MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Athol-Royalston
CPR Onsite Year: 2010-2011
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 11/16/2011.
Mandatory One-Year Compliance Date: 11/16/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 1
SE 3
SE 4
SE 5
SE 8
SE 9
SE 13
Criterion Title
Assessments are appropriately selected and interpreted for
students referred for evaluation
Special requirements for determination of specific learning
disability
Reports of assessment results
Participation in general State and district-wide assessment
programs
IEP Team composition and attendance
Timeline for determination of eligibility and provision of
documentation to parent
Progress Reports and content
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 14
Criterion Title
Review and revision of IEPs
SE 18A
IEP development and content
SE 18B
Determination of placement; provision of IEP to parent
SE 20
Least restrictive program selected
SE 21
School day and school year requirements
SE 22
IEP implementation and availability
SE 24
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
Parental consent
SE 25
SE 40
SE 41
Instructional grouping requirements for students aged five
and older
Age span requirements
SE 43
Behavioral interventions
SE 46
SE 51
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
FAPE (Free, appropriate, public education): Equal
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as
participation in regular education
Appropriate special education teacher licensure
SE 55
Special education facilities and classrooms
SE 56
Special education programs and services are evaluated
CR 7A
School year schedules
CR 7B
Structured learning time
CR 10A
Student handbooks and codes of conduct
SE 48
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
CR 12A
CR 14
CR 16
CR 18
CR 22
CR 24
Criterion Title
Annual and continuous notification concerning
nondiscrimination and coordinators
Counseling and counseling materials free from bias and
stereotypes
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Responsibilities of the school principal
Accessibility of district programs and services for students
with disabilities
Curriculum review
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 1 Assessments are appropriately selected and interpreted for
Partially Implemented
students referred for evaluation
Department CPR Findings:
A review of student records and interviews indicated that the district does not routinely
conduct educational assessments that include a history of the student's educational
progress in the general curriculum. In addition, the district does not conduct required
classroom observations for students suspected of specific learning disabilities. Proposed
evaluations are not always tailored to assess specific areas of educational and related
developmental need nor are evaluations selected and administered to reflect aptitude and
achievement levels and related developmental need.
Description of Corrective Action:
The District instituted a school wide Child Study Team process to ensure that complete
data is collected including observations and review of educational history prior to initial
referrals. This collection of Child Study Team data also serves as discussion for
interventions within the general education setting. The Child Study Team data gets
submitted with the initial special education referral form and becomes part of the
cognitive evaluation process by the School Psychologist as well as the special education
teacher conducting the academic assessment.
Student observation data will also be collected and submitted as part of the reevaluation
process and submitted on the revised initial / reevaluation special education data form.
From this data appropriate evaluation instruments and methods will be
determined/tailored by the school psychologists and special education teacher assigned to
the student. (3 of 35 records/9 of 45 Interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed & Child Study Team
School Psychologist
Evidence of Completion of the Corrective Action:
Professional development regarding Child Study Team process, initial and reevaluation
process, and special education responsibilities were conducted for all staff prior to the
opening of school on August 29, 2011. Staff were presented with a resource binder that
included the Child Study Team process and revised special education referral forms with
agenda and signatures collected.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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Internal evaluation of records showing collection of observation data will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of referrals to examine the quality of observations and data submitted by
the Dir. of Special Education and discussed at administrative team meetings as needed to
refine the process.
Principals review and approve referrals to special education prior to forwarding data to the
special education office. Based on this ongoing monitoring appropriate adjustments to
the Child Study Team process can be made immediately upon the Principal receiving the
referral.
Evaluations selected for each specific student will also be monitored on a monthly basis by
the Dir. of Special Education and School Psychologists to ensure that in addition to
achievement and cognitive assessments, additional assessments in areas of suspected
disability will be conducted.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 1 Assessments are appropriately
Status Date: 12/21/2011
selected and interpreted for students
referred for evaluation
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012 the district will submit documentation (signed attendance sheets,
agendas, training materials) that professional development training on the appropriate
selection of assessments for students referred for evaluation was conducted on the
following topics:
1.District wide Child Study Team procedures for initiating initial and reevaluations.
2.Requirements for classroom observations for students suspected of a Specific Learning
Disability (SLD),
3.Requirements for the completion of Educational Assessments of students educational
progress in the
general curriculum for all students.
4.The selection of assessments tailored to assess specific areas of educational and related
developmental
need.
By June 25,2012, following staff training on the selection of assessments, the district will
conduct an internal review of student records at each level (elementary, middle school,
high school). Report the number of records reviewed, the number of records that are in
compliance (tailored to asses areas of educational need, that contain classroom
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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observations for students suspected of SLD, and Educational Assessments for all students
evaluated. Report any additional corrective actions taken by the district if non compliance
is identified for specific student records.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 3 Special requirements for determination of specific learning
Partially Implemented
disability
Department CPR Findings:
A review of student records and interviews indicated that the district does not complete
the required documents for students suspected of having a specific learning disability
(SLD). IEP Teams do not create a written determination as to whether the student has a
SLD. IEP Team members do not sign that they agree nor do they document their
disagreement in writing during the determination of a SLD.
Description of Corrective Action:
Teachers have been made aware of the SLD procedures through grade level meetings,
professional development and through the updated resource manual since the new Dir. of
Special Ed was hired the Summer of 2010. However a refresher as to the forms and
process in determining SLD will be conducted throughout the school year starting with a
the forms and process being presented again to each teacher prior to January first. Their
acceptance of this information will be noted through response email.
Principals who chair the IEP meetings will also be made aware of the SLD procedures by
direct presentation at administrative team meeting to be held prior to January 1st and
recorded in the Admin team agenda with signatures collected. (2 of 35 records/ 3 of 35
interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Team
School Psychologist
Evidence of Completion of the Corrective Action:
All special education teachers have the SLD forms as part of their Special Education
Resource manual that was revised Summer of 2010. They will receive the forms and
process outline again prior to January 1st with their responses to acceptance of the
information collected for future DESE review.
Principals will also receive a copy of the SLD forms and process and noted in the admin
team agenda with signatures collected.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing SLD form completion will be available for review.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of referrals to examine the quality of observations and data submitted as
they pertain specifically to SLD will be reviewed by Dir. of Special Education and discussed
at administrative team meetings monthly as needed to refine the process.
Principals have primary responsibility for monitoring however school psychologists and
members of the special ed team actively participate in IEP meetings and also monitor the
use of the SLD forms as the team determines SLD determination.
Evaluations selected for each specific student will also be monitored on a monthly basis by
the Dir. of Special Education and School Psychologists to ensure that in addition to
achievement and cognitive assessments, additional assessments in areas of suspected
disability will be conducted.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 12/21/2011
determination of specific learning
disability
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit training documentation (signed attendance
sheets, agendas, training materials) to ensure that staff complete the required Specific
Learning Disability (SLD) forms and conduct classroom observations for all students
assessed for SLD.
By June 25, 2012, following staff training, the district will conduct and report the results
of its internal review from each level (elementary, middle, high school). Report the
number of students referred for SLD at each level, the number of student records that
contain all completed SLD forms, the number that contained required classroom
observations and any corrective action taken to ensure that student files are in full
compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
A review of student records indicated that not all related service provider assessment
reports, especially those of speech language evaluators, define in detail and in
educationally relevant and common terms, the student's needs, offering explicit means of
meeting them.
Description of Corrective Action:
Related service provider reports including OT/PT/Speech are submitted to the special
education office in advance of the team meetings per regulations. These reports should
be discussed with the special education teacher prior to submission. ( 3 of 35 records)
Title/Role(s) of responsible Persons:
Expected Date of
Dir. of Special Education
Completion:
Special Ed Teacher
11/01/2012
School Psychologist
Speech / OT / PT
Evidence of Completion of the Corrective Action:
CPR findings to be shared with related service and direct service staff with return email
required and filed for DESE review with questions, suggestions, recommendations
reviewed by the Dir. of Special Education and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Description of Internal Monitoring Procedures:
Monthly review of reports to examine the quality of assessments and recommendations
by the Dir. of Special Education and discussed at administrative team meetings monthly
as needed to refine the process.
Evaluations selected for each specific student will also be monitored on a monthly basis by
the Dir. of Special Education, School Psychologists, and related service providers to
ensure that in addition to achievement and cognitive assessments, additional assessments
in areas of suspected disability will be conducted.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Approved
Status Date: 12/21/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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Basis for Partial Approval or Disapproval:
The district proposed a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit evidence of training (attendance sheets,
agendas, training materials) to ensure that all assessment reports define in detail and in
educationally relevant and common terms, the student's needs and offering explicit
means of meeting those needs.
