Criterion & Topic:
SE 2 Required and optional assessments
CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review and staff interviews indicated that district staff do not consistently complete an educational assessment by a representative of the school district that includes a history of the student’s progress in the general curriculum and an assessment by teacher(s) with current knowledge regarding the student’s specific abilities in relation to learning standards of the Massachusetts Curriculum Frameworks and the district’s general education curriculum, as well as an assessment of the student’s attention skills, participation behaviors, communication skills, memory and social relations with groups, peers and adults.
Description of Corrective Action:
: The work flow is monitored in the special education office to ensure that all documents involved and consented to have been submitted and are available for parent and team review prior to the meeting. In the past, the school adjustment counselor at the elementary schools has been responsible for the Educational Assessments along with the classroom teacher. The building coordinator in both elementary buildings will be responsible for completing the educational history form after gathering the necessary data and submitting the completed form the special education office. The elementary building principals support this plan and have agreed to oversee this process should additional problems arise with staff absence.
Anticipated Results:
All student files for initial and re-evaluations will contain Educational Assessments A and
B.
Title/Role(s) of responsible Persons:
Director of Student Services and Special Education
Expected Date of
Completion:
10/01/2010
Evidence of Completion of the Corrective Action:
By August 2010 the Director of Student Services in coordination with the Special
Education Secretary will review all elementary and secondary initial and re-evaluations from February through June 2010 to ensure that all files contain the required documentation.
Description of Internal Monitoring Procedures:
The Special Education secretary keeps an excel spread sheet of initial and re-evaluations as they are received in the special education office. As documents are received they are noted in esped on the consent form. When the IEP is completed the secretary notes any missing documents or documents which may have been presented at the meeting but are not yet received in the special education office. The elementary coordinator/psychologist, the Secondary Coordinator of Special Education and /or The Director of Student Services are notified of any missing components of the evaluation for follow up with building principals and/or special education staff.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 2 Required and optional assessments
Corrective Action Plan Status: Partially
Approved
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- Status Date: 04/27/2010
Basis for Partial Approval or Disapproval:
Although the district has notified school based administration of the personnel responsible for completing Educational Assessments, there is no evidence of notification to all staff, including both special and general educators of the changes in procedures.
Department Order of Corrective Action:
The district must inform all staff of the changes in policies and procedures related to the personnel responsible for completing the Educational Assessments.
Required Elements of Progress Report(s):
Please submit evidence of notification sent to all staff informing team of the changes made to personnel responsible for conducting educational assessments. This progress report is due 6/30/10
Please submit the results of the internal monitoring conducted. Please identify the root cause of any non-compliance and the subsequent corrective action(s). Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s). In addition to the results of the internal monitoring please submit evidence of notification to all staff informing them of changes in procedures regarding personnel responsible for conducting Educational
Assessments. This progress report is due 10/04/2010
Progress Report Due Date(s):
06/30/2010
10/04/2010
12/22/2010
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Criterion & Topic:
SE 8 IEP Team composition and attendance
CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review and staff interviews indicated that the district does not always obtain written parental consent to excuse a required IEP Team member from attending the IEP Team meeting, when the attendance of the IEP Team member at the meeting is not necessary.
Description of Corrective Action:
The team chairs and special education teachers will be instructed to have parents indicate on the meeting sign in sheet via their initials indicating their consent to excuse a required
IEP team member from attending the IEP Team meeting, when the attendance of the IEP
Team member at the meeting is not necessary. When it is known in advance that a member of the team whose attendance is not crucial will not be in attendance a written report will be obtained and made available to the parents. Parents will be given the option of rescheduling.
All special education staff will be instructed to add this information to their Policy and
Procedures Manual on Page ( 25 )by June 2010.
Anticipated Results:
All attendees at team meetings will be in attendance or will be excused in writing by parents. If it is known that a participant will not be in attendance in advance of the meeting written comments will be prepared and will be available to the parents in advance of the meeting. Parents will have the option to reschedule if a required TEAM participant is unavailable.
