MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Ashburnham-Westminster
CPR Onsite Year: 2012-2013
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 10/19/2013.
Mandatory One-Year Compliance Date: 10/19/2014
Summary of Required Corrective Action Plans in this Report
Criterion
Criterion Title
CPR Rating
SE 9
Timeline for determination of eligibility and provision of
documentation to parent
Partially
Implemented
SE 36
IEP implementation, accountability and financial
responsibility
Partially
Implemented
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
Partially
Implemented
SE 55
Special education facilities and classrooms
Partially
Implemented
CR 7B
Structured learning time
Partially
Implemented
Criterion
Criterion Title
CPR Rating
CR 16
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Partially
Implemented
CR 25
Institutional self-evaluation
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9 Timeline for determination of eligibility and provision of
Partially Implemented
documentation to parent
Department CPR Findings:
Student records and staff interviews indicated that following the development of the IEP,
the district does not provide two copies of the proposed IEP and placement to the parent.
Description of Corrective Action:
While the district had already changed its practice of not sending home two complete
copies of the IEP after the self assessment, it did not adequately document in the N-1 that
it did provide two copies of the proposed IEP and placement to the parent.
Title/Role(s) of Responsible Persons:
Expected Date of
Kathleen Veroude, Director of Special Education/PPS
Completion:
01/30/2014
Evidence of Completion of the Corrective Action:
On 4/25/2013, A training survey was sent to 39 special education teachers, speech
pathologist, and other liaisons. This included direction on sending home two complete
copies of the IEP, checking the "Other" box and writing "two complete copies of the IEP"
are attached, and including that information in the narrative under number 6. All
professional staff completed the survey. On 11/5/2013, the survey was sent to all new
staff members that serve as liaisons. Reminders are being provided at monthly staff
meetings. The document created regarding SE9 has been updated to explicitly state the
need for two complete copies to be sent home and to be noted in the N-1.
Description of Internal Monitoring Procedures:
On November 1, 2013, all N-1s generated between September 1 and October 31, 2013
were reviewed. Of the 79 documents, 50 were fully consistent with the new training. An
additional 17 have the information in the narrative (number 6) but did not have the
information on the cover sheet. Twelve were not compliant. After additional training is
completed, the N-1 documents will again be reviewed for full compliance. There was no
specific pattern to the errors although some teachers specifically need further training and
some errors were made by staff new to the district this year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 9 Timeline for determination of
eligibility and provision of documentation
to parent
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before March 3, 2014, please submit evidence of additional staff trainings (including
staff new to the district) related to the provision of two copies of the proposed IEP and
placement to parents/guardians. Include evidence such as memorandums, email
correspondence, training/meeting agendas, signed attendance sheets, and a sample of
training materials. By June 2, 2014, submit to ESE the results of an administrative record
review of a sample of student records from each school level for evidence that two copies
of the proposed IEP and placement were provided to the parent. This sample must be
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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drawn from records of IEP Team meetings conducted after all corrective actions have
been implemented. Indicate the number of records reviewed, the number found
compliant, an explanation of the root cause for any continued non-compliance and a
description of any additional corrective actions taken by the district to address any
identified non-compliance. *Please note that when conducting internal monitoring the
district must maintain the following documentation and make it available to the
Department upon request: a) List of student names and grade level for the record review;
b) Date of the review; c) Name of the person(s) who conducted the review, their role(s),
and their signature(s).
Progress Report Due Date(s):
03/03/2014
06/02/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 36 IEP implementation, accountability and financial
Partially Implemented
responsibility
Department CPR Findings:
Document review indicated that the district does not have procedures that address
accessing the parent's private insurance to support costs of IEP implementation.
Description of Corrective Action:
The district did not have a procedure to address accessing the parent's private insurance
to support costs of IEP implementation.
Title/Role(s) of Responsible Persons:
Expected Date of
Kathleen Veroude, Director of Special Education/PPS
Completion:
01/30/2014
Evidence of Completion of the Corrective Action:
On November 18, 2013, the district modified its procedure for accessing a student's
private health insurance. By December 30, 2013, all special education liaisons will be
trained on the new procedure.
Description of Internal Monitoring Procedures:
Monthly staff meeting agendas will include this new procedure. Attendance will be kept.