By June 25, 2012, the district will conduct an internal review and report on the number of
student files reviewed at each level, the number that contained assessment reports that
defined in detail and in educationally relevant and common terms the student's needs,
offering explicit means of meeting those needs and specific corrective action taken for any
non-compliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 5 Participation in general State and district-wide assessment
Partially Implemented
programs
Department CPR Findings:
A review of student records indicated that for those students taking the MCAS Alternate
Portfolio, there is no discussion of MCAS during Team meetings. IEP Teams do not
designate how each student will participate, as the "State or District-wide Assessment"
page of the IEP is left blank.
Description of Corrective Action:
Teachers have been made aware of the MCAS/MCAS Alt procedures through grade level
meetings, professional development and through the updated resource manual since the
Summer of 2010. However a refresher as to the Team meeting data form components
including discussion of MCAS/MCAS Alt will be conducted throughout the school year.
Their acceptance of this information will be noted through response email.
Principals who chair the IEP meetings will also be made aware of the MCAS/MCAS Alt
procedures by direct presentation at administrative team meeting to be held prior to
January 1st and recorded in the Admin team agenda. (2 of 35 records/ 3 of 35
interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Team
Evidence of Completion of the Corrective Action:
Professional development regarding IEP Team Meeting process and data form, initial and
reevaluation process, and special education responsibilities were conducted for all staff
prior to the opening of school on August 29, 2011. Staff were presented with a resource
binder that included revised special education team meeting form noting MCAS/MCAS Alt
component with agenda and signatures collected.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing MCAS/MCAS Alt data will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEP team meeting notes including MCAS/MCAS Alt by the Dir. of Special
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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Education. Progress towards 100% compliance to this criterion will be discussed at
administrative team meetings monthly as needed to refine the process.
Principals review and sign IEPs prior to forwarding data to the special education office.
Based on this ongoing monitoring appropriate adjustments to the IEP note taking process
can be made immediately upon receiving the referral.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 5 Participation in general State and
Status Date: 12/15/2011
district-wide assessment programs
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 26, 2012, the district will submit documentation (signed attendance sheets,
agendas, training materials, SPED Procedures Resource Manual) that staff training was
conducted on the Team requirements for designating how students will participate in
State or District-wide Assessment, especially those students who require MCAS Alternate
assessments.
By June 25,2012, following staff training, the district will conduct an internal review of
student records. Report the number of records reviewed, the number of records that
designate how students will participate in State or District-wide Assessments and any
actions taken if any non compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
12
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
A review of student records at the middle and high school levels indicated that the district
is not consistently procuring written excusal from parents agreeing that a required Team
member's attendance is not necessary, and ensuring that the excused member provides
input into the development of the IEP.
Description of Corrective Action:
Teachers have been made aware of the excusal procedures through grade level meetings,
professional development and through the updated resource manual since the Summer
of 2010. However a refresher as to the excusal form and process will be conducted
throughout the school year starting with a the form and process being presented again to
each teacher prior to January 1st. Their acceptance of this information will be noted
through response email.
Principals who chair the IEP meetings will also be made aware of the excusal procedures
by direct presentation at administrative team meeting to be held prior to January 1st and
recorded in the Admin team agenda. (4 of 35 records, 4 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Team
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing use of excusal data form will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEP meeting notes including the excusal forms by the Dir. of Special
Education and discussed at administrative team meetings monthly as needed to refine the
process.
Principals review and sign IEPs prior to forwarding data to the special education office.
Based on this ongoing monitoring appropriate adjustments to the IEP note taking process
can be made immediately upon receiving the referral.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
13
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 8 IEP Team composition and
Status Date: 12/16/2011
attendance
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 3, 2012, the district will submit documentation that training was conducted on
the requirements for procuring written parent excusal of IEP Team members from IEP
Team meetings when the participation of the Team member is not required.
By June 25, 2012, conduct an internal review of student records of IEP Team meetings
who had absent Team members. Report the number of student records, reviewed and the
number of records that contained written parent excusal for missing Team members and
specific corrective action taken to remedy any non-compliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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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:
A review of student records indicated that the district is not meeting required timelines for
the determination of eligibility within 45 school working days after receipt of the parent's
written consent to evaluate.
Description of Corrective Action:
Meetings for initial and reevaluations are set by the special education office within
regulation time lines. However when a parent needs to reschedule a team meeting, this
request is not always noted in the files giving the appearance that time lines are not being
met. (5 of 35 records)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
Professional development regarding IEP process including initial and reevaluation time
lines, and special education responsibilities were conducted for all staff prior to the
opening of school on August 29, 2011. However special education administrative and
teaching staff will receive additional direction as to how to document any changes to
meetings with parent approval immediately with return email response noted.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing collection of observation data will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of meeting date changes and appropriate approval by parents by the Dir.
of Special Education and discussed at administrative team meetings monthly as needed to
refine the process.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
15
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9 Timeline for determination of
Status Date: 12/16/2011
eligibility and provision of documentation
to parent
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit documentation (agendas, signed attendance
sheets, training materials) that training was conducted on required timelines,
documenting parental requests for changing meeting dates and the circumstances under
which the district could proceed to hold an IEP Team meeting without the parent in
attendance.
By June 25, 2012, the district will conduct an internal review at each level (elementary,
middle school, high school). Report the number of received consent to evaluate referrals
by building, the number in which eligibility determination meetings and provision of
documentation to parents took place within 45 days of parent consent and any corrective
action taken if required to ensure full compliance.
Progress Report Due Date(s):
03/25/2012
06/25/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Athol-Royalston CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
A review of student records at the middle and high school levels indicated that progress
reports often omit the reporting of progress of certain goals. If the student's schedule
dictates that the student will not be attending classes identified on the service delivery
grids for one or more marking periods, IEP service grids need to be amended to reflect
that the student does not require the IEP services, or the IEP service delivery grid
frequency and duration needs to accurately reflect the student's educational program.
Description of Corrective Action:
Teachers have been made aware of the IEP Progress report procedures through grade
level meetings, professional development and through the updated resource manual since
the Summer of 2010. However a refresher as to this step in writing the progress reports
will be conducted throughout the school year starting with an email noting this criterion as
well as the other criterion in the CPR. Their acceptance of this information will be noted
through response email. (2 of 35 records, 3 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing collection of observation data will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEP Progress reports by the Dir. of Special Education and discussed at
administrative team meetings monthly as needed to refine the process.
Principals will review and approve IEP progress reports prior to forwarding data to the
special education office. Based on this ongoing monitoring appropriate adjustments to
the IEP progress report process can be made immediately.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
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recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 12/16/2011
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit documentation of staff training (agendas,
signed attendance sheets, training materials) on the district's requirement for the
reporting of progress toward IEP goals.
By June 25, 2012, following staff training, the district will conduct an internal review of
progress reports at each level (elementary, middle, high school). Report the number of
student files reviewed at each level. Report the number of progress reports that included
the student's progress towards the goals set forth in the IEP and any corrective action
taken if non-compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review, with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
A review of student records indicated that the district inappropriately uses amendments to
extend an IEP beyond its anniversary date rather than convene the IEP Team and review,
revise or develop a new IEP on or before the anniversary date of that IEP.
Description of Corrective Action:
The use of amendments to extend IEPs when parents could not make an annual meeting
date has occurred on rare occasions. Teachers are generally proactive with parents who
are known to need more time to plan for an annual meeting and work collaboratively with
parents when changes need to be made. The use of amendments has been stopped for
the purposes of extending an IEP until an agreed upon meeting date. (2 of 35 records)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEPs that are nearing the annual date by the Dir. of Special Education
and discussed at administrative team meetings monthly as needed to refine the process.
Meeting dates changed by the parent will be noted per Special Education Resource Manual
procedures.
Amendments are approved by Principals prior to sending to the special education office.
Amendments attempting to extend an IEP date will be seen by the Principals and
corrected.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Approved
Status Date: 12/19/2011
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Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit evidence of training (agendas, signed
attendance sheets, training materials) on its new procedures and timeline requirements
for the review and revision of IEPs.
By June 25, 2012, after the staff training, the district will conduct an internal review at
each level (elementary, middle, high school) and report on the number of student files
that had annual review meetings , the number of student files that had proposed IEPs
developed prior to the expiration date of the former IEP and any corrective actions taken
if non compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review, with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
A review of student records indicated that IEPs often omit goals and benchmarks for
services identified in service delivery grids. In addition, the school district has a practice
of changing the IEP services at a higher administrative level within the district without
parental consent. The district changed the high school schedule for the 2010-2011 school
year, from a four block period to a seven block period and did not contact parents or
guardians of eligible students, reconvene IEP Teams, or amend IEP service delivery grids
to accurately reflect changes in service delivery, frequency, and duration. The district
plans to return to a four block schedule for the 2011-2012 school year while IEP service
grids that were developed and accepted by parents during the 2010-2011 school year
reflect a seven period instructional block.
