MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Auburn
CPR Onsite Year: 2012-2013
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 05/17/2013.
Mandatory One-Year Compliance Date: 05/17/2014
Summary of Required Corrective Action Plans in this Report
Criterion
SE 1
SE 8
Criterion Title
Assessments are appropriately selected and interpreted for
students referred for evaluation
Special requirements for determination of specific learning
disability
IEP Team composition and attendance
SE 18B
Determination of placement; provision of IEP to parent
SE 20
Least restrictive program selected
SE 22
IEP implementation and availability
SE 26
Parent participation in meetings
SE 3
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 32
Criterion Title
Parent advisory council for special education
SE 55
Special education facilities and classrooms
CR 3
Access to a full range of education programs
CR 13
Availability of information and academic counseling on
general curricular and occupational/vocational opportunities
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Comparability of facilities
CR 16
CR 23
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:
Review of student records and staff interviews indicated that for students whose primary
language is not English and who have not attained former English language learner status
(FELL), the district is not determining language dominance prior to assessing him/her for
eligibility for special education, administering assessments in the language and form most
likely to yield accurate information, or using an alternate assessment to ensure valid
information on what the student knows and can do academically, developmentally and
functionally.
Description of Corrective Action:
The Director of Pupil Services meets regularly with the IEP Chairpersons and school
psychologist as a team and will review the regulations requiring that assessments in the
primary/dominant language are completed prior to an assessment of special education
eligibility. In addition the Director will review with all guidance counselors the same
requirements as part of the RTI/PBIS process used within the district.
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services, Philip Campbell
Completion:
01/15/2014
Evidence of Completion of the Corrective Action:
Agenda for the meeting/training reviewing need to determine dominant language of ELL
student prior to special education eligibility, dated sign-in attendance sheets, copies of list
of assessments available based on suspected dominant language, summary minutes from
meeting
Description of Internal Monitoring Procedures:
The Director will conduct a record review with each IEP Chairperson on a quarterly basis
of all eligibility determining meetings to assure that all ELL students have had dominant
language determinations prior to special education determination review to be
documented
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 1 Assessments are appropriately
Status Date: 06/28/2013
selected and interpreted for students
referred for evaluation
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013, please submit evidence of district staff trainings at all
levels related to the appropriate selection of assessments for students whose primary
language is not English and who have not attained former English language learner status
(FELL) prior to assessing special education eligibility so that assessments reveal accurate
information on the students academic, developmental and functional abilities.
Include evidence such as memorandums, email correspondence, training/meeting
agendas, signed attendance sheets, and a sample of training materials.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Submit the results of the administrative record review of a sample of 15 student records
total, representing records from each school level, for evidence of appropriate selection of
assessments for students whose primary language is not English. This sample must be
drawn from records with evaluations conducted after all corrective actions have been
implemented. Indicate the number of records reviewed, the number found compliant, an
explanation of the root cause for any continued noncompliance and a description of
additional corrective actions taken by the district to address any identified noncompliance.
Please submit this to the Department on or before January 15, 2014.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
the person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn 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:
Review of student records and staff interviews indicated that the district does not
consistently complete the required written eligibility determination and the four
components used to determine eligibility for a specific learning disability (SLD): Historic
review and educational assessment
(SLD 1), Area of concern and evaluation method (SLD 2), Exclusionary factors (SLD 3)
and Observation (SLD 4) for students suspected of having a specific learning disability.
Description of Corrective Action:
The district will consistently use the Specific Learning Disability Team determination form
whenever there is reason to question the existence of a learning disability. The Director of
Pupil Services meets regularly with the IEP Chairpersons and school psychologists and will
provide training for the use of the forms and required process.
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services, Philip Campbell
Completion:
01/15/2014
Evidence of Completion of the Corrective Action:
Agenda of the meeting reviewing this requirement, sign-in sheets and material used in
the training including but not limited to the Specific Learning Disability Team
Determination form, required documentation for component 1, component 2, component
3, component 4, classroom observation checklists for all grades
Description of Internal Monitoring Procedures:
The Director of Pupil Services signs all IEP's on behalf of the district and will specifically
review and require the use of these forms to document any suspected learning disability.