Title/Role(s) of responsible Persons:
Kathleen Glennon/Director of Student Services and Special
Education
Expected Date of
Completion:
10/01/2010
Evidence of Completion of the Corrective Action:
The Director of Student Services and Special Education will review files of 15 students from both the elementary and secondary level whose team meetings have been held between April and June 2010 to ensure that if all participants are not in attendance, parents have where possible been provided with written comments in advance of the meeting and have initialed their excusal on the meeting invitation/sign in sheet.
Description of Internal Monitoring Procedures:
: Elementary coordinator/psychologist, Secondary Coordinator of Special Education and all special education teachers and related service providers have been notified and will continue to be reminded of the necessity of having parents excuse nonessential team members from team meetings in writing by initialing the excusal on the attendance sheet.
When possible parents should be provided written input from excused members in advance of the meeting. Parents should be given the option of rescheduling when they are unwilling to excuse a team member.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 8 IEP Team composition and attendance -
Corrective Action Plan Status: Partially
Approved
Status Date: 04/26/2010
Basis for Partial Approval or Disapproval:
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The districts policy of having parents indicate on the meeting sign in sheet via their initials their consent to excuse a required IEP team member from attending the IEP Team meeting when the attendance of the IEP Team member at the meeting is not necessary is insufficient. The school district and parent must agree in writing to the IEP team members excusal.
Department Order of Corrective Action:
Please develop a policy and procedure to ensure that the school district and parent have agreed in writing to excuse a member of the IEP team when the when the attendance of the IEP Team member at the meeting is not necessary. Please notify all members of the
IEP team who will not be in attendance of the requirement to submit in writing any input he or she has related to the IEP's development.
Required Elements of Progress Report(s):
Please submit evidence of the newly developed policy and procedure to ensure that the school district and parent have agreed in writing to excuse a member of the IEP team when the when the attendance of the IEP Team member at the meeting is not necessary.
Additionally please submit evidence of notification made to all staff informing of the newly developed policy and procedure. This progress report is due 6/30/2010
Please submit the results of the internal monitoring conducted. Please identify the root cause of any non-compliance and the subsequent corrective action(s). Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s). In addition to the result of the internal monitoring, please submit evidence of training conducted on the newly developed excusal procedures (agenda and/or sign-in sheets).
This progress report is due 10/04/2010.
Progress Report Due Date(s):
06/30/2010
10/04/2010
12/22/2010
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Criterion & Topic:
SE 9 Timeline for determination of eligibility and provision of documentation to parent
CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review and additional timeline data submitted by the district indicated that the district does not always meet the 45-day timeline at the middle and high school levels.
Description of Corrective Action:
: The Director of Student Services and Special Education has met with the secondary special education coordinator to review the reasons why team meetings have not always met the 45 day timeline at the middle and high schools. Ongoing conversations have taken place with the middle school and high school principals to discuss scheduling issues.
Both buildings are in the process of working on revisions to their schedules and provisions for the scheduling of special education team meetings in a timely manner have been and are being discussed. Additionally, the secondary coordinator has been reminded that should parents cancel a re-evaluation meeting and it is not possible to reschedule prior to the annual meeting date of the IEP the team must meet to develop an IEP except in unusual circumstances. In any such case the Director of Student Services and Special
Education should be notified.
Anticipated Results:
Compliance with mandatory timelines. Should timelines not be met for some unexpected reason a note will be placed in the student file indicating the reason that the timeline was not met.
Title/Role(s) of responsible Persons:
Director of Student Services and Special Education
Expected Date of
Completion:
10/01/2010
Evidence of Completion of the Corrective Action:
By October 2010 the Director of Student Services and Special Education will review 15 files of students at the middle and/or high school who had initial or reevaluation meetings between April 1 and September 30, 2010 to ensure that the 45 day timeline was met. If a timeline was not met a note should be present in the file indicating the reason for the delay.
Description of Internal Monitoring Procedures:
Regular supervision with the Secondary Coordinator as well as ongoing discussions with the middle and high school principals will help to ensure that meetings are held within acceptable timelines.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 9 Timeline for determination of eligibility and provision of documentation
Corrective Action Plan Status: Approved
Status Date: 04/27/2010 to parent -
Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
Please submit the results of the internal monitoring conducted. Please identify the root cause of any non-compliance and the subsequent corrective action(s). Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level 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
10/4/2010.