Description of Corrective Action:
Teachers have been made aware of the IEP goal to grid procedures through grade level
meetings, professional development and through the updated resource manual since the
Summer of 2010. However a refresher as to this step in creating the IEP will be
conducted throughout the school year starting with an email noting this criterion as well
as the other criterion in the CPR. Their acceptance of this information will be noted
through response email.
Principals who chair the IEP meetings will also be made aware of the grid to goal
connection procedures by direct presentation at administrative team meeting to be held
prior to January 1st and recorded in the Admin team agenda.
(4 of 35 records)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEPs by the Dir. of Special Education and discussed at administrative
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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team meetings monthly as needed to refine the process.
Principals review and approve IEPs prior to forwarding data to the special education office.
Based on this ongoing monitoring appropriate adjustments to the grid to goal process can
be made immediately upon receiving the referral.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 12/19/2011
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will submit documentation of staff training (agendas,
signed attendance sheets, training materials, Sped Procedures Manual) on the
requirements of IEP content. Specifically, service delivery grids must be aligned with IEP
goals and objectives and at the high school level, IEP service grids must accurately reflect
the actual services (duration and frequency) that, the students receive which are reflected
in their class schedules.
By June 25, 2012, following staff training, the district will conduct an internal review of
student records at each level (elementary, middle, high school). Report the number of
IEPs reviewed at each level and the number of IEPs that contained service grids that
aligned with IEP goals and objectives. In addition, for those records at the high school
level, report the number of IEPs that accurately identify the services and supports
students actually receive as identified in the students' current schedules. Lastly, report
any corrective action taken for any non-compliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review, with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
Please see SE 20.
Description of Corrective Action:
Teachers have been made aware of the Nonparticipation Justification and placement
decision procedures through grade level meetings, professional development and through
the updated resource manual since the Summer of 2010. However a refresher as to the
excusal form and placement decision process will be conducted throughout the school
year starting with the form and process being presented again to each teacher prior to
January first. Their acceptance of this information will be noted through response email.
Principals who chair the IEP meetings will also be made aware of the excusal and
placement procedures by direct presentation at administrative team meeting to be held
prior to January 1st and recorded in the Admin team agenda. (2 of 35 records, 9 of 45
interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Dir of Ed Services/Superintendent
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing non-participation wording will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEPs including the nonparticipation and PL1 Placement sections by the
Dir. of Special Education and discussed at administrative team meetings monthly as
needed to refine the process.
Principals review and approve IEPs prior to sending them to the special education office.
Based on this ongoing monitoring appropriate adjustments to the IEP can be made
immediately.
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Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 12/19/2011
provision of IEP to parent
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please SE 20 for the progress report requirements for this criterion.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
A review of student records indicated that IEP nonparticipation justification statements
are not individualized, and do not state why the removal is considered critical to the
student's program and the basis for its conclusion that education of the student in a less
restrictive environment, with the use of supplementary aids and services could not be
achieved satisfactorily. A review of student class lists and interviews indicate that district
decisions regarding placement are not based on the IEP, including the type of settings in
which those services are to be provided. The district currently places and transports
eligible students from sending schools to the Miller's River Academy, a day program for
eligible students with emotional and behavioral needs in grades 3 through 12. The
program is located at a separate facility in Athol and has its own principal. While the
district has therapeutic supports and school wide positive behavioral reinforcements, the
district has not applied for, or received, approval from the Department of Elementary and
Secondary Education for this day program. At this time, the district is operating an
unapproved day program. See also SE 18A and SE 18B.
Description of Corrective Action:
Teachers have been made aware of the Nonparticipation Justification and placement
decision procedures through grade level meetings, professional development and through
the updated resource manual since the Summer of 2010. However a refresher as to the
excusal form and placement decision process will be conducted throughout the school
year starting with a the form and process being presented again to each teacher prior to
January first. Their acceptance of this information will be noted through response email.
Principals who chair the IEP meetings will also be made aware of the excusal and
placement procedures by direct presentation at administrative team meeting to be held
prior to January 1st and recorded in the Admin team agenda.
The Ellen Bigelow School has been in operation since 1912 but with differing configuration
of students as the demographics and the needs of the District changed. August of 2010
the Miller's River Academy was created to serve the needs of primarily a special education
population of students at the middle and high school level. The District Administration
and School Committee are actively reviewing student needs of the District and will either
1: identify Miller's River as an Alternative Education setting serving primarily general
education students or 2: identify Millers River as Substantially Separate Day program
serving special education students with approval from the DESE or 3: another format
approved by the school committee.(2 of 35 records, 9 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Dir of Ed Services/Superintendent
Special Ed Teacher
Evidence of Completion of the Corrective Action:
Recommendation as to Millers River purpose will be discussed and determined prior to the
end of this academic school year. IEP meetings will be held accordingly to meet the
needs of the students. Initial meeting with the School Committee subcommittee on
Academics held December 8, 2011.
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CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing student IEPs placement, nonparticipation
justification etc. will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEPs including the nonparticipation and PL1 Placement sections by the
Dir. of Special Education and discussed at administrative team meetings monthly as
needed to refine the process.
Principals review and approve IEPs prior to sending them to the special education office.
Based on this ongoing monitoring appropriate adjustments to the IEP can be made
immediately.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
Approval of Millers River as Alternative Education, Separate Day or other school format
will be made by the end of the academic year for approval by the start of the next school
year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Partially
Approved
Status Date: 12/19/2011
Basis for Partial Approval or Disapproval:
While the district reported that it was going to determine the future of Miller's River
Academy, it did not indicate that it will develop a transition plan or indicate how it will
inform staff, students and parents.
Department Order of Corrective Action:
By June 25, 2012, after the district decides the future of the Miller's River program, the
district will either, submit a completed day program application or provide a
comprehensive description of how the district will inform parents, staff and students, and
the steps it will take to ensure that students currently placed in the Miller's River Academy
will be transitioned into less restrictive environments for the start of the 2012-2013
school year.
Required Elements of Progress Report(s):
By March 25, 2012, submit documentation of staff training (agendas, signed attendance
sheets, training materials, Procedures Manual) conducted on the writing of IEP nonMA Department of Elementary & Secondary Education , Program Quality Assurance Services
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participation justification statements. The district will also report its decision regarding
the future of the Miller's River program, and identify if it will be reconfigured as an
alternative general education program, a Substantially Separate Day program serving
special education students or if the program will be closed and students will be integrated
into substantially separate classes within the elementary, middle and high schools as
appropriate.
By June 25, 2012, following staff training on the writing of IEP non-justification
participation statements, the district will conduct an internal review of student records at
each level (elementary, middle, high school). Report the number of records reviewed at
each level and the number of records whose IEPs contained comprehensive nonjustification participation statements and specific corrective action taken to remedy any
non-compliance found.
The district will submit its completed day program application or a description of the
transition plan that the district will use in its reconfiguration of the Millers River program
to ensure that students are placed in the least restrictive environments before the start of
the 2012-2013 school year.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 21 School day and school year requirements
Partially Implemented
Department CPR Findings:
A review of student records and staff interviews indicated that staff are confusing
extended school year (ESY) services with summer school services. IEPs inappropriately
identify summer school in lieu of an extended school year but the type(s) of ESY services,
duration or frequency are not identified in IEPs. The district does not have any system or
procedures in place for teachers to determine the regression of skills. As a result, IEP
teams are not routinely considering ESY programs for students who are likely to
demonstrate substantial regression in the learning of skills and/or substantial difficulty in
relearning such skills if an extended program is not provided.
Description of Corrective Action:
Teachers have been made aware of ESY and summer services procedures through grade
level meetings, professional development and through the updated resource manual since
the Summer of 2010. However a refresher as to the difference between ESY and summer
services will be conducted throughout the school year starting with the process being
presented again to each teacher prior to January first. Their acceptance of this
information will be noted through response email.
Principals who chair the IEP meetings will also be made aware of the ESY and summer
services by direct presentation at administrative team meeting to be held prior to January
1st and recorded in the Admin team agenda. (2 of 35 records, 3 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed & Child Study Team
School Psychologist
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing EYS and summer services will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEPs including the extended year service sections by the Dir. of Special
Education and discussed at administrative team meetings monthly as needed to refine the
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process.
Principals review and approve IEPs prior to sending them to the special education office.
Based on this ongoing monitoring appropriate adjustments to the IEP can be made
immediately.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 21 School day and school year
Approved
requirements
Status Date: 12/19/2011
Basis for Partial Approval or Disapproval:
While the district trained staff on the difference between Extended School Year (ESY) and
summer services the district did not developed procedures or train staff how to identify
and document substantial regression of students' learning which is necessary for
determining the need for an extended day or year program.
Department Order of Corrective Action:
By March 25, 2012, the district will submit procedures on how staff will identify and
document substantial regression of student's learning and conduct training on these
procedures. These procedures should included in the district's Special Education
Procedures Manual.
Required Elements of Progress Report(s):
By March 25, 2012, submit a description of the procedures staff will use to determine
substantial regression of skills and documentation (training materials, agenda, signed
attendance sheets, Procedures Manual) that training was conducted on Extended School
Year services.