Further, the district will use survey monkey to ensure that all staff have been trained on
the new procedure.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 36 IEP implementation, accountability
and financial responsibility
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before March 3, 2014, please submit a copy of the district's procedure for accessing
parent's private insurance to support costs of IEP implementation. Also submit evidence
of staff trainings at all levels related to the district's new procedure for accessing the
parent's private insurance to support costs of IEP implementation. Include evidence such
as memorandums, email correspondence, training/meeting agendas, signed attendance
sheets, and a sample of training materials including new district documents.
Progress Report Due Date(s):
03/03/2014
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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:
Document review indicated that the district has 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. However, document review
indicated that the district's procedures for placing students in an interim alternative
education setting (IAES) does not include that the district may request a hearing to keep
a student in a disciplinary placement on the authority of a hearing officer.
Description of Corrective Action:
The district's procedures for placing students in an interim alternative education setting
(IAES) did not include that the district may request a hearing to keep a student in a
disciplinary placement on the authority of a hearing officer.
Title/Role(s) of Responsible Persons:
Expected Date of
Kathy Veroude, Director of Special Education/PPS
Completion:
01/30/2014
Evidence of Completion of the Corrective Action:
On November 18, 2013, the district modified its procedure 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 to include that the district may
request a hearing to keep a student in a disciplinary placement on the authority of a
hearing officer. By December 30, 2013, all special education liaisons will be trained on the
new procedure.
Description of Internal Monitoring Procedures:
Monthly staff meeting agendas will include this new procedure. Attendance will be kept.
Further, the district will use survey monkey to ensure that all staff have been trained on
the new procedure.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
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
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before March 3, 2014, please provide a copy of the district's revised procedures for
placing students in an interim alternative education setting (IAES), indicating that the
district may request a hearing to keep a student in a disciplinary placement on the
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authority of a hearing officer. Please submit evidence of staff trainings related to the
district's revised procedure for placing students in an alternative education setting(IAES).
Include evidence such as memorandums, email correspondence, training/meeting
agendas, signed attendance sheets, and a sample of training materials including district
documents.
Progress Report Due Date(s):
03/03/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
Facilities observations indicated that at the Westminster Elementary School, the physical
therapy room is identified by a sign that is potentially stigmatizing for students who
receive services in the designated space.
Description of Corrective Action:
At the Westminster Elementary School, the physical therapy room was identified by a sign
inconsistent with the signage in the rest of the building. Signs may include the staff
members' names, consistent with all classrooms but nothing that will indicate the space is
for services provided to students with special needs.
Title/Role(s) of Responsible Persons:
Expected Date of
Kathy Veroude, Director of Special Education/PPS
Completion:
Sherry Kersey, Business Manager
01/30/2014
Evidence of Completion of the Corrective Action:
By December 30, 2013, all special education liaisons, related service providers, head
custodians, and building administration will be trained on the signage requirements.
Description of Internal Monitoring Procedures:
Monthly staff meeting agendas will include this reminder regarding signage. It will be
discussed at the administrative council and the business manager (facilities) will train the
head custodian in each building. Attendance will be kept. Further, the district will use
survey monkey to ensure that all staff mentioned above understand the need for nondiscriminatory signage.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 55 Special education facilities and
classrooms
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit a written statement of assurance from the principal of the
Westminster Elementary School and the superintendent of the signage removal previously
identifying the room for students receiving physical therapy services at Westminster
Elementary School. Please provide this statement to ESE on or before March 3, 2014. An
onsite visit by ESE will be conducted on or before June 2, 2014 to observe the removal of
signage outside the space used to provide physical therapy services at Westminster
Elementary School.
Progress Report Due Date(s):
03/03/2014
06/02/2014
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Ashburnham-Westminster CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7B Structured learning time
Partially Implemented
Department CPR Findings:
Review of documents and staff interviews indicated that Oakmont Regional High School
seniors were not scheduled for and therefore did not participate in physical education
classes during the 2011-2012 and 2012-2013 school years.
Description of Corrective Action:
All Oakmont Regional High School seniors who did not participate in physical education
classes in semester 1 of SY 2013-2014 will be scheduled for physical education activities
for semester 2 of SY 2013-2014.
Many seniors participate in sport(s). This will count for their physical activity. Rosters of
senior participants in sports will be included in the progress report to be submitted to
DESE by April 11, 2013;
Many seniors participate in the marching band. This will count for their physical activity.