Progress Report Due Date(s):
06/30/2010
10/04/2010
12/22/2010
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Criterion & Topic:
SE 22 IEP implementation and availability
CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review, parent surveys and staff interviews indicated the district did not immediately inform parents of the delay in service for a school adjustment counselor, the reasons for the delay and the actions the district took to address the lack of personnel.
Description of Corrective Action:
: Elementary and Secondary Special Education Coordinators have been instructed, as have all special education staff and related service providers, to notify the director of
Student Services and Special Education if services are not being provided to students as specified in IEPs. Particularly in the case of unfilled special education/related service provider positions or where staff are absent for an extended period of time, staff are reminded to notify the Director so that parents may be informed.
This reminder is included in the Process and Procedure Handbook on page 48
Anticipated Results:
Parents will be notified immediately of any delay in the provision of services, the reason for the delay and the actions the district is taking to address the lack of personnel or other reason for non provision of required services.
Title/Role(s) of responsible Persons:
Director of Student Services and Special Education
Expected Date of
Completion:
10/01/2010
Evidence of Completion of the Corrective Action:
District is fully staffed, Process and Procedure Handbook is updated. Students are receiving services as identified in IEPs. By September 15, 2010 the Director of Student
Services will review 10 files from each building to ensure that all services identified in the
IEPs are being provided as specified.
Description of Internal Monitoring Procedures: periodic reviews of staffing plan to ensure that all positions are filled.
Periodic (at least quarterly) review with staff to ensure that IEPs are being monitored to ensure that all services are being provided and if not, that the Director has been notified and has notified parents in writing.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 22 IEP implementation and availability -
Corrective Action Plan Status: Approved
Status Date: 04/26/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the results of the internal monitoring conducted. Please identify the root cause of any non-compliance and the subsequent corrective action(s). Please note when conducting internal monitoring that district must maintain the following documentation
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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and make it available to the Department upon request: a) List of the student names and grade level 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
10/04/2010.
Progress Report Due Date(s):
06/30/2010
10/04/2010
12/22/2010
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Criterion & Topic:
SE 32 Parent advisory council for special education
CPR Rating:
Partially Implemented
Department CPR Findings:
The documentation review and staff interviews indicated that the Parent Advisory Council (PAC) and the district have not established a formal process for the PAC to advise the district on matters that pertain to the education and safety of students with disabilities.
Description of Corrective Action:
The Director of Student Services and Special Education will coordinate with the school committee (possibly a subcommittee) and the Chairs of the Special Education Parent
Council relative to developing and implementing a formal process by which the Parent
Advisory Council is able to advise the district on matters that pertain to the education and safety of students with disabilities.
By June 2010 preliminary meetings will have taken place with both the leadership of the
PAC and the school committee policy subcommittee and by October 2010 a formal, written process will be in place.
Anticipated Results:
The Parent Advisory Council will meet regularly with the Director of Student Services and the School Committee (or a subgroup of the School Committee) to advise the district on matters that pertain to the education and safety of student with disabilities.
Title/Role(s) of responsible Persons:
Director of Student Services and Special Education
Expected Date of
Completion:
10/01/2010
Evidence of Completion of the Corrective Action:
: a written policy identifying the roles, opportunities and specific timelines of PAC advisory activities to the district will be in place by October 2010.
Description of Internal Monitoring Procedures:
PAC advisory activities and/or meetings will become part of the regular school committee calendar. The Director of Student Services and Special Education will schedule no fewer than two yearly meetings with interested members of the PAC.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 32 Parent advisory council for special education -
Corrective Action Plan Status: Approved
Status Date: 04/26/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit a copy of the written policy for the PAC participation on matters pertaining to the education of students with disabilities. This progress report is due 6/30/2010.
Progress Report Due Date(s):
06/30/2010
10/04/2010
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12/22/2010
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Amesbury Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Kathleen Glennon, Director of Student Services and Special Education
Mandatory One-Year Compliance Date: 4/1/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Rating: partially implemented
Department CPR Finding: Please see the comment for ELE 12 (The document review and staff interview indicated that the district does not always provide information regarding extracurricular activities to LEP students in a language they understand.)
