusal for any required member not present at a Team meeting. Submit the
number of records reviewed since the training, the number of IEPs in compliance with
having required members in attendance or appropriate excusal procedures, a description
of the root cause(s) for any noncompliance, and specific action taken by the district to
remedy any noncompliance. *Please note when conducting internal monitoring that the
district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels for the records
reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their
role(s), and signature(s). This progress report is due November 02, 2012.
Progress Report Due Date(s):
09/21/2012
11/02/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 46 Procedures for suspension of students with disabilities
Partially Implemented
when suspensions exceed 10 consecutive school days or a
pattern has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the district
Department CPR Findings:
Documentation indicates that the district's procedures do not state that when a
suspension constitutes a change in placement of a student with disabilities, the district
personnel, parent and other relevant members of the Team convene within 10 days of the
decision to suspend to review relevant information in the student's file and to conduct a
manifestation determination. The current policy states that the Team will reconvene, but
with no indication of a time frame.
Description of Corrective Action:
New Procedures: Procedures for the suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern has developed for
suspensions exceeding 10 cumulative days; responsibilities of the Team; responsibilities
of the district.
1. A suspension of longer than 10 consecutive days or a series of suspensions that are
shorter than 10 consecutive days but constitute a pattern are considered to represent a
change in placement.
2. Prior to a suspension that constitutes a change in placement of a student with
disabilities, district personnel, the parent, and other relevant members of the Team, as
determined by the parent and the district, convene to review all relevant information in
the student’s file, including the IEP, any teacher observations, and any relevant
information from the parents, to determine whether the behavior was caused by or had a
direct and substantial relationship to be disability or was the direct result of the district’s
failure to implement the IEP-?a manifestation determination.?
3. If district personnel, the parent, and other relevant members of the Team determine
that the behavior is NOT a manifestation of the disability, then the district may suspend or
expel the student consistent with policies applied to any student without disabilities
except that the district must still offer:
a. services to enable the student, although in another setting, to continue to participate
in the general education curriculum and to progress toward IEP goals; and
b. as appropriate, a functional behavioral assessment and behavioral intervention services
and modifications, to address the behavior so that it does not recur.
4. Interim alternative educational setting. Regardless of the manifestation determination,
the district may place the student in an interim alternative educational setting (as
determined by the Team) for up to 45 school days
a. on its own authority if the behavior involves weapons or illegal drugs or another
controlled substance or the infliction of serious bodily injury on another person while at
school or a school function or, considered case by case, unique circumstances; or
b. on the authority of a hearing officer if the officer orders the alternative placement after
the district provides evidence that the student is ‘substantially likely? to injure him/herself
or others.
Characteristics. In either case, the interim alternative education setting enables the
student to continue in the general curriculum and to continue receiving services identified
on the IEP, and provides services to address the problem behavior.
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5. If district personnel, the parent, and other relevant members of the Team determine
that the behavior IS a manifestation of the disability, then the Team completes a
functional behavioral assessment and behavioral intervention plan if it has not already
done so. If a behavioral intervention plan is already in place, the Team reviews it and
modifies it, as necessary, to address the behavior. Except when he or she has been
placed in an interim alternative educational setting in accordance with part 4, the student
returns to the original placement unless the parents and district agree otherwise.
6. Not later than the date of the decision to take disciplinary action, the school district
notifies the parents of that decision and provides them with the written notice of
procedural safeguards. If the parent chooses to appeal or the school district requests a
hearing because it believes that maintaining the student’s current placement is
substantially likely to result in injury to the student or others, the student remains in the
disciplinary placement, if any, until the decision of the hearing officer or the end of the
time period for the disciplinary action, whichever comes first, unless the parent and the
school district agree otherwise.
Title/Role(s) of responsible Persons:
Expected Date of
Dympna M. Thomas, Assistant Superintendent
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Staff Training: On May 16, 2012 Abington Public Schools Special Education Staff and
Administrative Team will be trained on the SE 46 regulations.