Director will conduct with each IEP chair on a semi-annual basis a review of all IEP
meetings to confirm use of process when there was reason to determine if a specific
learning disability existed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 06/28/2013
determination of specific learning
disability
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013, please submit evidence of staff trainings regarding the
proper use and documentation of required SLD forms as related to the determination and
agreement amongst Team members of a Specific Learning Disability. Include evidence
such as memorandums, email correspondence, training/meeting agendas, signed
attendance sheets, and a sample of training materials.
Submit the results of the administrative record review of a sample of 20 student records,
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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with records representing each school level, for evidence of appropriate utilization and
documentation of required SLD forms. This sample must be drawn from records of
students whose eligibility determination occurs after all corrective have been
implemented. Indicate the number of records reviewed, the number found compliant, an
explanation of the root cause for any continued noncompliance and a description of
additional corrective actions taken by the district to address any identified noncompliance.
Please submit this to the Department on or before January 15, 2014.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
the person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
Review of student records, staff interviews and parent surveys indicated that the district
does not consistently use the required Team member excusal process, such as obtaining
the parent's agreement in writing (1) that the attendance of the Team member is either
not necessary because the member's area of the curriculum or related services is not
being modified or discussed or (2) that the required Team member's attendance is
excused, and the Team member provides written input into the development of the IEP
prior to the meeting. Additionally, according to staff interviews and parent surveys, when
a parent is unable to attend Team meetings, the district does not propose an alternative
means of attendance, such as video conferencing or conference calls.
Description of Corrective Action:
The district will use the excusal process obtaining a parent's agreement in writing when a
Team member is either not necessary for the focus of the meeting or unable to attend
and provides a written contribution to the meeting. In addition the district will propose
alternative means of attending and participating in the Team meeting when a parent or
guardian indicates they will not be able to attend in person.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Services, Philip Campbell
Completion:
01/15/2014
Evidence of Completion of the Corrective Action:
The Director will review with all IEP Chairpersons and school psychologist the requirement
to document gaining in writing parents agreement to a Team members inability to attend
an IEP meeting. The review will include the need to provide written input for consideration
by the Team. The review will also include alternative means of including parents or
guardians in meeting when that are unable to attend in person such as by video
conferencing or conference calls. Meeting agenda, sign in sheets and training material will
be evidence of review.
Description of Internal Monitoring Procedures:
The Director will conduct a record review to determine adherence to this requirement. In
addition, the Director signs all IEP's for the district and will monitor sign-in sheets and
how a parent or guardian participates in the meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 8 IEP Team composition and
Status Date: 06/28/2013
attendance
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013, please submit evidence of staff trainings regarding the
excusal process and required documentation in the IEP, e.g. excusal forms, regarding
decision of excusal and means of parental notification of an excused Team member.
Please also provide evidence of staff trainings if a parent is unable to attend the Team
meeting with the district’s proposed alternative means and documentation of such efforts
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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within the IEP. Evidence may include memorandums, email correspondence,
training/meeting agendas, signed attendance sheets, and a sample of training materials.
Submit the results of the administrative record review of a sample of approximately 20
student records, representing records from each school level, for evidence of appropriate
utilization and documentation of excusal of Team members and alternative means offered
to parents unable to attend with documentation of district efforts. This sample must be
drawn from records with IEP Teams convened after all corrective actions have been
implemented. Indicate the number of records reviewed, the number found compliant, an
explanation of the root cause for any continued noncompliance and a description of
additional corrective actions taken by the district to address any identified noncompliance.
Please submit this to the Department on or before January 15, 2014.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
the person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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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:
Interviews and parent surveys indicated that the Team does not always determine first
what the student's needs are before deciding the program where he/she will be placed.
Also, student records, staff interviews and parent surveys indicated that the parent is not
provided with two (2) copies of the proposed IEP and proposed placement along with the
Notice of Proposed School District Action (N1) to propose the IEP and summarize the
Team's decisions and considerations immediately following the development of the IEP.
Description of Corrective Action:
Review of regulations and the importance of determining need before placement will occur
with all IEP Chairpersons and school psychologist. The special education office is currently
and will continue to provide two (2) copies of proposed IEP's and proposed placement
along with the Notice of Proposed School District Action (N1) to parents or guardians
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Service
Completion:
Philip Campbell
01/15/2014
Evidence of Completion of the Corrective Action:
Agenda of IEP Chairperson and School psychologist meeting reviewing this requirement,
sign in sheets and material distributed. Interview with special education administrative
assistant attesting to sending two copies of IEP and N-1 to parent or guardians.