By June 25, 2012, please conduct a review of a sample of student records for students to
examine if the IEP Team considered and documented the need for Extended School Year
(ESY) services. Please indicate the number of records examined, the number of records
found in compliance, and any corrective action taken if any records were found in
noncompliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 22 IEP implementation and availability
Partially Implemented
Department CPR Findings:
A review of student records, documentation and staff interviews indicated that the district
does not always implement IEPs as written. See SE 18A and SE 18B.
Description of Corrective Action:
Teachers have been made aware of the IEP implementation procedures through grade
level meetings, professional development and through the updated resource manual since
the Summer of 2010. However a refresher as to the excusal form and placement decision
process will be conducted throughout the school year starting with a the form and
process being presented again to each teacher prior to January first. Their acceptance of
this information will be noted through response email.
Principals who chair the IEP meetings and direct their schools will also be made aware of
the IEP implementation procedures by direct presentation at administrative team meeting
to be held prior to January 1st and recorded in the Admin team agenda. (3 of 35 records,
5 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of IEP implementation by the Dir. of Special Education and discussed at
administrative team meetings monthly as needed to refine the process.
Principals are the primary administrators ensuring that IEPs are being implemented and
will monitor on a daily basis.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 22 IEP implementation and
Status Date: 12/19/2011
availability
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See 18A and SE 18B for the progress report requirements.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
A review of student records, documents and interviews indicated that the district does not
have a clear process for referring students for evaluation. In some cases it is unclear if
the child is being referred for an evaluation or a student assistance team meeting. As a
result, the district is not sending written notice to the student's parents within five days of
a teacher referring a student for an evaluation to determine eligibility for special
education.
Description of Corrective Action:
The District instituted a school wide Child Study Team process to ensure that complete
data is collected including observations and review of educational history prior to initial
referrals. This collection of Child Study Team data also serves as discussion for
interventions within the general education setting. The Child Study Team data gets
submitted with the initial special education referral form and becomes part of the
cognitive evaluation process by the School Psychologist as well as the special education
teacher conducting the academic assessment.
Referrals sent to the special education office are responded to within five days however
the dates on referrals when received by the special education office on the rare occasion
have already exceeded five days due to 1) incorrect dating of the letter by parent, 2)
schools holding on to referrals as they try to reach parents for clarification.
Student observation data will also be collected and submitted as part of the reevaluation
process and submitted on the revised initial / reevaluation special education data form
when the school is making the referral. From this data appropriate evaluation
instruments and methods will be determined/tailored by the school psychologists and
special education teacher assigned to the student. (2 of 35 records, 3 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed & Child Study Team
School Psychologist
Evidence of Completion of the Corrective Action:
Professional development regarding Child Study Team process, initial and reevaluation
process, and special education responsibilities were conducted for all staff prior to the
opening of school on August 29, 2011. Staff were presented with a resource binder that
included the Child Study Team process and revised special education referral forms with
agenda and signatures collected.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
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Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing referrals and response letters will be available for
review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of referrals submitted by the Dir. of Special Education and discussed at
administrative team meetings monthly as needed to refine the process.
Principals review and approve referrals to special education prior to forwarding data to the
special education office. Based on this ongoing monitoring appropriate adjustments to
the Child Study Team process can be made immediately upon the Principal receiving the
referral.
Principals often see the request for referral from the parent prior to forwarding to the
special education office. These referrals will be time stamped for future reference.
Evaluations selected for each specific student will also be monitored on a monthly basis by
the Dir. of Special Education and School Psychologists to ensure that in addition to
achievement and cognitive assessments, additional assessments in areas of suspected
disability will be conducted.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 12/19/2011
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district developed Child Study Team referral procedures. On August 29, 2011, the
district conducted staff training on these procedures.
By March 25, 2012, conduct an internal review at all levels (elementary, middle, high
school) and report: The number of referrals for evaluations submitted at each level and
the number of referrals in which consent to evaluate forms were sent to parents within
five days. If any non compliance is identified, identify the root cause of the ongoing non
compliance and a description of the actions the district will take to bring the district in
compliance with this criterion.
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The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
See SE 18A and SE 18B.
Description of Corrective Action:
Teachers have been made aware of the IEP consent process through grade level
meetings, professional development and through the updated resource manual since the
Summer of 2010. However the changing of the block schedule at AHS was unusual and
procedure to correct IEP grids occurred during last years annual meetings in preparation
for this years 4 block schedule. Their acceptance of this information will be noted through
response email.
Principals who chair the IEP meetings will also be made aware of the grid to goal
connection procedures by direct presentation at administrative team meeting to be held
prior to January 1st and recorded in the Admin team agenda.
(3 of 35 records, 5 of 45 interviews))
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Principals review and approve IEPs and oversee their implementation. Based on this
ongoing monitoring appropriate adjustments to the IEPs can be made immediately upon
convening the Team.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Approved
Status Date: 12/19/2011
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See SE 18A and SE 18B.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 40 Instructional grouping requirements for students aged five Partially Implemented
and older
Department CPR Findings:
A review of documentation and interviews indicated that the district's substantially
separate Futures class that serves eligible students in 5th-8th grades science and history
exceeds the instructional grouping requirements with 14 students, one paraprofessional,
and one teacher.
Description of Corrective Action:
Teachers have been made aware of the age span and instructional grouping requirements
through grade level meetings, professional development and through the updated
resource manual since the new Dir. of Special Ed was hired the Summer of 2010.
However a refresher as to the requirements will be conducted throughout the school year
as students enter and exit our school district. Their acceptance of this information will be
noted through response email.
(2 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing age span and instructional grouping will be
available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Prior to the 2011-2012 school year groupings were noted by teachers and Principals. As
students enter the schools, Principals will monitor the class size groupings and assign staff
as needed to meet requirements.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 40 Instructional grouping
Status Date: 12/20/2011
requirements for students aged five and
older
Basis for Partial Approval or Disapproval:
On October 6, 2011, the district submitted a class roster for the 2011-2012 school year
for the substantially separate Futures class evidencing full compliance with instructional
group size requirements. In addition, the district conducted a district wide internal review
and found full compliance for instructional group size at all levels. No progress reports are
required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 41 Age span requirements
Partially Implemented
Department CPR Findings:
A review of documents and interviews indicated that the district exceeds the required age
span in the substantially separate Futures class that serves eligible students in 3rd and
4th grade at the Riverbend Elementary school.
Description of Corrective Action:
Teachers have been made aware of the age span and instructional grouping requirements
through grade level meetings, professional development and through the updated
resource manual since the new Dir. of Special Ed was hired the Summer of 2010.
However a refresher as to the requirements will be conducted throughout the school year
as students enter and exit our school district. Their acceptance of this information will be
noted through response email.
(3 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teacher
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing age span and instructional grouping will be
available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Prior to the 2011-2012 school year age span groupings were noted by teachers and
Principals. As students enter the schools, Principals will monitor the age span groupings
and assign students as needed to meet student needs and requirements.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 41 Age span requirements
Corrective Action Plan Status: Approved
Status Date: 12/20/2011
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Basis for Partial Approval or Disapproval:
On October 6, 2011, the district submitted a class roster for the 2011-2012 school year
for the substantially separate Futures class, and a statement of assurance from the
Director of Special Education evidencing full compliance with age span requirements. In
addition, the district conducted a district wide internal review and found full compliance
for age span requirements at all levels. No progress reports are required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 43 Behavioral interventions
Partially Implemented
Department CPR Findings:
A review of student records and staff interviews indicated that the district does not
consider positive behavioral interventions and the possible need for a functional
behavioral assessment for students whose behavior impedes their learning or the learning
of others. Teachers, both general education and special education, are unfamiliar with
behavior intervention plans (BIPs) and functional behavior assessments (FBAs). Teachers
are not implementing and do not know how to develop BIPs, or to request FBAs. The
district is not implementing behavioral supports prior to placing students at Miller's River
Academy, a special education day program which serves eligible students in grades 3 -12.
Description of Corrective Action:
The school district has school wide therapeutic interventions and supports as identified by
the DESE CPR team in SE20 however a District -wide positive behavior intervention
system is being developed throughout this school year and into the next. The district has
hired a part time BCBA (Board Certified Behavior Analysts) to assist with behavior
interventions for students on primarily on the autism spectrum and our two school
psychologists advise Teams on FBA's and BIPs on a regular basis. Prior to the summer of
2010 the District would primarily conduct FBA's only as part of a formal evaluation.
However less formal functional assessments are conducted routinely but not by name. As
a result a few teachers and related professionals may not realize that the data they have
been collected can be formulated into effective written behavior support plan without
having a school psychologist formally observe and write up plans.