Description of Internal Monitoring Procedures:
Monitoring Procedures: The monitoring process will entail an internal review of student
records pertaining to SE 46 Procedures for suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern has developed for
suspensions exceeding 10 cumulative day; responsibilities of the Team; responsibilities of
the district.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
SE 46 Procedures for suspension of
Disapproved
students with disabilities when
Status Date: 05/01/2012
suspensions exceed 10 consecutive
school days or a pattern has developed
for suspensions exceeding 10 cumulative
days; responsibilities of the Team;
responsibilities of the district
Basis for Partial Approval or Disapproval:
The information submitted does not indicate that when a suspension constitutes a change
in placement of a student with disabilities, district personnel, the parent, and other
relevant members of the IEP Team, as determined by the parent and the district, convene
within 10 days of the decision to suspend to review all relevant information in the
student's file, including the IEP, any teacher observations, and any relevant information
from the parents, to determine whether the behavior was caused by or had a direct and
substantial relationship to the disability or was the direct result of the district's failure to
implement the IEP.
The district's monitoring procedures do not identify the personnel responsible for over site
or the frequency of the district's monitoring.
Department Order of Corrective Action:
Revise the district's procedures to ensure that that when a suspension constitutes a
change in placement of a student with disabilities, the district conducts a manifestation
determination.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Required Elements of Progress Report(s):
Please submit a copy of the revised procedures for suspension of students with disabilities
when suspensions exceed 10 consecutive school days or a pattern has developed for
suspensions exceeding 10 cumulative days of the decision to suspend to review relevant
information in the student's file and to conduct a manifestation determination. Please
clarify the district's internal monitoring process. Please indicate the persons responsible
by name and title. Please indicate the frequency of the district's monitoring activities. This
progress report is due by June 22, 2012.
Please provide training on the revised procedures for suspension of students with
disabilities when suspensions exceed 10 consecutive school days or a pattern has
developed for suspensions exceeding 10 cumulative days. Provide the training agenda,
signed attendance sheets indicating the title/role of the staff attending as well as the
name and title of the presenter. This progress report is due by September 21, 2012.
Please submit a report of the results of an internal review of records and include the
number of records reviewed, number of records in compliance with suspension of students
with disabilities exceeding 10 days, results of the root cause analysis of any records not in
compliance and specific corrective actions taken by the district to remedy any noncompliance. *Please note when conducting internal monitoring that the district must
maintain the following documentation and make it available to the Department upon
request: a) List of the student names and grade levels for the records reviewed; b) Date
of the review; c) Name of person(s) who conducted the review, their role(s), and
signature(s). This progress report is due November 2, 2012.
Progress Report Due Date(s):
06/22/2012
09/21/2012
11/02/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Not Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
A review of documentation and interviews indicate that within ten days from the student's
fifteenth consecutive unexcused absence, the district is not providing the required written
notice to students age 16 or over who are leaving school without a high school diploma,
certificate of attainment or certificate of completion, and their parents or guardians,
informing them that they may meet with a representative of the district within ten days
from the date the notice was sent and, at the request of the parent or guardian, the
district may consent to an extension of time for the meeting of not longer than 14 days.
The district does not send annual written notice to former students who have not yet
earned their competency determination and who have not transferred to another school
informing them of the availability of publicly funded post-high school academic support
programs and encouraging them to participate in those programs.
Description of Corrective Action:
New Procedures: Notice to students 16 or over leaving school without a high school
diploma, certificate of attainment, or certificate of completion
1. Within ten days from a student’s fifteenth consecutive unexcused absence, the school
provides written notice to students age 16 or over and their parents or guardians. The
notice is in English and the family’s native language and states that the student and the
parent or guardian may meet with a representative of the district within ten days from the
date the notice was sent. At the request of the parent or guardian, the district may
consent to an extension of the time for the meeting of not longer than fourteen days.
2. At the meeting the participants discuss the reasons that the student is leaving school
and the alternative educational or other placements. The student and parent or guardian
are told that attendance is voluntary after the student turns 16 but are also informed of
the student’s right to return to school.
3. Any district serving students in high school grades sends annual written notice to
former students who have not yet earned their competency determination and who have
not transferred to another school
a. to inform them of the availability of publicly funded post-high school academic support
programs and
b. to encourage them to participate in those programs.
At a minimum, the district sends annual written notice by first class mail to the last known
address of each such student who attended a high school in the district within the past
two years.