Description of Internal Monitoring Procedures:
The Director of Pupil Services will monitor with IEP Chairpersons the process used and
sequence of decisions made in team meeting. The Director directly supervises the
administrative assistant and her adherence to sending 2 copies of IEP's to parents or
guardians
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 06/28/2013
provision of IEP to parent
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013, please submit evidence of staff trainings regarding
determination of placement and proper provision of the IEP to parents. Include evidence
such as memorandums, email correspondence, training/meeting agendas, signed
attendance sheets, and a sample of training materials.
Also submit by September 30, 2013 the description of the internal oversight and tracking
system to ensure the provision of (2) copies of the IEP and (N1) form and identify the
person(s) responsible for the oversight, including the date of the system's
implementation.
Submit the results of the administrative record review of a sample of 20 student records,
with records representing each school level, for evidence of provision of two (2) copies of
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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the proposed IEP and proposed placement along with the Notice of Proposed School
District Action (N1) immediately following the development of the IEP. This sample must
be drawn from records with IEP Team development meetings convened after all corrective
actions have been implemented. Indicate the number of records reviewed, the number
found compliant, an explanation of the root cause for any continued noncompliance and a
description of additional corrective actions taken by the district to address any identified
noncompliance. Please submit this to the Department on or before January 15, 2014.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
the person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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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:
Review of student records indicated that if the student is removed from the general
education classroom at any time, the Team does not specifically state in the IEP Nonparticipation Justification statement why the removal is considered critical to the student's
program. Student records demonstrated that these statements are frequently not
specifically tailored to the individual student and therefore do not explain in detail why the
student is unable to remain in a less restrictive environment based on his or her individual
educational needs.
Description of Corrective Action:
IEP Teams will individually discuss why a student in unable to remain in a less restrictive
environment and document that reason or reasons on the IEP in the non-participation
justification statement
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services Philip Campbell
Completion:
10/15/2013
Evidence of Completion of the Corrective Action:
The Director of Pupil Services will provide training to all IEP Chairpersons and school
psychologist on correctly determining and documenting the reason or reasons for nonparticipation and removal from general education settings to a more restrictive setting.
Evidence will be training agenda, materials used in training and sign-in sheet
documenting participation.
Description of Internal Monitoring Procedures:
The Director of Pupil Services will review IEP's for individual justifications for removal
from general education settings and follow up with individual IEP Chairpersons if needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 06/28/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013, please submit evidence of staff training regarding
specifically stating in the IEP Non-participation Justification statement why the removal is
considered critical to the student's program. Include evidence such as memorandums,
email correspondence, training/meeting agendas, signed attendance sheets, and a sample
of training materials.
Submit the results of the administrative record review of a sample of 20 student records,
with records representing each school level, for evidence of specific Nonparticipation
Justification statements. This sample must be drawn from records with IEP Team
development meetings convened after all corrective actions have been implemented.
Indicate the number of records reviewed, the number found compliant, an explanation of
the root cause for any continued noncompliance and a description of additional corrective
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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actions taken by the district to address any identified noncompliance. Please submit this
to the Department on or before January 15, 2014.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
the person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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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:
According to staff interviews at all levels, once an IEP has been consented to, each
teacher and provider described in the IEP is not informed of his or her specific
responsibilities related to the implementation of the student's IEP and the student's
accommodations, modifications, and supports for as long as two weeks, thus resulting in
a delay in the implementation of the IEP.
Description of Corrective Action:
Upon receiving consent for an IEP each teacher or provider will be informed of their
specific responsibilities as documented in the IEP including but not limited to the student's
accommodations, modifications and supports
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services Philip Campbell
Completion:
IEP Chairpersons Bertrand, Mayo, McMenemy and Saunders
01/15/2014
Evidence of Completion of the Corrective Action:
A form will be developed to document through its completion that each staff member has
been informed of their specific responsibilities as identified on a student's IEP. The
completed forms will be filed in the district special ed office for review.
Description of Internal Monitoring Procedures:
Director of Pupil Services will include in regular meetings confirmation of use of form and
through these meetings collect copies of completed forms
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 22 IEP implementation and
Status Date: 06/28/2013
availability
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit on or before September 30, 2013 the newly developed district form that
will document immediate IEP responsibilities.