Rosters of senior participants in marching band will be included in the progress report to
be submitted to DESE by April 11, 2013;
Remaining seniors for whom the above does not apply will participate in the following
physical education activities, to include health related topics, related to the curriculum
frameworks and physical exercise:
Suicide Prevention focus groups;
Substance Abuse Prevention focus groups;
School Spirit Physical Education Activities: Pirate Day, Jr./Sr. Relay, Powder Puff Football,
Turkey Bingo. Written explanations of these will be included in the progress report to be
submitted to DESE by June 6, 2014.
Many ORHS students, including seniors, have participated in strength training and other
fitness offerings.
The SY 2013-2014 course catalog will include the need for physical education for all four
years of a student's education (excluding those engaged in sports for at least one season
of the school year.)
Title/Role(s) of Responsible Persons:
Expected Date of
David Uminski, ORHS Principal;
Completion:
Virginia Koski, ORHS Registrar.
06/06/2014
Evidence of Completion of the Corrective Action:
All Oakmont Regional High School seniors who did not participate in physical education
classes in semester 1 of SY 2013-2014 will be scheduled for physical education activities
for semester 2 of SY 2013-2014.
Rosters of senior participants in sports will be included in the progress report to be
submitted to DESE by April 11, 2013;
Rosters of senior participants in marching band will be included in the progress report to
be submitted to DESE by April 11, 2013;
Remaining seniors for whom the above does not apply will participate in the following
physical education activities, to include health related topics, related to the curriculum
frameworks and physical exercise:
Suicide Prevention focus groups;
Substance Abuse Prevention focus groups;
School Spirit Physical Education Activities: Pirate Day, Jr./Sr. Relay, Powder Puff Football,
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Turkey Bingo. Written explanations of these will be included in the progress report to be
submitted to DESE by June 6, 2014.
Many ORHS students, including seniors, have participated in strength training and other
fitness offerings.
The SY 2013-2014 course catalog will include the need for physical education for all four
years of a student's education (excluding those engaged in sports for at least one season
of the school year.)
Description of Internal Monitoring Procedures:
Prior to each school year Principal David Uminski, Registrar Virginia Koski and each
student's guidance counselor will review schedules of all seniors to ensure that seniors
participate in either physical education classes or the physical education activities during
each school year to include participation in a sport for at least one season, participation in
the marching band, participation in a suicide prevention focus group, participation in a
substance abuse prevention group, and/or participation in a school spirit physical
education activity.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7B Structured learning time
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before June 2, 2014, please submit a roster of 2013-2014 seniors indicating the
physical education activity in which each student participated. Please conduct an
administrative review of seniors' schedules for the 2014-2015 academic year and report
the number of students who will have physical education on their schedules. Please
submit this to ESE by August 19, 2013. *Please note that when conducting internal
monitoring the district must maintain the following documentation and make it available
to the Department upon request: a) List of student names for the review; b) Date of the
review; c) Name of the person(s) who conducted the review, their role(s), and their
signature(s).
Progress Report Due Date(s):
06/02/2014
08/19/2014
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Ashburnham-Westminster 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
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
According to document review, the district does not send a written notice to parents and
students 16 or over leaving school without a high school diploma or send annual written
notice to the last known address of each such student who attended the high school
within the past two years who has not yet earned their competency determination or
transferred to another school.
Description of Corrective Action:
By November 13, 2014, Oakmont Regional High School’s Registrar, Virginia Koski, will
have provided Amy Dubovick, Oakmont Regional High School Counselor, with a list of
students who, in the past 2 years, have left school without a high school diploma,
certificate of attainment, or certificate of completion and have not yet transferred to
another school.
By November 29, 2013, Jana Harrison will train Oakmont Guidance Staff in the procedure
to provide written notice to students who have left school without a high school diploma,
certificate of attainment, or certificate of completion and have not yet transferred to
another school.
By December 13, 2013 Amy Dubovick will send a letter and packet to all such students
who have left Oakmont Regional School within the past two years. This letter and packet
will inform students of the availability of publicly funded post-high school academic
support programs and encourage them to participate in those programs.
Throughout SY 2013-2014 all guidance counselors will provide written notice to students
16 or over leaving school without a high school diploma within ten days from their
fifteenth consecutive unexcused absence or when they inform the district of their intent to
leave school. This letter will inform them that they may meet with a representative of the
district within ten days from the date this notice was sent. At the request of the student’s
parent or guardian the district may consent to an extension of the time for this meeting of
not longer than fourteen days. At this meeting the district representatives will discuss the
reasons the student is leaving school and alternative educational or other placements.