Narrative Description of Corrective Action: The district has instituted use of a new form to better track requests for translations. Additionally all building principals have been reminded of the need to make information available to students in a language they can understand. The student handbooks at all levels have recently been translated into Portuguese (a language used by a number of our LEP students) and is exploring methods of obtaining translations into other languages as necessary. Staff will be reminded at all levels that information must be made available to students in a language they can understand. Our new school web sites offer online translation services to those students and buildings where LEP students are located.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services
Expected Date of Completion for Each
Corrective Action Activity: October 2010 and Special Education
Evidence of Completion of the Corrective Action: A district committee will be convened to review a representative sampling of materials routinely sent home both in hard copy and electronically and will show evidence that to the extent possible, documents including information about extracurricular activities is provided in the languages of LEP students. The committee will be chaired by the Director of Student Services and Special Education and will include at minimum the ELL teacher and a representative from both elementary and secondary levels.
By October 2010 a sampling of 10 building or classroom documents at each level will be reviewed for compliance with CR 7 and ELE 12.
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Description of Internal Monitoring Procedures: annual review in accordance with CR 25
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR7 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: Although the district recently translated the student handbook, there is no evidence that the district established a system of oral interpretation to assist parents/guardians with limited English skills, including those who speak low-incidence languages.
Additionally, please see ELE 12
Department Order of Corrective Action: Please submit evidence that the district has developed a system of oral-interpretation to assist parents/guardians who speak low incidence languages.
Required Elements of Progress Report(s): Please provide evidence that the district has provided information regarding extracurricular activities to parents in a language they can understand.
Additionally, please submit evidence the district has established a system of oral interpretation to assist parents/guardian including those who speak low-incidence languages.
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Rating: partially implemented
Department CPR Finding: The student record review and staff interviews indicated the district does not send annual written notice to former students who have not yet earned their competency determination informing them of the availability of post-high school academic support and encouraging them to participate in these programs in cases in which these students have not transferred to another school.
Narrative Description of Corrective Action: The Dean of Students at the High School responsible for MCAS administration and record keeping will maintain a list of students who have not yet passed the MCAS and who have left school without transferring to another district. At least annually and as available the Dean will send written notice to those students informing them of know post high school academic support and encouraging them to take advantage of such opportunities.
Title/Role of Person(s) Responsible for Expected Date of Completion for Each
Implementation: Dean of Students High School Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: Copies of letters sent to students who have not passed MCAS and who have left school informing them of opportunities for post high school academic support.
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education will coordinate with the High School Dean(s) to identify such students and ensure that the appropriate correspondence has been sent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: Status of Corrective Action:
Approved Partially Approved Disapproved
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Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit copies of letters sent to former students who have left school without earning a competency determination. Please be sure the letter includes information of the availability of post-high school academic support and encouraging them to participate in these programs in cases in which these students have not transferred to another school.
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 23 Rating: partially implemented
Department CPR Finding: Please see the comment for ELE 16 (Staff interviews indicated that LEP students at the middle and high school are receiving ELL services in the school library while other students are using the library.)
Narrative Description of Corrective Action: Students and ELL teacher have been and will continue to be assigned classroom or non public space for instructional activities.
Title/Role of Person(s) Responsible for
Implementation: Middle School Principal, High
School Principal and/or designee responsible for scheduling classroom space.
Expected Date of Completion for Each
Corrective Action Activity: completed
Evidence of Completion of the Corrective Action: student schedules reflecting classroom assignment for ELE course, ELL teacher schedule
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education and building principals will continue to monitor the situation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: The Department will need an additional verification source to ensure that LEP students are receiving comparable facilities to non-LEP students in the district.
Department Order of Corrective Action: Please verify that students are no longer receiving their
ESL services in the library during its use by other students.
Required Elements of Progress Report(s): Please indicate the ESL teachers assigned to the middle school and high school, their daily schedule, and classroom locations for the delivery of services.
Please note, this criterion will be subject to onsite verification.