After subsequent use of the form, please submit on or before January 15, 2014 samples
from pre-school, elementary, middle and high school levels of actual forms as a result of
administrative oversight and internal monitoring and report the results of this review to
ensure that each teacher and provider described in the IEP is informed of his or her
specific responsibilities related to the implementation of the student's IEP and the
student's accommodations, modifications, and supports without delay. Indicate the
number reviewed, the number found compliant, an explanation of the root cause for any
continued noncompliance and a description of additional corrective actions taken by the
district to address any identified noncompliance.
Please note that when conducting internal monitoring the district must maintain the
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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following documentation and make it available to the Department upon request: a) List of
student names and grade level for the review; b) Date of the review; c) Name of the
person(s) who conducted the review, their role(s), and their signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 26 Parent participation in meetings
Partially Implemented
Department CPR Findings:
Review of student records, interviews with staff members, and parent surveys indicated
that when a parent is unable to attend a Team meeting, the district does not document its
attempts to reschedule the Team meeting or use other methods to ensure parent
participation, including individual or conference telephone calls, or video conferencing.
See also SE 8.
Description of Corrective Action:
IEP Team Chairs will document when a parent is unable to attend a meeting the attempts
to reschedule the meeting and/or offer alternative means of participating such as
conference telephone calls or video conferences
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services Philip Campbell
Completion:
IEP Team Chairs Bertrand, Mayo, Saunders and McMenemy
03/21/2014
Evidence of Completion of the Corrective Action:
Attendance sheets of IEP meeting showing changed dates or alternative means of
participation by parents such as by phone, face time, video conferencing etc.
Description of Internal Monitoring Procedures:
Director of Pupil services will monitor attendance records as he reviews and signs IEP's on
behalf of district to confirm when parents are not physically present that they are in fact
participating in some alternative fashion or at least offered that option.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 26 Parent participation in meetings
Corrective Action Plan Status: Approved
Status Date: 06/28/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See required elements of progress reporting for SE8.
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 32 Parent advisory council for special education
Partially Implemented
Department CPR Findings:
A review of documentation and interviews with parents and staff members indicated that
the special education director collaborates with the parent advisory council (PAC) on
program planning and development; however, the PAC has not been involved in the
evaluation of the district's special education programs. Also, parent surveys and
interviews indicated that the district does not distribute meeting notification flyers made
by the PAC so that parents can make plans to attend.
Description of Corrective Action:
The Parent Advisory Council (PAC) will be invited to participate in the evaluation of a
special education program during the 2013-2014 school year and if and when any flyers
are developed by the PAC they will be distributed upon request.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Services Philip Campbell
Completion:
03/21/2014
Evidence of Completion of the Corrective Action:
Meeting notes inviting participation and then actual participation in conducting the
evaluation---sign in sheets and documentation of review of written summary as product
of evaluation. Examples of any flyers developed and requested for distribution along with
a description of the distribution.
Description of Internal Monitoring Procedures:
Director of Pupil Services will organize and facilitate the evaluation and the PAC's
participation. The Director of Pupil Services will monitor the office's response to any
request to distribute flyers for the PAC to guarantee cooperation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 32 Parent advisory council for special
Status Date: 06/28/2013
education
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit on or before September 30, 2013 a copy of the schedule and agenda of
PAC meetings for the 2013-14 school year and indicate by narrative how the PAC will
have opportunities to be involved in the evaluation of the district's special education
programs.
On or before January 15, 2014, submit any PAC flyers with distribution dates provided to
ensure notice of PAC activities.
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Auburn CPR Corrective Action Plan
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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 conducted at the Pakachoag Elementary School revealed that substantially
separate classrooms for students with disabilities on the autism spectrum are located in a
modular structure that does not maximize the inclusion of such students into the life of
the school.
Description of Corrective Action:
A general education classroom will be moved by the start of the 2013-2014 school year
into the modular classroom adjacent to the substantially separate classroom for students
with disabilities. In addition all IEP meeting will document a discussion to maximize
inclusion of the students using the substantially separate class for part of their day.
Title/Role(s) of responsible Persons:
Expected Date of
Pakachoag School Principal Deborah Kozik
Completion:
Director Pupil Services Philip Campbell
03/21/2014
Evidence of Completion of the Corrective Action:
A review of room assignments, a review of IEP for students using the substantially
separate classroom for part of their day.