Students will be informed that attendance is voluntary after they turn 16, but will inform
them of their right to return to school
By November 15th in all following years Registrar, Virginia Koski, will provide Amy
Dubovick, Guidance Department Counselor, with a list of students who, in the past 2
years, have left school without a high school diploma, certificate of attainment, or
certificate of completion and have not yet transferred to another school.
By December 15th of all following years Amy Dubovick will send a letter and packet to all
such students who have left Oakmont Regional School within the past two years. This
letter and packet will inform students of the availability of publicly funded post-high
school academic support programs and encourage them to participate in those programs.
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Title/Role(s) of Responsible Persons:
Expected Date of
Virginia Koski, Registrar;
Completion:
Jana Harrison, Civil Rights Coord.
02/28/2014
Amy Dubovick, Guidance Counselor.
Evidence of Completion of the Corrective Action:
By February 28, 2014 Jana Harrison will provide copies of letters sent in February 2014
and a copy of the agenda for the training meeting to the Mass. Dept. of Elementary and
Secondary Education.
Description of Internal Monitoring Procedures:
By December 20th of each year Amy Dubovick will send verification to Jana Harrison of
completion of letters sent to all students who have left high school within the past two
years without a high school diploma, certificate of attainment, or certificate of completion
and have not yet transferred to another school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 16 Notice to students 16 or over
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please submit to ESE on or before March
3, 2014 the following: 1) Evidence of staff training, including but not limited to email
correspondence, signed attendance sheets, agendas, and training materials on the newly
developed procedures to ensure proper written notice to parents and students 16 or over
leaving school without a high school diploma, certificate of attainment, or certificate of
completion both initially and annually for a minimum of two years; and 2) Sample copies
of the notices/letters sent to students and parents, as applicable. Subsequent to the
training, submit the results of an administrative review of records of all students 16 or
over who have left school without a high school diploma, certificate of attainment, or
certificate of completion and who have not yet earned their competency determination
and who have not transferred to another school during the past two years. Include in the
results the following: 1) The number tracked for high school students and parents that
were sent proper notices with all requirements including initial and annuals and those, if
any, that were not; and 2) If there were any students/parents that were not provided
with the proper notices, conduct a root cause analysis and provide an explanation and a
description of additional corrective actions taken by the district to address any continuing
identified noncompliance. Please submit this to ESE by June 2, 2014. *Please note when
conducting administrative monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/03/2014
06/02/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 25 Institutional self-evaluation
Partially Implemented
Department CPR Findings:
The district submitted evidence that it conducted an institutional self-evaluation for the
2012-2013 SY; however, it was evident from the materials used to conduct the self
evaluation that the protected category of gender identity was not considered.
Description of Corrective Action:
Prior to December 6, 2013 AWRSD's Administrative Team will conduct an evaluation of
implementation and enforcement of all civil rights in all buildings, grounds and
departments.
By December 13, 2013 AWRSD's Administrative Team will convene to conduct a selfevaluation of the institution's civil right implementation and enforcement. The district will
update its past self-evaluation to include the protected category of gender identity.
Through this self-evaluation the administrative team will ensure that all students,
regardless of race, color, sex, gender identity, religion, national origin, limited English
proficiency, sexual orientation, disability, or housing status, have equal access to all
programs, including athletics and other extracurricular activities. Areas in need of
correction will be addressed by the responsible party.
Title/Role(s) of Responsible Persons:
Expected Date of
AWRSD Administrative Team
Completion:
Jana Harrison, Civil Rights Coordinator.
12/13/2013
Evidence of Completion of the Corrective Action:
Civil Rights Coordinator will provide a copy of the agenda from the December 2013
Administrative Team meeting indicating said self-evaluation was conducted.
Description of Internal Monitoring Procedures:
At the Administrative Team meeting held in August prior to the start of the school year
the team will perform this self-evaluation on an annual basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 25 Institutional self-evaluation
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before March 3, 2014, please provide a copy of the district's revised policy for
evaluating all aspects of its K-12 program annually to ensure equal access to all
programs, including athletics and other extracurricular activities, with gender identity
included as a protected category. In addition, submit evidence that the addition of gender
identity as a protected category for evaluation has been communicated to staff. By June
2, 2014, please submit evidence of the district's revised self-evaluation. Include meeting
date(s), attendees, agendas, survey(s) and any outcomes and/or changes made as a
result of the evaluation that now includes the protected category of gender identity.