Since the summer of 2010 the process of evaluating the function of the behavior as been
discussed at grade level meetings, professional development and IEP team meetings and
through review of the updated resource manual. Specifically teachers are realizing that
they have the skills and responsibility to consider why a student is behaving in a way the
disrupts access to the curriculum. However more formal discussions on conducting
functional assessments will be conducted throughout the school year starting with the
process being presented again to each teacher prior to January first and in a formal PD
prior to the first day of school in August 2012. Their acceptance of this information will
be noted through response email. (1 of 35 records, 6 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed & Child Study Team
School Psychologist
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing formal and informal behavior support plans and
functional assessments will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of known functional assessments and behavior plans by the Dir. of Special
Education and discussed at administrative team meetings monthly as needed to refine the
process.
Principals review and approve behavior plans prior to forwarding data to the special
education office. Based on this ongoing monitoring appropriate adjustments to the
behavior support process can be made immediately upon the Principal receiving the plan.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 43 Behavioral interventions
Corrective Action Plan Status: Approved
Status Date: 12/20/2011
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2011, the district will submit its Procedures Staff Manual that addresses
positive behavioral interventions and functional behavioral assessments. The district will
also submit documentation (letter of hire, contract) that the district hired a part time
Board Certified Behavior Analyst (BCBA) to assist with behavior interventions.
Progress Report Due Date(s):
03/25/2012
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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:
A review of student records and interviews indicated that the district does not always
conduct manifestation determinations within 10 days of suspension of students with
disabilities to review all relevant information in the student's file, including the IEP, any
teacher observations and any relevant information from the parents, to determine
whether the behavior was caused by, or had a direct and substantial relationship to the
disability, or was the direct result of the district´s failure to implement the IEP.
Description of Corrective Action:
Principals and Teachers have been made aware of the manifestation determination
procedures through grade level meetings, professional development and through the
updated resource manual. However a refresher as to the procedures will be conducted
throughout the school year starting with the procedures being presented again to each
teacher and Principal prior to January 1st. Their acceptance of this information will be
noted through response email.
Principals who determine the suspensions chair IEP meetings will also be made aware of
the manifestation procedures by direct presentation at administrative team meeting to be
held prior to January 1st and recorded in the Admin team agenda. (2 of 35 records, 3 of
45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teachers
Evidence of Completion of the Corrective Action:
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Internal evaluation of records showing suspensions and manifestation meetings as
required will be available for review.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Monthly review of manifestation determination meetings by the Dir. of Special Education
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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and discussed at administrative team meetings monthly as needed to refine the process.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 46 Procedures for suspension of
Status Date: 12/20/2011
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 Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25,2011, submit documentation (training materials, agendas, signed attendance
sheets) that training was conducted on the requirements for suspension of students with
disabilities when suspensions exceed 10 consecutive school days. Also submit these
procedures referenced in the procedures manual.
By June 25,2012, following training, conduct an internal review and report: the number of
behavior manifestation determinations (MD) conducted, the number of MD meetings that
were properly executed, and any corrective actions taken if non compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
06/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 48 FAPE (Free, appropriate, public education): Equal
Partially Implemented
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as participation in
regular education
Department CPR Findings:
A review of documentation and interviews indicated that students at Miller's River
Academy, a district day program with therapeutic supports for grades 3 through 12, do
not have Physical Education. Additionally, students receiving special education at the high
school do not receive art, music, or physical education.
Description of Corrective Action:
Millers River Academy offers PE, art and music this year as part of the regular school
schedule. (2 of 35 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teachers
Evidence of Completion of the Corrective Action:
Copies of student schedules available for review.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Description of Internal Monitoring Procedures:
Student schedules reviewed on a quarterly basis.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 48 FAPE (Free, appropriate, public
Status Date: 12/20/2011
education): Equal opportunity to
participate in educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education
Basis for Partial Approval or Disapproval:
On October 6, 2011, the district submitted a statement of assurance and student
schedules documenting the district's corrective actions for the 2010-2011 school year
ensuring that students at Miller's River Academy receive and have equal access to art,
music and physical education evidencing full compliance with this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No further progress reports are required.
Progress Report Due Date(s):
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MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 51 Appropriate special education teacher licensure
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicated that the district has two special
education teachers who are not appropriately licensed.
Description of Corrective Action:
All special education teachers are appropriately licensed. (3 of 35 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Education Services
11/01/2012
Dir. of Special Education
Special Ed Teacher
Evidence of Completion of the Corrective Action:
Copies of teacher certifications kept on file.
Description of Internal Monitoring Procedures:
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 51 Appropriate special education
Status Date: 12/20/2011
teacher licensure
Basis for Partial Approval or Disapproval:
On October 6, 2011, the district submitted current licensenses for the two staff at Miller's
River Academy evidencing full compliance with this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No further progress reports are required.
Progress Report Due Date(s):
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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:
Observations of facilities and classrooms found that substantially-separate special
education classes are grouped together in one wing at both the Riverbend Elementary
School (rooms 1,2,3) and at the Athol Royalston Middle School (rooms 309, 311, 313)
and do not maximize the inclusion of such students into the life of the school.
Description of Corrective Action:
Classrooms for students with special needs are appropriately placed throughout the public
schools to maximize inclusion opportunities.
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teachers
Evidence of Completion of the Corrective Action:
Floor plans of all schools with classroom locations kept on file for review.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Description of Internal Monitoring Procedures:
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 12/20/2011
classrooms
Basis for Partial Approval or Disapproval:
On October 6, 2011, the district submitted revised floor plans for Athol-Royalston Middle
School and the Riverbend Elementary School documenting that at the start of the 20112012 school year, special education classrooms are integrated throughout the school
facilities.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The Department will conduct an onsite verification visit. Please submit the Department's
date of onsite verification for your progress report.
Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 56 Special education programs and services are evaluated
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicated that the district has not regularly
evaluated its special education programs and services.
Description of Corrective Action:
Evaluations of special education programs and services have been conducted since the
new Dir. of Special Education was hired Summer of 2010. The evaluation consists of
reviewing 10 records for compliance areas in the criterion found in the CPR. From this
data professional development at grade level meetings and through email updates are
sent to all staff for their consideration. In addition MCAS results, inclusion rates, quality
and quantity of referrals, as well as graduation rates are noted. (3 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
School Principal
Completion:
Dir. of Special Education
11/01/2012
Special Ed Teachers
Evidence of Completion of the Corrective Action:
Evaluation of programs and services are kept on file for review.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
A CPR Supplement to the Special Ed Resource Manual outlining the SE Criterion Findings
and corrective action will be sent to all special ed staff by Feb. 1st, 2011
Description of Internal Monitoring Procedures:
Semi-annual review of programs and services reviewed by the Dir. of Special Education
and discussed at administrative team meetings monthly as needed to refine the process.
Formal response to administrative team regarding this criterion will be presented by Feb.
1st and again by June 1st with agenda and signatures noted and questions, suggestions,
recommendations discussed and implemented as needed to meet this criterion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 56 Special education programs and
Status Date: 12/20/2011
services are evaluated
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, submit the evaluations of programs and services conducted by the
current Director of Special Education after his arrival in the summer of 2010.
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Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7A School year schedules
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicated that the district's high school
schedule of 957.36 hours does not meet the required school year schedule of 990 hours.
Description of Corrective Action:
As of the 11-12 school year the high school now complies.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Educational Services
Completion:
07/01/2011
Evidence of Completion of the Corrective Action:
Total High school hours are now 1002.36 minutes per day.
Submitted to you in draft report responses .
Description of Internal Monitoring Procedures:
Will review each spring prior to scheduling students.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7A School year schedules
Corrective Action Plan Status: Approved
Status Date: 12/19/2011
Basis for Partial Approval or Disapproval:
On October 5, 2011, the district submitted documentation (statement of assurance,
revised time on learning sheets) documenting that the district increased the time on
learning at the start of the 2011-2012 school year and added an instructional advisory
period. The district is currently in full compliance with this criterion. Progress reports are
not required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7B Structured learning time
Partially Implemented
Department CPR Findings:
A review of documents and interviews indicated that the district does not meet structured
learning time requirements as the district does not require or provide physical education
for all students.
Description of Corrective Action:
Corrective action implemented beginning with the 2011-12 school year. See below for
details.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Educational Services
Completion:
07/01/2011
Evidence of Completion of the Corrective Action:
ATHOL HIGH SCHOOL PHYSICAL EDUCATION REQUIREMENTS
All Athol High School students are required to complete a course in physical education
each year in grades 9,10 & 11.