Progress Report Due Date(s): June 30, 2010
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: CR 24 Rating: partially implemented
Department CPR Finding: The document review and staff interviews indicated the district does not have a process by which individual teachers in the district review educational materials for simplistic and demeaning generalizations lacking intellectual merit on the basis of race, color, sex, religion, national origin and sexual orientation.
Narrative Description of Corrective Action: The Curriculum Director is will coordinate a committee of interested teachers to review current practice. The Curriculum Director and appropriate (such as teachers, principals, Director of Student Services and Special Education) others will begin to develop a district wide process to ensure that educational materials are reviewed for simplistic and demeaning generalizations lacking intellectual merit on the basis of race, color, sex, religion, national origin and sexual orientation. It is expected that a standard written process will be developed to ensure that educational materials are reviewed.
Title/Role of Person(s) Responsible for
Implementation: Curriculum Director
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: written process which will be disseminated to teachers and included in faculty handbooks
Description of Internal Monitoring Procedures: Specifics of the internal monitoring procedures will be determined as the process is developed but may include annual review by curriculum committees, review by the curriculum director in conjunction with building based and/or content area teams of teachers.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 24 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit evidence that the district has established a written policy and procedure to ensure that individual teachers in the district review educational materials for simplistic and demeaning generalizations lacking intellectual merit on the basis of race, color, sex, religion, national origin and sexual orientation.
Progress Report Due Date(s): June 30, 2010
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: CR 25 Rating: partially implemented
Department CPR Finding: The document review and staff interviews indicated that the district has no formal means by which it evaluates all aspects of its K-12 program annually to ensure that all students, regardless of race, color, sex, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status, have equal access to all programs, including athletics and other extracurricular activities.
Narrative Description of Corrective Action: The Director of Student Services and Special
Education will coordinate a committee to evaluate current practices and make recommendations to the
Superintendent ensure that the all K-12 programs are evaluated annually to ensure that all students have equal access to all programs including athletics and other extra curricular activities.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services
Expected Date of Completion for Each
Corrective Action Activity: October 2010 and Special Education
Evidence of Completion of the Corrective Action: The district will develop, adopt and implement a process by which an evaluation is completed annually to ensure that all students have access to all programs.
Description of Internal Monitoring Procedures: The completion of an annual evaluation to ensure that all students regardless of race, color, sex, religion, national origin, limited English proficiency, sexual orientation, disability or housing status have equal access to all programs including athletics and other extracurricular activities will be included on the Superintendent’s checklist for dissemination to building principals and other administrators. The Director of student Services and Special Education will facilitate the implementation of a developed plan.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 25 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit a copy of the plan the district developed to evaluate all aspects of its current practices to ensure that k-12 programs are evaluated annually to ensure that all students have equal access to all programs including athletics and other extra curricular activities.
Progress Report Due Date(s): June 30, 2010
Rev. 9-21-09
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Amesbury Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Kathleen Glennon, Director of Student Services and Special Education
Mandatory One-Year Compliance Date: 4/1/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Rating: partially implemented
Department CPR Finding: The district has translated home language surveys into the major languages represented in the district but the student record review and staff interviews indicated the district does not consistently provide surveys to parents in their home language.
Narrative Description of Corrective Action:
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services
Expected Date of Completion for Each
Corrective Action Activity: October 2010 and Special Education
Evidence of Completion of the Corrective Action: A review of the files all new English Language
Learner students entering the district from March 2010 completed by the Director of Student Services and Special Education will demonstrate that all students have a completed home language survey which was presented to the parents or guardians in the home language.
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Description of Internal Monitoring Procedures: At least annual review with building personnel responsible for registering new students will be completed by and with building principals to ensure that home language surveys are presented to parents in the home language and that all surveys are completed by the parents/guardians at time of registration .
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the results of the review of the LEP files completed by the Director of Student Services and Special Education.
Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Rating: partially implemented
Department CPR Finding : Sheltered English Immersion (SEI) is a program model for limited English
Proficient (LEP) students composed of two parts-English as a second language (ESL) and sheltered content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP students only and designed to promote the English Language development of LEP students. Sheltered content instruction is an approach for teaching content to LEP students in strategic ways that make the subject matter concepts comprehensible while promoting the LEP students’ English language development. A review of district documents shows that the district does currently have an ESL curriculum based on the Massachusetts English Language Proficiency Benchmarks and Outcomes.