Description of Internal Monitoring Procedures:
Director of Pupil Services will monitor room assignments at the beginning of the 20132014 school year and will monitor IEP to confirm discussions are occurring to maximize
inclusion for students using the substantially separate classroom for part of their day.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 06/28/2013
classrooms
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
On or before September 30, 2013 the district will submit a written statement of assurance
from the superintendent along with a Pakachoag Elementary School floor plan
demonstrating that an appropriate age and grade level general education classroom,(e.g.
within 48 months of ages of students in sub-sep classroom) has been moved into the
modular classroom adjacent to the substantially separate classroom for students with
disabilities to maximize inclusion of students within the life of the school.
On or before January 15, 2014, the district will provide confirmation of a scheduled onsite
visit by ESE to observe the classroom relocation at the Pakachoag Elementary School. The
director of pupil services will submit a narrative of examples of inclusion opportunities for
students in the sub-sep classroom with the general education students throughout the
Pakachoag Elementary School facility.
Progress Report Due Date(s):
09/30/2013
01/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 3 Access to a full range of education programs
Partially Implemented
Department CPR Findings:
A review of district documentation and interviews with staff members indicated that the
Life Skills students in the Auburn High School are not included in guidance counseling
services that are available to general education students.
Description of Corrective Action:
All high school students including those enrolled in the Life Skills program will be assigned
a guidance counselor and receive the same services available to general education
students
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services, Philip Campbell
Completion:
Principal Auburn High School, Casey Handfield
10/15/2013
Evidence of Completion of the Corrective Action:
A review of caseloads of guidance counselors will include students in the Life Skills
program, documentation of meetings, sessions, groups or individual meetings will be
available
Description of Internal Monitoring Procedures:
Director of Pupil Services will gain confirmation from the High School Principal of the
inclusion of the Life Skills enrolled student and their access to the guidance counselors
similar to other students enrolled in the High School.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 3 Access to a full range of education
Status Date: 06/28/2013
programs
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the description of the internal oversight and tracking system to ensure Life
Skills students' access to counseling and identify the person(s) responsible for the
oversight, including the date of the system's implementation. The district must also
provide evidence of assignments of Life Skills students to guidance counselors along with
their high school schedules related to assuring that they have access to counseling. Please
submit this to the Department on or before by September 30, 2013. Also submit the
description of the internal oversight and tracking system to ensure Life Skills students'
access to counseling and identify the person(s) responsible for the oversight, including the
date of the system's implementation. Submit this information by September 30, 2013.
Submit the results of an administrative review of Life Skills students access to counseling
services subsequent to the completion of the corrective action. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
by January 15, 2014.
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*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
09/30/2013
01/15/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 13 Availability of information and academic counseling on
Partially Implemented
general curricular and occupational/vocational opportunities
Department CPR Findings:
See CR 3.
Description of Corrective Action:
All high school students including those enrolled in the Life Skills program will be assigned
a guidance counselor and receive the same services available to general education
students
Title/Role(s) of responsible Persons:
Expected Date of
Director Pupil Services, Philip Campbell
Completion:
Principal Auburn High School, Casey Handfield
10/15/2013
Evidence of Completion of the Corrective Action:
A review of caseloads of guidance counselors will include students in the Life Skills
program, documentation of meetings, sessions, groups or individual meetings will be
available
Description of Internal Monitoring Procedures:
Director of Pupil Services will gain confirmation from the High School Principal of the
inclusion of the Life Skills enrolled student and their access to the guidance counselors
similar to other students enrolled in the High School.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 13 Availability of information and
Status Date: 06/28/2013
academic counseling on general
curricular and occupational/vocational
opportunities
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See required elements of progress reporting for CR 3.
Progress Report Due Date(s):
09/30/2013
01/15/2014
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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:
A review of district documentation and interviews with staff members indicated that
within the past two years, former students who have not yet earned their competency
determination and have not transferred to another school did not receive annual written
notice to inform them of the availability of publicly funded post-high school support
programs nor encouragement to participate in those programs.
Description of Corrective Action:
The Principal of Auburn High School has sent out and letter ---copy included---and will
continue to send a letter to former students who have not earn their competency and
have not transferred to another school annually for two years after they have left the
district notifying them of the availability of publicly funded post-high school support
programs. A list of qualifying students will be maintained by the SIMS data manager.