Senior Physical Education Requirements:
For students in grade 12 who have completed the 3-year graduation requirement for
Physical Education and Health and are not required to take a PE/Health class are required
to complete at least one of the following activities approved by the Physical Education
Department:
Elective Course Options:
Senior Physical Education
Coaching, Officiating & Sports Management
Physical Education Internship
Non-Course Physical Education Options for Seniors:
Seniors who do not enroll in one of the above physical education courses must participate
in one or more of the following Physical Education Activities during their Senior Year:
Powderpuff football game
Sr. and faculty fundraiser Basketball game
Zumba Class
Bombardment Tourney
United States Marines PE class
Open gym between sports ( two week period) fall and spring
High Element Project Adventure ropes course intramural activity
Physical Education Department Wellness Week Volleyball Tournament
School-Based Community Service Fundraising walks, runs or rides
Participation Documentation:
Seniors must have proof of participation in approved Physical Education activities in order
to receive caps and gowns for graduation. Forms must be signed by the PE Department to
provide proof of participation by students.
Description of Internal Monitoring Procedures:
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Annually the principal will review the scheduling of seniors specifically to determine if
they meet the physical education requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7B Structured learning time
Corrective Action Plan Status: Approved
Status Date: 12/20/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will conduct an internal review. Report the number of
seniors in the graduating class, and the number of seniors who completed physical
education requirements (or is currently enrolled in PE courses) needed for graduation (i.e.
full participation in the Physical Education Department Wellness Week plus one PE
"elective"). Report any corrective actions taken to remedy any identified non compliance.
Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
A review of documentation indicated that the district's student handbooks omit the
following required information. Elementary handbooks omit: a code of conduct, discipline
procedures for students on 504 plans, discipline procedures for students not yet eligible
for special education, procedures for the reporting, investigation, and resolution of
complaints involving harassment and discrimination. The Middle School Student Handbook
omits procedures for the reporting, investigation and resolution of complaints involving
harassment and discrimination. The High School Student Handbook omits discipline
procedures for special education, discipline procedures for students not yet eligible for
special education and procedures for the reporting, investigation and resolution of
harassment and discrimination. The Miller's River Academy Student Handbook omits a
code of conduct, due process procedures for suspensions and expulsions, discipline
procedures for special education students, discipline procedures for students not yet
eligible for special education and for students on 504 plans. It also omits disciplinary
measures the school may impose if it determines that harassment or discrimination has
occurred as well as procedures for the reporting, investigation and resolution of
harassment and discrimination. Finally, the district does not have a code of conduct for
teachers.
Description of Corrective Action:
We have changed all handbooks to meet this criteria for the 2011-12 school year.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Educational Services
Completion:
07/01/2011
Evidence of Completion of the Corrective Action:
Submitted to you in draft report responses .
Description of Internal Monitoring Procedures:
Review and updating of handbooks on an annual basis prior to the start of the new school
year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 12/19/2011
conduct
Basis for Partial Approval or Disapproval:
The district revised its student handbooks which have been reviewed by the Department.
The district's 2011-2012 Student Handbooks for the elementary, middle school, and high
school contain all required information. Revised handbook information was provided to
staff, parents and students at the start of the school year. No further corrective action is
required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 12A Annual and continuous notification concerning
Partially Implemented
nondiscrimination and coordinators
Department CPR Findings:
Student handbooks and many of the school's written documents for public distribution
omit the name(s), office address(es) and phone numbers of the person(s) designated as
the Title IX and Section 504 Coordinators.
Description of Corrective Action:
This has been done.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Educational Services
Completion:
07/01/2011
Evidence of Completion of the Corrective Action:
Evidence was submitted in the previous draft report response.
Description of Internal Monitoring Procedures:
Review and updating of handbooks on an annual basis prior to the start of the new school
year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 12A Annual and continuous
Status Date: 12/19/2011
notification concerning nondiscrimination
and coordinators
Basis for Partial Approval or Disapproval:
The district revised its student handbooks that have been reviewed by the Department.
The district's 2011-2012 Student Handbooks for the elementary, middle school, and high
school contain all required information including the name(s), office address(es) and
telephone numbers of the person(s) designated as the Title IX and Section 504
Coordinators. Revised handbook information was provided to staff, parents and students
at the start of the school year. No further corrective action is required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 14 Counseling and counseling materials free from bias and
Partially Implemented
stereotypes
Department CPR Findings:
A review of documentation and interviews indicated that with the exception of Miller's
River Academy, a special education day program, the district has not conducted any
reviews to ensure that counseling and counseling materials are free from bias and
stereotypes.
Description of Corrective Action:
Guidance staff reviews existing and future materilas for bias on an annual basis.
Title/Role(s) of responsible Persons:
Expected Date of
Dir. of Special Education
Completion:
Guidance Counseling Staff
11/01/2012
Evidence of Completion of the Corrective Action:
Initial review of guidance material bias and stereotypes occurred during the professional
development day December 7th, 2011. Materials were reviewed by guidance staff on this
date. Materials will be reviewed prior to the Professional Dev. Day August 2012. Agenda,
signatures, and material reviewed will be kept on file for review.
CPR findings to be shared with staff with return email required and filed for DESE review
with questions, suggestions, recommendations reviewed by the Dir. of Special Education
and response noted.
Elementary grade level team meeting to review this criteria will be held prior to April 14
with agenda and signatures collected. Middle School and High School Special Ed
Departments will review this criterion by April 14 with agenda and signatures.
Professional development presentation to all staff prior to the opening of the school year
2012-2013 to be held August 2012. Agenda and sign in to be kept on file for DESE
review.
Description of Internal Monitoring Procedures:
Materials selected for review will be monitored twice a year by the Dir. of Special
Education. Copies of the forms indicating what materials were evaluated with staff
signatures will be kept for review.
Formal response to administrative team regarding this criterion will be presented by June
1st.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 14 Counseling and counseling
Status Date: 12/19/2011
materials free from bias and stereotypes
Basis for Partial Approval or Disapproval:
On October 28, 2011, the district submitted documentation (agenda, signed attendance
sheets) that the the guidance department spent a full professional day on October 7,
2011 reviewing counseling materials to ensure they are free from bias evidencing full
implementation of this criterion. No progress reports are necessary for this criterion.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
No progress reports are required.
Progress Report Due Date(s):
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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:
Interviews indicated that the district does not send annual written notice by first class
mail to the last known address of each such student who attended a high school in the
district within the past two years who have left school without a high school diploma,
certificate of attainment or certificate of completion to inform them of the availability of
publicly funded post-high school academic support programs and to encourage them to
participate in those programs.
Description of Corrective Action:
Athol High School will send written notice to all students who attended a high school in
the district within the past two years who have left school without a high school diploma,
certificate of attainment or certificate of completion to inform them of the availability of
publicly funded post-high school academic support programs and to encourage them to
participate in those programs.
Title/Role(s) of responsible Persons:
Expected Date of
Athol High School Principal
Completion:
11/01/2012
Evidence of Completion of the Corrective Action:
List of options will be generated, letter will be written and all students will receive first
class mailing. We will have a list of the students who got mailing.
Description of Internal Monitoring Procedures:
Director of Educational Services will monitor the mailing which will occur regarding
students that did not graduate this last June and will monitor subsequent students in July
of 2011 and yearly.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 12/20/2011
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district submitted a comprehensive CAP for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By March 25, 2012, the district will conduct an internal review and report the number of
students who left school without a high school diploma within the last two years and the
number of students who received annual written notice by first class mail informing them
of the availability of publicly funded post-high school academic support programs. In
addition the district will send a copy of the letter and a statement of assurance that
notices will be sent annually from the principal of the high school.
Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 18 Responsibilities of the school principal
Partially Implemented
Department CPR Findings:
A review of student records, interviews and documentation indicated that the district does
not have system wide procedures for determining and providing instructional support
services. There are no procedures in place regarding the documentation of interventions,
supports or services provided to students prior to referring a child for a special education
evaluation. As a result, when an individual student is referred for an evaluation to
determine eligibility for special education, the principals do not always ensure that
documentation on the use of instructional support services for the student is provided as
part of the evaluation information reviewed by the IEP Team when determining eligibility.
See SE 24.
Description of Corrective Action:
Extensive child study process in use in all schools. DONE
Title/Role(s) of responsible Persons:
Expected Date of
Director of Educational Services
Completion:
07/01/2011
Evidence of Completion of the Corrective Action:
Please reference the draft response.
Description of Internal Monitoring Procedures:
School principals will be responsible for utilizing the child study process in all cases.
Special Education Director and Director of Educational Services will review all child study
referrals in district.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 18 Responsibilities of the school
Status Date: 12/20/2011
principal
Basis for Partial Approval or Disapproval:
The district developed and implemented a district wide Child Study Team (CST) process
with accompanying forms. District staff, including school nurses, guidance,
paraprofessionals, teachers and administrators received professional development on the
district's Child Study Team process in August 2011. On October 26, 2011, the district
submitted the following documentation: training materials, agendas, signed attendance
sheets, CST procedures, forms. Principals have been directed that a completed child
study plan, meeting notes, and sequence of remediation must accompany referrals.
However, the district has not conducted an internal review to ensure the process is fully
implemented.