Progress Report Due Date(s):
03/03/2014
06/02/2014
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Ashburnham-Westminster CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Ashburnham-Westminster Regional School District
Corrective Action Plan Review
Program Area: English Learner Education
Prepared by: Kathy Veroude
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: June 10, 2015
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
Department CPR Finding: District documentation indicated that current hours of ESL instruction
ELLs at proficiency levels one, two and three receive are insufficient and are, therefore, inconsistent
with Department guidelines. Please see the “Transitional Guidance on Identification, Assessment,
Placement, and Reclassification of English Language Learners August 2013” as found on
http://www.doe.mass.edu/ell/guidance_laws.html
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Narrative Description of Corrective Action: The ELL student population in AshburnhamWestminster Regional School District has increased significantly since 2010. At that time, there were
according to DART, 15 students; in 2014 there were 28. This brought the ELL population up from
0.6%to 1.2%. The district has been aware of the trend. It has moved from a 0.5 FTE ESL teacher in
2011 to 2.0 FTE ESL teachers in 2014. The school committee is aware of the guidelines for instruction
from an ESL certified teacher found in the Transitional Guidance on Identification, Assessment,
Placement, and Reclassification of English Language Learners August 2013 and has actively been
moving towards full compliance even before this report was received. The district believes it will be
able to implement services in the 2014-2015 SY that meet or closely meet the recommended
guidelines.
The Director of Pupil Personnel Services has met with the current ESL staff and reviewed the
anticipated census for the new school year. Paired with an analysis of the spring ACCESS data,
students will be placed in instructional groupings consistent with the required amounts of ESL services.
At the high school and 4 x 4 block schedule of 83 minutes a block is used. Two students at Level 3.6
and 4.9 will receive services every other day in a self-contained setting with an ESL certified teacher
for 83 minutes each session. The level 3 student will receive an additional 83 minutes per week of
direct services within his content area blocks to aid in the acquisition of the content curriculum. There
will be two other students classified as ELL in the building next year but parents have declined further
services against the recommendation of the school.
At the middle school, two students will receive direct service. According to ACCESS results, one is
considered to be at least a 4.9 and the other is 5.0. These students will receive one hour every other day
of direct service from and ESL certified teacher for an average of 5 hours every other week. There are
2 other students identified as ELL whose parents have declined services for next year. One is a
bridging student and the other has language based learning disabilities and the parent prefers that
language services are delivered by a special educator (ACCESS 4.1).
At Meetinghouse/Westminster Elementary, we anticipate one student receiving individual services for
30 minutes two or three days a week. The district negotiated with the parent to not decline services
completely. This student receives special education support as well and is being retained in
Kindergarten at parental request. There are 8 students at levels 3 and 4 who could be taught in a single
group of one hour a day or divided into one 60 minute and one additional 30 minute group a day
depending on the scheduling of specials and lunch.
Briggs Elementary has the most ELL students receiving services in the district. One group of 3 would
receive 2.5 hours a day of direct instruction from a certified ESL teacher. There is a second group of 6
students at levels 3 and 4 that would receive up to one hour of service a day from a certified ESL
teacher.
This proposal is based upon current projections but has room for flexibility in the groupings, especially
across the elementary schools where there are more students present.
When looking at the root causes of the non-compliance, the district recognized that the swift change of
demographics created a learning curve. This is a very student focused school district and individual
teachers were working to meet the needs of all students. In fact, all students here do flourish and the
graduation rates and college enrollment data for our ELL students prove that. Teachers tend to want to
keep their students in their classrooms and feel that students are missing out on their instruction when
pulled out of class. Hopefully as more teachers complete the SEI endorsement, and together with
professional development in the district, there will be increased understanding of the benefits of
intensive English instruction for these students.
The change being attempted this fall is to groups students into larger groups of up to about 8 students.
This will require increased collaboration and cooperation, especially at the elementary level when
teachers expect some autonomy in regards to their daily schedule. The larger group model will allow
for increased expressive and receptive communication opportunities for our students. We anticipate the
results will validate the new model.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kathy Veroude, Director of Pupil Corrective Action Activity: October 31, 2014
Personnel Services
for the reporting on the actual schedules
Evidence of Completion of the Corrective Action: Student and teacher schedules
Description of Internal Monitoring Procedures: The principals and director will review the
schedules to ensure the correct amount of service is being provided. AS new students are identified,
they will receive the required number of hours and be placed in the most appropriate group.