For students who do receive direct ESL instruction, documentation indicated amounts of ESL instruction below recommended hours as outlined in the Department’s September 2009 guidance document: ‘Guidance on Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient (LEP) Students.” The number of hours of direct instruction appeared lowest at the elementary level and was not consistently delineated by proficiency.
Content instruction is based on the appropriate Massachusetts curriculum Framework; however not all teachers have completed all of the required categories of SEI professional development focused on the skills and knowledge necessary for sheltering instruction, described in the Commissioner’s
Memorandum of June 2004 (see findings ELE 15). However, the district does have a detailed, multiyear plan to provide the remaining Categories of professional development to Amesbury teachers.
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Narrative Description of Corrective Action: Immediately, student groupings at were modified so that students were grouped with students with similar levels of English proficiency. The situation will continue to be monitored as new students enter the district or schedules change with the start of a new semester or year to ensure that students are appropriately grouped.
The district will continue to make efforts to ensure that as much as possible students serviced in ESL programs receive recommended numbers of hours as indicated in the Commissioner’s memo based on
MEPA Results. As additional staff resources become available this area will be one of the district wide priorities.
Students entering the district or moving from grade to grade will continue to be placed to the extent possible with teachers who have appropriate levels of SEI professional development. Additionally, the district will continue to work toward ensuring that all teachers have completed all of the required categories of SEI professional development. As increased training opportunities become available through DESE increased numbers of teachers will be enrolled in available trainings.
Title/Role of Person(s) Responsible for
Implementation: Director of student Services and Special Education
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: Student schedules will demonstrate that students are grouped with students with students with similar levels of English Proficiency for ESL instruction.
Additionally, student schedules will demonstrate hours of ESL instruction at or approaching recommended levels as noted in the Commissioner’s memo. Updated lists of Amesbury teachers with appropriate levels of SEI professional development will indicate movement toward a staff that has completed all required levels of professional development.
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education will meet at least quarterly with the ESL teacher to review all LEP student files to ensure that students are grouped according to level of English proficiency for ESL instruction and to assess the degree to which the Commissioner’s recommendations are being met in designated ESL instructional time.
Additionally, the Director of Student Services and Special Education will work cooperatively with building principals to increase the numbers of staff across buildings, grades and content areas participating in SEI professional development.
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: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit the instructional grouping of LEP students at the elementary, middle, and high school level. Please be sure to include the proficiency level and the amount of time students are receiving ESL instruction from a certified instructor.
In addition, please submit an updated copy of the multi-year SEI professional development plan designed to increase the capacity of the district to provide LEP students with teachers trained in all four sheltered English immersion categories. Please include the following information in the plan:
 dates, times, and locations of all four of the SEI Category trainings across multiple years; and
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 the names of the teacher attending each training and the school, grade, and subject matter they teach
Finally, please submit the results of the review of the LEP files completed by the Director of Student
Services and Special Education.
Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Rating: partially implemented
Department CPR Finding: The district’s documentation indicated that ESL instruction is not always delineated by the student’s proficiency levels.
Narrative Description of Corrective Action: Student schedules have been changed so that students’ instructional groupings for ESL instruction reflect grouping by proficiency levels to the extent possible.
The Director of Student Services and building principals will continue to monitor the situation with the
ELL teacher.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services and Special Education
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: Student schedules will reflect instructional groupings for ESL instruction that include students of similar English language proficiency .
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education will meet at least quarterly with the ESL teacher to review all LEP student files to ensure that students are grouped according to level of English proficiency for ESL instruction and to assess the degree to which the Commissioner’s recommendations are being met in designated ESL instructional time.
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 Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s ): Please submit the instructional grouping of LEP students at the elementary, middle, and high school level. Please be sure to include the proficiency level and the amount of time students are receiving ESL instruction from a certified instructor.
Additionally, please submit the results of the review of the LEP files completed by the Director of
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Student Services and Special Education.
Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a)
List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Rating: partially implemented
Department CPR Finding: The document review indicated the parental notification letter does not include the student’s level of English proficiency.