Department Order of Corrective Action:
By March 25, 2012, the district will conduct an internal review of CST referrals. Report the
number of CST referrals for each level (elementary, middle, high school), the number of
CST referrals that contained completed child study plans, meeting notes, a sequence of
remediation, and any steps taken if non compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
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Required Elements of Progress Report(s):
By March 25, 2012, the district will conduct an internal review of CST referrals. Report the
number of CST referrals for each level (elementary, middle, high school), the number of
CST referrals that contained completed child study plans, meeting notes, a sequence of
remediation, and any steps taken if non compliance is identified.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of person(s) who conducted the review with roles
and signatures.
Progress Report Due Date(s):
03/25/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 22 Accessibility of district programs and services for students Partially Implemented
with disabilities
Department CPR Findings:
Interviews indicated that the Riverbend Elementary School is not physically accessible but
is the primary building used for summer school. When summer school is in session,
students are carried up and down the school stairs several times a day.
Description of Corrective Action:
One student was transferred up and down stairs during one section of summer school
during the summer of 2010. (2 of 45 interviews)
Title/Role(s) of responsible Persons:
Expected Date of
Dir. of Special Education
Completion:
Summer school teachers
06/01/2012
Evidence of Completion of the Corrective Action:
The student above during the summer of 2011 attended a program with full access
without physical transfers up and down stairs. No student is physically transferred up or
down stairs. All students have access to a handicapped accessible facility as needed.
Description of Internal Monitoring Procedures:
Review of students attending summer school will be reviewed by Dir. of Special Education
and staff to ensure full accessibility by the first of June. Sign off of enrollment list and
building assignment will be kept on file for review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 22 Accessibility of district programs
Status Date: 12/20/2011
and services for students with disabilities
Basis for Partial Approval or Disapproval:
On October 26, 2011, the district submitted a statement of assurance from the Assistant
Superintendent that students are not / will not be physically transferred up and down the
stairs at the Riverbend Elementary School. There is an elementary school within the
district that is physically accessible. In addition, the school committee is in the process of
conducting a feasibility study with the MSBA at both Riverbend and Sanders Street School
and will decide if the district will rebuild or renovate. The district is currently in full
compliance with this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district fully implemented a corrective action for this criteiron. No progress reports
are required.
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 24 Curriculum review
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicated that with the exception of Royalston
Community School and Miller's River Academy, the district has not reviewed educational
materials for simplistic and demeaning generalizations, lacking intellectual merit, on the
basis of race, color, sex, religion, national origin and sexual orientation since 2005.
Description of Corrective Action:
Will disseminate educational materials review form to all principals. Will require review of
current and future educational materials in January 2011. Principals will keep document.
Review will occur annually prior to the start of school.
Title/Role(s) of responsible Persons:
Expected Date of
Director Of Educational Services
Completion:
12/20/2012
Evidence of Completion of the Corrective Action:
Principals will keep all completed forms in their schools for for central office review.
Description of Internal Monitoring Procedures:
Forms updated annually and reviewed by central office staff annually.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 24 Curriculum review
Corrective Action Plan Status: Approved
Status Date: 12/20/2011
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan which addresses the concerns
identified in the Department's finding.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On October 26, 2011, the district conducted curriculum reviews at the elementary level
and submitted completed curriculum review forms, agendas, and signed attendance
sheets. By March 25, 2011, the district will conduct and report the results of the
curriculum reviews conducted at the middle and high school levels.
Progress Report Due Date(s):
03/25/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Athol Royalston Regional School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Elizabeth Gospodarek
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: May 10, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 5 Program
Placement and Structure
Department CPR Finding: Athol-Royalston Regional School district is a low incidence
district. According to documentation reviewed, English language learners (ELLs) are
enrolled in most if not all schools in the district. At the time of the onsite visit the larger
numbers of ELLs were enrolled in the elementary schools (13 ELLs) with one of the
elementary schools accounting for half of ELLs enrolled (seven ELLS) and the remaining
enrolled in equal numbers in the other two elementary schools. The middle schools had 8
ELLs enrolled, and the high school had one ELL.
The district did not submit an ESL curriculum. The district reports that it has begun to do
some research on how other districts are approaching its curriculum development. In the
mean time the district reports that its ESL instruction is guided by the English Language
Proficiency Benchmarks and Outcomes (ELPBO) and the Massachusetts Curriculum
Frameworks. Moreover, the district is using materials that align with the ELPBO and the
frameworks. Materials such as: the Hampton Brown ‘Avenues’, and ‘High Point’ series are
used in the elementary and middle school. At the high school, materials used with ELLs are
based on student needs, interests, and academic subjects. (Please refer to letter sent with
draft report, regarding the phasing out of the ELPBO and changes in curricula requirements).
Onsite interviews and documents reviewed indicated that the district does not provide students
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with the Department’s recommended hours of direct ESL instruction that are based on their
English proficiency levels (See Department guidelines below). ELLs in grades K-4 placed in
Level 1 of the Massachusetts English Proficiency Assessment (MEPA) receive 1.25 hours of
instruction per day, and those placed in MEPA Levels 3, 4 and 5 receive “at least 50 minutes”
a week. ELLs in grades 5-8 placed in MEPA level 3 receive “at least 40 minutes/day,” and
ELLs placed in MEPA levels 4 and 5 receive “40 minutes of instruction /week.” ELLs in high
school, placed in MEPA level 3 receive “at least 50 minutes/day.”
The Department’s guidelines recommend that students receive hours of instruction that
correspond to their MEPA level of English proficiency as follows: ELE students in Level 1
and Level 2 should receive 2.5 hours of ESL instruction a day or 12.5 hours a week; those in
Level 3, 1-2 hours per day or 5-10 hours a week, and those in levels 4 and 5, should receive
2.5 hours per week or half an hour a day. (See Guidance on Using MEPA Results to Plan
Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for
Limited English Proficient (LEP) Students.)”
Content instruction is based on the Massachusetts Curriculum Framework; however, district
documentation and interviews indicated that no teachers who currently teach ELE students
have completed all four Sheltered English Immersion (SEI) professional development
trainings. Of the teachers who work with ELLs in the elementary school, two have completed
Category 1 and two have completed Category 3; in middle school, one teacher in each of the
following core subjects completed Category 1: Science, social Studies, and Language Arts,
and in high school, one Science, and one English language Arts teacher completed Category
3 and 1, respectively . Across the district, one teacher has completed three of the Categories:
1, 2, and 3; nine have completed Category 1, and 14 have completed Category 3. Therefore,
ELLs in the district are not receiving effective sheltered content. (Refer to the
Commissioner’s Memorandum of June 2004). See also ELE 15 for additional comments.
In sum, the school has not developed an ESL curriculum, the hours of ESL instruction for
ELLs are not consistent with Department guidelines, and content area teachers who teach
ELLs have not completed their training in SEI. Consequently, the Department concludes that
the district does not have an ELE program that is consistent with Chapter 71A.
Narrative Description of Corrective Action:
Please note that consistent with the memo issued by PQA and OELAAA of May 7, 2012,
which identified proposed changes under the RETELL initiative impacting licensure,
professional development and English language proficiency standards and assessment,
the district will not be asked to prepare a CAP response for this criterion at this time.
See http://www.doe.mass.edu/retell/ . Additional guidance will be issued in June.
The process of writing curriculum has been begun by district staff. The district ELL teacher
participated in the OELAAA initiative to write sample curriculum for newcomers for all
districts. She collaborated with a group of ELL teachers from throughout the state writing
curriculum for grades 3-5. The resulting product is appended. The teacher intends to
participate in the project again next summer, which will design sample curriculum for level 2.
Content teachers have recently written curriculum aligned with the Common Core for all
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grades. After the sample curriculum is written, the next step is to align it with the Common
Core and WIDA. This is a huge project, but the district will continue to show progress.
All teachers and administrators have been informed about the details of the RETELL initiative
during mandatory staff training. They understand the reason for RETELLs instigation and its
connection to licensure requirements. This information is also posted on the district’s ELL
web-site. ARRSD teachers and administrators will participate when it becomes available to
our low incidence district. (The ARRSD is 135th on the state list.) The district recently joined
with neighboring school districts, Gardner and Winchendon, to become a Title III consortium.
The consortium intends to offer WIDA training for content teachers in the 2012-13 school
year.
All ELLs in the Athol Royalston Regional School district have been assessed using the WAPT aligned with the WIDA. Students have been assigned a proficiency level based on these
scores, and also incorporating their most recent MEPA and MCAS scores and past academic
success as well as grade, age, literacy level, logistics of schedule, cultural background and
maturity. This leveling, along with an examination of past test scores and classroom success
and consultations with administrators and content teachers, is the basis for ongoing grouping.
Content teachers have been informed of their students’ levels. ELL instruction is grouped by
level and in conformance with state recommendations per week. (See ELE 9) To ease
scheduling, where appropriate, ELLs will be placed together in the same content classrooms
beginning 9/13. As the ELL population increases, the district will explore hiring new ELL
staff.