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: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please complete district information in the attached spreadsheet labeled ELL List by school for each
ELL student in the district by November 7, 2014, to show that that the district is providing sufficient
ESL instruction to all ELL students based on the Department's Transitional Guidance on Identification,
Assessment, Placement, and Reclassification of English Language Learners found at
http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
Progress Report Due Date(s): 11/07/2014
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: Review of student records, documents, and staff interviews indicated that
the district does not provide parents of ELL students with initial and annual written notice in the
primary/home language or English.
Narrative Description of Corrective Action: In preparing for the Coordinated Program Review, we
had the opportunity to look at our emerging practices thoroughly. In fact we were not aware of this
requirement. We immediately implemented a change of practice while the visiting committee was still
present. New annual and initial written notice forms were developed. They were sent out at the end of
last year, once we were aware of the deficit and either an annual or initial notice was sent out this year
to each parent. Notices are sent in English and the parents’ native language if they have indicated the
need for this on the home language survey.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kathy Veroude, Director of Pupil Corrective Action Activity: October 31, 2014
Personnel Services
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures: The district will conduct an internal monitoring of
all ELL student records
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Ashburnham-Westminster CPR Corrective Action Plan
16
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: While the district indicates a change was immediately
implemented, the description of ongoing internal monitoring procedures did not address how the
district will ensure continued compliance.
Department Order of Corrective Action: Please provide a description of the ongoing internal
monitoring process.
Required Elements of Progress Report(s):
Please provide a description of the ongoing internal monitoring process to ensure continued
compliance, including periodic reviews and the role of the designated person responsible, as well as a
copy of the initial and annual written notices in the major languages spoken in the district and/or
English for those parents of ELL students by November 7, 2014.
Report the results of an ELL student record review to ensure that all parents of such students received
an appropriately translated initial or annual Parent Notification Letter, and that this was documented in
each student’s file. Report the number of records reviewed and the number of records in compliance.
For any records found to be out of compliance, the district must conduct a root cause analysis of the
noncompliance and provide a description of the root cause along with a description of the district’s
plan to remedy remaining non-compliance by February13, 2015.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): 11/07/2014; 2/13/15
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of ELL students
Rating: Partially Implemented
Department CPR Finding: Review of student records and staff interviews indicated that student
records do not contain initial and annual parent notification letters. In addition, reports of students’
ELL progress are not consistently present in records.
Narrative Description of Corrective Action: Again, in preparing for the Coordinated Program
Review, we had the opportunity to look at our emerging practices thoroughly. In fact we were not
aware of this requirement for ELL progress reports although comments were largely provided to
parents on the report cards at the middle and high school levels consistent with the regulations. . We
immediately implemented a change of practice. New elementary, middle, and high school progress
report forms were developed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kathy Veroude, Director of Pupil Corrective Action Activity: December 31,
Personnel Services and building principals
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MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Ashburnham-Westminster CPR Corrective Action Plan
17
Evidence of Completion of the Corrective Action: :
Description of Internal Monitoring Procedures: The district will conduct an internal monitoring of
all ELL student records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of ELL
students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: While the district indicates a change was immediately
implemented, the description of ongoing internal monitoring procedures did not address how the
district will ensure continued compliance.
Department Order of Corrective Action: Please provide a description of the ongoing internal
monitoring process.
Required Elements of Progress Report(s): Please provide a description of the ongoing internal
monitoring process to ensure continued compliance, including periodic reviews and the role of the
designated person responsible, as well as a copy of the newly developed progress report forms for
elementary, middle and high school ELL students by November 7, 2014.
Report the results of an ELL student record review to ensure that all parents of such students received
an appropriately translated initial or annual Parent Notification Letter and progress reports, and that
this was documented in each student’s file. Report the number of records reviewed and the number of
records in compliance. For any records found to be out of compliance, the district must conduct a root
cause analysis of the noncompliance and provide a description of the root cause along with a
description of the district’s plan to remedy remaining non-compliance by February 13, 2015.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): 11/07/2014; 2/13/2015
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Ashburnham-Westminster CPR Corrective Action Plan
18