Narrative Description of Corrective Action: The parental notification letter will be changed to reflect inclusion of all required elements including the students’ level of English proficiency.
Title/Role of Person(s) Responsible for
Implementation: Director of student Services and Special Education with the ELL teacher
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: Letters in student files will reflect all required elements including the student’s level of English proficiency.
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education will meet at least quarterly with the ESL teacher to review all LEP student files to ensure that students are grouped according to level of English proficiency for ESL instruction and to assess the degree to which the Commissioner’s recommendations are being met in designated ESL instructional time. Copies of parental notification letter(s) should reflect the student’s level of English proficiency.
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: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the parent notification letter translated into the major languages of the district.
Additionally, please submit the results of the review of the LEP files completed by the Director of
Student Services and Special Education.
Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a)
List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s): June 30, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Rating: partially implemented
Department CPR Finding: Documentation indicated the district does not have staff fully trained in the four categories of Sheltered English Immersion (SEI), which is necessary to student access to the curriculum.
Narrative Description of Corrective Action: The district continues to move forward with a long term plan to train staff in the four categories of SEI. To the extent possible and based on available instructional opportunities provided to the district through DESE and available vendors, the district will train staff across buildings, grade levels, and content areas with the long term goal of a fully trained staff.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services
Expected Date of Completion for Each
Corrective Action Activity: October 2010 and Special Education
Evidence of Completion of the Corrective Action: Updated list of staff trained by building indicating grade level, and categories completed. Newly trained staff and anticipated training opportunities will be included on the list.
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education in conjunction with the Curriculum Director and building principals will continue to include
SEI professional development needs in the district wide plan of professional development needs.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit an updated copy of the multi-year SEI professional development plan designed to increase the capacity of the district to provide LEP students with teachers trained in all four sheltered
English immersion categories. Please include the following information in the plan:
 dates, times, and locations of all four of the SEI Category trainings across multiple years; and
 the names of the teacher attending each training and the school, grade, and subject matter they teach.
Progress Report Due Date(s): June 30, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12 Rating: Partially implemented
Department CPR Finding: The document review and staff interview indicated that the district does not always provide information regarding extracurricular activities to LEP students in a language they understand.
Narrative Description of Corrective Action: : The district has instituted use of a new form to better track requests for translations. Additionally all building principals have been reminded of the need to make information available to students in a language they can understand. The student handbooks at all levels have recently been translated into Portuguese (a language used by a number of our LEP students) and is exploring methods of obtaining translations into other languages as necessary. Staff will be reminded at all levels that information must be made available to students in a language they can understand. Our new school web sites offer online translation services to those students and buildings where LEP students are located.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services and Special Education
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: A district committee will be convened to review a representative sampling of materials routinely sent home both in hard copy and electronically and will show evidence that to the extent possible, documents including information about extracurricular activities is provided in the languages of LEP students. The committee will be chaired by the Director of Student Services and Special Education and will include at minimum the ELL teacher and a representative from both elementary and secondary levels. By October 2010 a sampling of 10 building or classroom documents at each level will be reviewed for compliance with CR 7 and ELE 12.
Description of Internal Monitoring Procedures: annual review in accordance with CR 25
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: The district must make reasonable efforts to provide
LEP students and their parents/ guardian with information and notices regarding extracurricular activities in a language or mode that they can understand for the SY 2010-11.
Department Order of Corrective Action: Although the district is making progress towards the completion of this criterion, the district must provide timely translations of documents informing parents/ guardians of extracurricular activities in a language or mode they can understand .
Required Elements of Progress Report(s):
Please submit evidence that information and notices regarding extracurricular activities have been translated for LEP students and their parents/guardians in a language or mode they can understand and that the district has established a process for ensuring translations to parents .
Progress Report Due Date(s): June 30, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Rating: partially implemented
Department CPR Finding: While the documentation review indicated the district has appropriate procedures to monitor former limited English proficient students, interviews and the student record review did not verify that these procedures are currently implemented by school personnel.
Narrative Description of Corrective Action: The Director of Student Services, the ELL teacher and building principals will maintain lists of students who are former limited English proficient students.