Title/Role(s) of responsible Persons:
Expected Date of
Dympna M. Thomas, Assistant Superintendent
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Staff Training: On April 4, 2012 Abington High School Principal, Assistant Principal and
Guidance Department will be trained on the CR 16 regulations.
Description of Internal Monitoring Procedures:
Monitoring Procedures: The monitoring process will entail an internal review of student
records pertaining to CR 16 Notice to students 16 or over leaving school without a high
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school diploma, certificate of attainment, or certificate of completion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
CR 16 Notice to students 16 or over
Approved
leaving school without a high school
Status Date: 05/01/2012
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district stated the required elements of the criterion however, the district did not
state that it will revise their required written notice The district did not state that it would
develop an annual written notice to send to former students who have not yet earned
their competency determination and who have not transferred to another school informing
them of the availability of publicly funded post-high school academic support programs
and encouraging them to participate in those programs.
The district did not identify the person(s) responsible for the over site of its internal
monitoring or the frequency of its periodic review of records.
Department Order of Corrective Action:
Revise the letter to students age 16 or over who are leaving school without a high school
diploma, certificate of attainment or certificate of completion. The notice should inform
the student and the student's parents or guardians that they may meet with a
representative of the district within ten days from the date the notice was sent and at the
request of the parent or guardian, the district may consent to an extension of time for the
meeting of not longer than 14 days. Develop an annual written notice to send to former
students who have not yet earned their competency determination and who have not
transferred to another school informing them of the availability of publicly funded posthigh school academic support programs and encouraging them to participate in those
programs.
Please clarify the district's internal monitoring process. Please indicate the persons
responsible by name and title. Please indicate the frequency of the district's monitoring
activities.
Required Elements of Progress Report(s):
Please provide a copy of the revised letter to students 16 years or older. Provide a copy of
the annual written notice to former students who have not yet earned their competency
determination and who have not transferred to another school. Please ensure that this
letter informs students of the availability of publicly funded post-high school academic
support programs and encourages them to participate in those programs. Provide a report
of the students to whom the annual letter was sent (include the first and last initial of the
student, grade and date the letter(s) was sent) Provide training on the requirements of
Notice to students 16 or older. Submit evidence of required staff training, including an
agenda and signed attendance sheets (indicating role of staff and date).
Please provide a report of the students to whom the annual letter was sent (include the
first and last initial of the student, grade and date the letter(s) was sent). *Please note
when conducting internal monitoring that the district must maintain the following
documentation and make it available to the Department upon request: a) List of the
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, their role(s), and signature(s). This progress
report is due November 2, 2012.
Progress Report Due Date(s):
09/21/2012
11/02/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Abington Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Dympna M. Thomas, Ph.D. Assistant Superintendent
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Department CPR Finding:
The district has a low enrollment of English language learners (ELLs). District documentation showed
less than 30 ELLs enrolled in the elementary grades, and no enrollment of ELLs in middle and high
schools. ESL instruction occurs in pull-out and inclusionary (pushed-in) settings. ELE students at all
grade levels receive direct ESL instruction in small groups. For content area instruction ELLs are
placed in general education classrooms with teachers who have been SEI trained in at least categories
1 and 2.
The Department has no concerns with hours of direct ESL instruction ELLs receive.
According to district documentation, the district is providing content instruction that is based on the
Massachusetts Curriculum Frameworks. The ELPBO (English Language Proficiency Benchmarks and
Outcomes) is used as the default ESL curriculum. In this regard, the district should note that the
Department has new regulations in place, which may affect the school’s corrective action plan (CAP).
Please refer to: http://www.doe.mass.edu/retell/ for more information.
See ELE 15 for comments on SEI professional development training.
Chapter 71 A requires that content area teachers instructing ELLs complete SEI professional
development training as required by the Department. However, teachers in the district have not yet
completed all their SEI training, consequently, the district is out of compliance with this requirement.
Narrative Description of Corrective Action: The Abington Public Schools will be revising the
current ELPBO curriculum to reflect the new regulations of the Rethinking Equity and
Teaching for English Language Learners (RETELL) initiative and World-Class Instruction
and Assessment (WIDA) which will connect to the Massachusetts Common Core Standards and
prepare educators with Sheltered Immersion Instruction (SEI) professional development
trainings. Monthly district/building curriculum leadership meetings and professional
development inservice time will be devoted to curriculum, instruction and assessment alignments
and professional development.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph.D.