Title/Role(s) of responsible Persons:
Expected Date of
Principal of Auburn High School Casey Handfield,
Completion:
Director Pupil Services, Philip Campbell
03/21/2014
Evidence of Completion of the Corrective Action:
Copy of letter and list of students sent the letter
Description of Internal Monitoring Procedures:
Annually the Director of Pupil Services will seek confirmation from the Auburn High School
Principal of the letter having been sent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 06/28/2013
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide evidence of staff training on new procedures related to notice of students
age 16 or over leaving school without a high school diploma, certificate of attainment or
certificate of achievement. Include training agenda, attendance sheet (include name and
role) and copies of materials presented along with new age 16 notification letter. Please
submit these to the Department on or before September 30, 2013. Also submit the
description of the internal oversight and tracking system and identify the person(s)
responsible for the oversight, including the date of the system's implementation. Submit
by September 30, 2013.
Subsequent to the completion of all corrective actions, conduct an administrative review
of all students who have left high school without a diploma within the past two years for
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evidence that these students have been annually informed of the availability of publicly
funded post-high school support programs and encouraged to participate. This evidence
can be actual letters, a list of student names, and/or other evidence of documented
administrative tracking of mailed information. Include the date of the review, the results
of the review, the person(s) conducting the review, with role(s) and signature(s). Please
submit this to the Department by January 15, 2014. Include the date of the review, the
results of the review, the person(s) conducting the review, with role(s) and signature(s).
Please submit this to the Department by January 15, 2014.
Progress Report Due Date(s):
09/30/2013
01/15/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 23 Comparability of facilities
Partially Implemented
Department CPR Findings:
Observations at the Auburn Middle School revealed that the designated instructional
space for educating English language learners (ELLs) is the open library while general
education students are accessing its use, thus creating visual and auditory distractions for
the ELL students. All other student groups receive instruction in traditional classroom
settings.
Description of Corrective Action:
A regular traditional classroom will be available in the auburn Middle School for educating
English language learners.
Title/Role(s) of responsible Persons:
Expected Date of
Principal Auburn Middle School Joseph Gagnon
Completion:
Director of Pupil Services Philip Campbell
10/15/2013
Evidence of Completion of the Corrective Action:
A review of room assignments, interview with ELL staff to confirm room assignments and
use
Description of Internal Monitoring Procedures:
Director of Pupil Services will obtain confirmation from building Principal of room
assignment.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 23 Comparability of facilities
Corrective Action Plan Status: Approved
Status Date: 06/28/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit a written statement of assurance from the superintendent that
instructional space being designated for educating English language learners at the
Auburn Middle School is comparable to instructional space designated for general
education students. Additionally, the district will submit a written floor plan noting this
space. Please provide this to the Department on or before September 30, 2013.
The district will provide confirmation regarding a scheduled onsite visit by ESE to review
the facilities issue. Please provide this to the Department on or before January 15, 2014.
Progress Report Due Date(s):
09/30/2013
01/15/2014
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Auburn Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Auburn Public Schools/Kathleen Lauzé
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: December 16, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding: Documentation submitted by the district indicated the following English
proficiency levels receive the following amounts of direct ESL instruction: level one students receive 60
minutes of direct ESL instruction per day, level two students receive 45 minutes of direct ESL
instruction per day, level three students receive 30 minutes of direct ESL instruction per day, level
four students rarely receive any direct ESL instruction per day and level five students receive no direct
ESL instruction per day. Current hours of ESL instruction ELLs receive are insufficient at all levels of
English proficiency and are, therefore, inconsistent with Department guidelines. Please see the
“Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English
Language Learners August 2013” as found on http://www.doe.mass.edu/ell/guidance_laws.html
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Narrative Description of Corrective Action:
The Auburn Public Schools (APS) is committed to excellence for all students and proposes the
following guidelines, which align with DESE guidance, for the direct instruction of ESL:
Level 1 ELL students will receive a minimum of 2.5 hours of direct ESL instruction per day
Level 2 ELL students will receive a minimum of 2.5 hours of direct ESL instruction per day
Level 3 ELL students will receive a minimum of 1.0 hours of direct ESL instruction per day
Level 4 ELL students will receive a minimum of 2.5 hours of direct ESL instruction per week
Level 5 ELL students will receive a minimum of 2.5 hours of direct ESL instruction per week
In order to accomplish this, APS will increase the amount of direct ESL instruction for our Level 1 and
Level 2 students, K-8, from 1 hour per day to 1.5 -2.0 hours a day beginning in February 2014 and
lasting through June 2014. In the 2014-2015 school year we plan to hire two additional ELL tutors
which will enable the APS to then increase direct ESL services for Level 1 and Level 2 students to 2.5
hours per day.