At least quarterly the ELL teacher will meet with the Director of Student Services to discuss the monitoring of FLEP students and to provide the documentation necessary for inclusion in student folders such as report cards, meeting notes, teacher comments.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services with ELL teacher and building principals
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: lists of FLEP students, updated information for student folders demonstrating monitoring activities with relevant information.
Description of Internal Monitoring Procedures: Ongoing quarterly meetings with Director of
Student Services and ELL teacher to include building staff as necessary. All folders of FLEP students monitored quarterly for at least two years.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 13 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit a list of FLEP students and updated information regarding monitoring activities.
Progress Report Due Date(s): June 30, 2010
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 15 Rating: partially implemented
Department CPR Finding: Amesbury Public Schools submitted a multi-year strategic plan for offering Sheltered English Immersion Professional Development (SEI PD) to teachers who provide content instruction to LEP students in the district. Category 4 training had the lowest numbers of teachers represented.
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, not all teachers have completed all of the required categories of SEI professional development focused on the skills and knowledge necessary for sheltering instruction, described in the Commissioner’s
Memorandum of June 2004 (see finding ELE 15). The district does have a detailed multi-year plan to provide the remaining Categories of professional development to Amesbury teachers.
Narrative Description of Corrective Action: The district continues to move forward with a long term plan to train staff in the four categories of SEI. To the extent possible and based on available instructional opportunities provided to the district through DESE and available vendors, the district will train staff across buildings, grade levels, and content areas with the long term goal of a fully trained staff.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services,
Curriculum Director, building principals
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Evidence of Completion of the Corrective Action: Updated list of staff trained by building indicating grade level, and categories completed. Newly trained staff and anticipated training opportunities will be included on the list.
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education in conjunction with the Curriculum Director and building principals will continue to include
SEI professional development needs in the district wide plan of professional development needs.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit an updated copy of the multi-year SEI professional development plan designed to increase the capacity of the district to provide LEP students with teachers trained in all four sheltered English immersion categories. Please include the following information in the plan:
 dates, times, and locations of all four of the SEI Category trainings across multiple years; and
 the names of the teacher attending each training and the school, grade, and subject matter they teach
Progress Report Due Date(s): June 30, 2010
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 16 Rating: partially implemented
Department CPR Finding: Staff interviews indicated that LEP students at the middle and high school are receiving ELL services in the school library while other students are using the library
Narrative Description of Corrective Action: Students and ELL teacher have been and will continue to be assigned classroom or non public space for instructional activities.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services and Special Education, building principals
Evidence of Completion of the Corrective Action: student schedules reflecting classroom assignment for ELE course, ELL teacher schedule
Expected Date of Completion for Each
Corrective Action Activity: October 2010
Description of Internal Monitoring Procedures: The Director of Student Services and Special
Education and building principals will continue to monitor the situation .
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 16 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: The Department will need additional verification that
LEP students are receiving services in an appropriate instructional space.
Department Order of Corrective Action: Please provide a list of ESL instructors and/or teachers schedules and identify the classrooms of these individuals.
Required Elements of Progress Report(s): Please submit a list of teacher schedules reflecting classroom assignments at the middle school and high school.
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Rating: partially implemented
Department CPR Finding: The student record review indicated that student files did not always contain home language surveys, parental notification letters, ELE student progress reports, district report cards and evidence of follow-up monitoring.
Narrative Description of Corrective Action: LEP student records will be maintained in accordance with ELE 18 and relevant state and federal regulations.
Title/Role of Person(s) Responsible for
Implementation: Director of Student Services and Special Education with ELL teacher
Expected Date of Completion for Each
Corrective Action Activity: October 2010
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Evidence of Completion of the Corrective Action: At least quarterly the Director of Student
Services will meet with the ELL teacher to review LEP student folders for necessary documents .
Description of Internal Monitoring Procedures: Quarterly meetings will be documented. Student folders will indicate date of review by Director of Student Services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Status of Corrective Action:
Approved Partially Approved Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the results of the review of the LEP files completed by the Director of Student Services and Special Education.
Please note when conducting internal monitoring that district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature
Progress Report Due Date(s): June 30, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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