Corrective Action Activity: On-going until
Assistant Superintendent
full implementation according to RETELL
regulations. The Abington Public Schools
has been assigned to Cohort 3 which requires
22 core academic teachers to be trained: 11
during SY 2015 and 11 during SY 2016 in
Sheltered Immersion Instruction (SEI). In
addition, monthly district/building
curriculum leadership meetings and
professional development inservice time will
continue to focus on the RETELL and the
Massachusetts Common Core State
Standards.
Evidence of Completion of the Corrective Action: On-going monthly district/building curriculum
leadership meeting agendas/minutes and professional development inservice agendas/minutes.
Tracking documentation of Sheltered Immersion Instruction (SEI) staff training with full
implementation according to RETELL regulations.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Description of Internal Monitoring Procedures: The internal monitoring process will entail an
internal review of tracking Sheltered Immersion Instruction (SEI) professional development
trainings and internal documentation of agendas/minutes of curriculum leadership meetings and
professional development inservice meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and
administrators that supervise core academic teachers of ELLs are endorsed. No further submission is
required at this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 9 Instructional Grouping
Department CPR Finding: The district reported using small groups to provide ESL instruction.
However, what criteria are used to form the groups was not specified.
Narrative Description of Corrective Action: The Abington Public Schools will be revising the
ESL instruction student grouping criteria form to reflect the new regulations of the Rethinking
Equity and Teaching for English Language Learners (RETELL) initiative and World-Class
Instruction and Assessment (WIDA).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph. D.
Corrective Action Activity: During the
Assistant Superintendent
2012-2013 School Year, staff will be revising
curriculum, instruction and assessment
reflective of the WIDA standards.
Evidence of Completion of the Corrective Action: Completed revision of curriculum, instruction
and assessment reflective of the WIDA standards.
Description of Internal Monitoring Procedures: The internal monitoring process will entail an
internal review of tracking the agendas/minutes of the curriculum leadership and professional
development inservice meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
Status of Corrective Action:
Approved
Partially Approved
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide a copy of the 2013-14 ESL teacher schedules for all grade levels district-wide. All schedules
should include the following for each block of time: 1. Names of the ELL students 2. Grade level for
each student 3. English proficiency level for each student.
Progress Report Due Date(s): October 4, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: Record review and interviews indicated that while the district’s parent
notification letter contains most of the required elements, the letter did not include the parent’s right to
decline enrollment in the program.
Narrative Description of Corrective Action: The Abington Public Schools will be revising the
parental notification letter to include the parent’s right to decline enrollment in the ELE
program.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph. D,
Corrective Action Activity: During the
Assistant Superintendent
2012-2013 School Year, staff will be revising
the parental notification letter to include the
parent’s right to decline enrollment in the
ELE program.
Evidence of Completion of the Corrective Action: Complete revision of the parental notification
letter to include the parent’s right to decline enrollment in the ELE program.
Description of Internal Monitoring Procedures: The internal monitoring process will entail an
internal review of tracking all forms and letters specifically the parental notification letter to
include the parent’s right to decline enrollment in the ELE program.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 4, 2013, the district will submit a copy of the
parent notification letter that includes the parent’s right to decline enrollment in the program.
Progress Report Due Date(s): October 4, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic Rating: Not Implemented
Programs and Services
Department CPR Finding: Record review and interviews indicated that the district does not ensure
that LEP students have the opportunity to receive support services, such as guidance and counseling,
in a language that the student understands.
Narrative Description of Corrective Action: The Abington Public Schools will ensure the
opportunity for LEP students to have the opportunity to receive support services, such as
guidance and counseling, in a language that the student understands.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph. D,
Corrective Action Activity: During the
Assistant Superintendent
2012-2013 School Year, staff will be revising
documents to ensure that LEP students have
the opportunity to receive support services,
such as guidance and counseling, in a
language that the student understands.
Evidence of Completion of the Corrective Action: Completed revision of the documents to
ensure that LEP students have the opportunity to receive support services, such as guidance and
counseling, in a language that the student understands.