At the Auburn High School (AHS), students at Level 1 and Level 2 receive 1.25 hours of direct ESL
instruction. The 2013-2014 A.H.S. schedule will not accommodate a change at this point in the year;
however, the plan for the 2014—2015 school year is to have two ESL blocks built back to back into the
A.H.S. schedule to increase the amount of direct ESL instruction.
Level 3 students presently receive 30 minutes of direct ESL instruction per day. The goal is to increase
that time to 45 minutes beginning in February 2014 for the remainder of the current school year and
further increase the time to 1 hour in the 2014-2015 school year.
Level 4 and Level 5 students at Grades K-8 currently receive 2.5 hours of direct ESL instruction per
week. At the High School level this is presently not the case for one student due to his schedule and his
IEP. His elective block is a learning support program as dictated by his IEP. The ESL teacher consults
with the special educators. In the 2014-2015 school year he will be scheduled for 2.5 hours per week of
ESL instruction.
The District has included two additional ELL Tutor positions in the FY ’15 budget so that every
elementary school (4) will have its own tutor. The Auburn Middle School will retain its tutor and at the
Auburn High School a dual-licensed teacher’s schedule will be adjusted to allow her to service ELL
students at the High School as indicated above.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Dr. Kathleen Lauzé, Director of Teaching, Learning
 2013-2014 ELL Tutors’ schedules at
and Curriculum, in collaboration with building
the elementary and middle school levels
principals and/or guidance staff who schedule.
will be adjusted to increase the time for
direct ESL instruction by February 1,
2014.
 Two additional tutors will be hired by
September 1, 2014.
 By October 2014 all schedules for ELL
students and tutors will reflect the
increase in hours for direct ESL
services to fully meet State standards.
Evidence of Completion of the Corrective Action:
Services as evidenced by tutor schedules, lesson plans and/or logs will reflect the hours outlined above.
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Description of Internal Monitoring Procedures:
 By February 1, 2014, the Director of Teaching, Learning and Curriculum will collect schedules
from each tutor, grades K-8, (copies will also be kept by the Principals). These schedules will
reflect the increase in time for Levels 1-3 as outlined above.
 The Director collects lesson plans on a monthly basis, but will now collect lesson plans on a
weekly basis beginning January 31, 2014.
 The Director will make unannounced visits at least 1X monthly to observe the direct ESL
instruction. A log will be kept of these visits which will include a brief description of the
observation.
 A posting for the new ELL tutor positions will be in place by April 15, 2014.
 The Director will conduct interviews for the two new ELL tutors beginning in July 2014.
 By September 18, 2014, the Director of Teaching, Learning and Curriculum will collect
schedules from each tutor or teacher to ensure that each student is scheduled for the
appropriate length of support based on his/her current level of English proficiency. Building
principals will also maintain copies of student schedules at the schools. Any needed
adjustments to schedules will be made prior to October 1, 2014.
 Beginning September 26, 2014, and then weekly thereafter, the Director will collect lesson
plans/logs from each tutor/teacher.
 Beginning in September, 2014, and then at least 1x monthly, the Director will make
unannounced visits to the schools to observe ESL instruction- a log will be kept of these visits
which will include a brief description of the observation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program Placement
and Structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please submit an update on the following, “By February 1, 2014, the Director of Teaching, Learning
and Curriculum will collect schedules from each tutor, grades K-8, (copies will also be kept by the
Principals). These schedules will reflect the increase in time for Levels 1-3 as outlined above.”
Please submit a copy of the posting for the new ELL tutor positions. Please submit the above by April
30, 2014.
Please complete district information in the attached spreadsheet labeled ELL List by school for each
ELL student in the district by September 15, 2014 to show that that the district is providing sufficient
ESL instruction to all ELL students based on the Department's Transitional Guidance on Identification,
Assessment, Placement, and Reclassification of English Language Learners found at
http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
Progress Report Due Date(s): April 30, 2014, September 15, 2014
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