Title/Role of Person(s) Responsible for
Implementation: ELL teacher/
Assistant Superintendent
Expected Date of Completion for Each
Corrective Action Activity: Sample
newcomer curriculum grades 3-5
10/15/12;
Sample curriculum grades 3-5 level 2
10/15/13
RETELL 6/14
WIDA training for content teachers –
May 2013.
Evidence of Completion of the Corrective Action: Sample newcomer curriculum grades 35, Agenda from September 2012 teacher training, including conveying information about
RETELL, and ELL weekly schedule appended.
Description of Internal Monitoring Procedures:
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Criterion: ELE 5
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
By February 25, 2013, please provide the Department with the following :
Evidence that ELLs receive subject matter content that is based on the current
Massachusetts Curriculum Frameworks in English/Language Arts, mathematics,
science and social studies.
Evidence that all ELL students receive sufficient ESL instruction, consistent with the
students’ levels of English proficiency and Department guidance
(http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
A plan for how the district intends to monitor implementation of the CAP.
A plan for the district to align its current curricula work with the new ESL/ELD
curriculum, its alignment with all Massachusetts Curriculum Frameworks (e.g.,
English/Language Arts, mathematics, science, social studies), and the WIDA English
language development standards. See http://www.wida.us/standards/eld.aspx.
A plan for making the SEI cohort training available to the core academic teachers of
ELLs and the building administrators who supervise such teachers and to arrange for
the participation of such teachers and administrators in the training.
Summary of the district’s monitoring procedures along with any found non-compliance
issues and steps taken to correct them.
Progress Report Due Date(s): February 25, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 9 Instructional
Grouping
Department CPR Finding: Interviews and documentation review indicated that the district
groups students by similar grade level to accommodate student schedules or by proficiency
levels.
The district should note that for any grouping of ELLs for the purpose of ESL/ELD instruction,
the students’ MEPA level must be considered. The district can group students by grade level;
however, care must be taken that the students’ MEPA level is similar. For instance, ELLs in
levels 1 and 2 can be grouped together, as well as ELLs in levels 4 and 5; however, ELLs in
level 3 should be grouped only with other level 3 English proficient students. Thus, the district
can group students by up to three grade levels as long as students’ level of English proficiency
is similar. Other factors should also be considered for grouping ELLs, such as the students’
maturity, literacy level, and/or cultural background.
Narrative Description of Corrective Action: Students are now grouped by level with
consideration to grade, age, literacy level, and logistics of schedule, cultural background and
maturity. In fall 2012, the W-apt was administered to all continuing ELLs and potential new
ELLs, producing a level based on WIDA standards. This leveling, along with an examination
of past test scores and classroom success and consultations with administrators and content
teachers, is the basis for ongoing grouping.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL teacher in collaboration Corrective Action Activity: 9/30/12
with guidance staff and principals
Evidence of Completion of the Corrective Action: Example W-apt reports and
collaborative notes with teachers are appended.
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 9
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide the Department with evidence that all ESL instructional groups are now based
on the English language learners’ levels of English proficiency by February 25, 2013. See
also ELE 5.
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Progress Report Due Date(s): February 25, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 10 Parental
Notification
Department CPR Finding: A review of documentation indicated that the parental
notification letter omits the required information: the child’s level of English proficiency and
the parent’s right to apply for a waiver. In addition, parent notification letters have not been
sent annually.
Narrative Description of Corrective Action: Parent notification letters are sent annually and
documented in student ELL folders. A new form, adopted September 2012, includes test
scores.
Title/Role of Person(s) ELL teacher,
Expected Date of Completion for Each
principals
Corrective Action Activity: 10/15/12
Evidence of Completion of the Corrective Action: Samples of 2011 and 2012 parent
notifications letters appended. A sample new form is also included.
Description of Internal Monitoring Procedures: Guidance staff will periodically spot check
folders. Building principals will check that annual notifications go home.
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: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s): The district submitted the revised parent
notification letter, which includes all of the required information.
Please submit the results of an internal review of ELE student records to ensure that the parent
notification letter is sent annually. Provide the following: 1) Number of records reviewed; 2)
Number of records in compliance; 3) Root cause of any non-compliance found; 4) Corrective
actions taken to remedy any non-compliance.
Progress Report Due Date(s): February 25, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Follow-up Support
Rating: Not Implemented
Department CPR Finding: A review of documentation and interviews indicated that while
the district’s ELE teacher informally monitors FLEP students, the district does not have a
formal process for monitoring or documenting monitoring activities of FLEP students. Staff,
district wide, are not aware of the monitoring process or their responsibilities regarding the
monitoring of FLEP students. Lastly, a review of student records indicated that FLEP students
are not monitored for two years following their re-designation of LEP students to FLEP
students.
Narrative Description of Corrective Action: All teachers and administrators have been
informed of their responsibilities in regards to monitoring FLEP students. Generally content
teachers are probed each grading period by e-mail for an update of the students’ academic and
social success relative to grade level. They are encouraged to contact ELL or guidance staff
whenever there is a problem. Forms are kept in ELLs’ files documenting that the content
teachers, the principal and the ELL teacher recommend that no ELL services be resumed and
that the student is performing at grade level socially and academically.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL teacher, content
Corrective Action Activity: FLEP
teachers, principals and guidance staff.
Forms signed by administrators, June or
September
Evidence of Completion of the Corrective Action: Sample FLEP forms and collaborative emails appended.
Description of Internal Monitoring Procedures: Initial check in with content teachers –
each September. Quarterly check in with content teachers. Recommendation to continue or
discontinue FLEP status ongoing.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit an internal review of records for students
who have exited the English learner education program. Include the following: 1) Number of
records reviewed in which the student has exited the English language learner program; 2)
Number of records that included documentation of monitoring activities; 3) Number of records
out of compliance; 4) For all records out of compliance, indicate the root cause and the
corrective action taken.
Progress Report Due Date(s): February 25, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 15 Professional
Development Requirements
Department CPR Finding: The district’s SEI Category Training Plan began to be
implemented in school year 2009-10. The ESL teacher was trained in Categories 1 and 3. In
school year 2010-11 the district planned to train two teachers in Category 3. An updated SEI
category training plan is needed as no teacher has completed their SEI training. (See also
ELE 5 and letter sent with draft report regarding change in requirements for Category 3).
Narrative Description of Corrective Action: Please note that consistent with the memo
issued by PQA and OELAAA of May 7, 2012, which identified proposed changes under
the RETELL initiative impacting licensure, professional development and English
language proficiency standards and assessment, the district will not be asked to prepare
a CAP response for this criterion at this time. See http://www.doe.mass.edu/retell/ .
Additional guidance will be issued in June.
All teachers and administrators have been informed during staff training about the details of
the RETELL initiative. They will participate when it becomes available to our low incidence
district. (The ARRSD is 135th on the state list.) The district recently joined with neighboring
school districts to become a Title III consortium. The consortium intends to offer WIDA
training for content teachers in the 2012-13 school year.
Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation Rating: Not Implemented
Department CPR Finding: A review of documentation and interviews indicated that the
district has not conducted periodic evaluations of the effectiveness of its ELE program.
Narrative Description of Corrective Action: The district will be required to fulfill the
Title III requirements spelled out in form F to track the effectiveness of its ELL program
biannually.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity: Title III
review – September 2014. In addition
ELL portfolios of best work will be kept.
Evidence of Completion of the Corrective Action: portfolios ongoing
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the program evaluation for
ELE.
Progress Report Due Date(s): February 25, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 18 Records of
LEP Students
Department CPR Finding: A review of records indicated that the district does not
consistently maintain student records. The student records for LEP students did not always
contain these required documents: home language surveys, progress reports, report cards,
copies of parent notification letters and evidence of follow-up monitoring.
Narrative Description of Corrective Action: The district has been completing all of these
documents. However, in the past, copies were not always placed in student folders. Going
forward these records will be kept within the cumulative folder for each ELL.
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Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity: Updating
files should be complete by Jan. 1 2013.
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
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:
The district did not provide a description of its internal monitoring procedures to ensure
ongoing compliance with this criterion.
Department Order of Corrective Action: The district will provide a description of its
internal monitoring procedures and will identify the person(s) and role(s) of the person
responsible.
Required Elements of Progress Report(s):
Provide a description of the internal monitoring procedures and identify the person(s) and
role(s) of the person responsible.
Secondly, following implementation of all corrective actions, conduct an internal review of
student records at each school to ensure that all records contain: home language surveys,
progress reports, report cards, copies of parent notification letters and evidence of follow-up
monitoring of students who have exited the program. Report to the Department: the number of
records reviewed at each school, the number of records that contain all required documents
listed above, and any specific actions taken to remedy any file that was found out of
compliance. If non-compliance is identified, report the root cause of the ongoing noncompliance and the district’s plan of action to remedy it.
Progress Report Due Date(s): February 25, 2013
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