Description of Internal Monitoring Procedures: The internal monitoring process will entail an
internal review of tracking all forms and letters specifically that LEP students have the
opportunity to receive support services, such as guidance and counseling, in a language that the
student understands.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 4, 2013, submit copies of the revised
documents.
By December 4, 2013, the district will conduct a follow up review of a sampling of English language
learner student records for each grade level. Review the student records to ensure that LEP students
have the opportunity to receive support services, such as guidance and counseling, in a language the
student understand. Include the following:

The number of records reviewed.

The number of records in compliance.

For all records not in compliance with this criterion, determine the root cause(s) of the
noncompliance and provide results of the determination(s).

The district’s plan to remedy the noncompliance with regard to each record and to ensure
100% compliance with this criterion.
Progress Report Due Date(s): October 4, 2013 & December 4, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Rating: Partially Implemented
Development Requirements
Department CPR Finding: District documents showed that the district has had in places a five year
professional development plan from 2007-08 through 2011-12. However, only some teachers have
completed Categories 1 and 2, and few have completed categories 3 and 4.
Please note that the Department’s regulations concerning SEI professional development have changed.
Refer to: http://www.doe.mass.edu/retell/ for more information.
Narrative Description of Corrective Action: The Abington Public Schools will be revising the
district professional development offerings to reflect the new regulations of the Rethinking
Equity and Teaching for English Language Learners (RETELL) initiative and World-Class
Instruction and Assessment (WIDA) which will connect to the Massachusetts Common Core
Standards and prepare educators with Sheltered Immersion Instruction (SEI) professional
development training.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph.D,
Corrective Action Activity: On-going until
Assistant Superintendent
full implementation according to RETELL
regulations. The Abington Public Schools
has been assigned to Cohort 3 which requires
22 core academic teachers to be trained: 11
during SY 2015 and 11 during SY 2016 in
Sheltered Immersion Instruction (SEI).
Evidence of Completion of the Corrective Action: Tracking documentation of Sheltered
Immersion Instruction (SEI) staff training with full implementation according to RETELL
regulations.
Description of Internal Monitoring Procedures: The internal monitoring process will entail an
internal review of tracking Sheltered Immersion Instruction (SEI) professional development
trainings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 15 Professional
Approved
Partially Approved
Disapproved
Development Requirements
Basis for Partial Approval or Disapproval: See ELE 5
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): N/A
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 18 Records of LEP
Students
Department CPR Finding: Record review indicated that ELE student records do not consistently
contain home language surveys; results of identification and proficiency tests and evaluations,
including MELA-O, MEPA, and MCAS; information about the student’s previous school experiences;
and copies of parent notification letters, progress reports and report cards.
Narrative Description of Corrective Action: The Abington Public Schools will ensure that ELE
18 Records of LEP Students will consistently contain home language surveys; results of
identification and proficiency tests and evaluations; information about the student’s previous
school experiences; and copies of parent notification letters, progress reports and report cards.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dympna M. Thomas, Ph.D,
Corrective Action Activity: During the
Assistant Superintendent
2012-2013 School Year, staff will ensure that
records of LEP students will consistently
contain home language surveys; results of
identification and proficiency tests and
evaluations; information about the student’s
previous school experiences; and copies of
parent notification letters, progress reports
and report cards.
Evidence of Completion of the Corrective Action: During the 2012-2013 School Year the
Abington Public Schools ELE staff and Administrative Team will be trained on ELE 18 Records
of LEP Student regulations.
Description of Internal Monitoring Procedures: The monitoring process will entail an annual
internal review of student records pertaining to ELE 18 Records of LEP Students: consistently
contain home language surveys; results of identification and proficiency tests and evaluations;
information about the student’s previous school experiences; and copies of parent notification
letters, progress reports and report cards.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 18 Records of LEP
Approved
Partially Approved
Disapproved
Students
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 4, 2013, provide evidence (agenda, sign-in
sheets) of staff training on English language learner student records requirements.
By December 4, 2013, the district will conduct a follow up review of a random sampling of English
language learner student records from each grade level. The district will review each student record to
ensure each contains a home language survey; results of identification and proficiency tests and
evaluations; information about the student’s previous school experiences; copies of parent notification
letters, progress reports and report cards.
Progress Report Due Date(s): October 4, 2013 & December 4, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Abington CPR Corrective Action Plan
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