MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Bedford
CPR Onsite Year: 2011-2012
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/06/2012.
Mandatory One-Year Compliance Date: 09/06/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 4
Criterion Title
Reports of assessment results
SE 7
SE 18A
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
IEP development and content
SE 55
Special education facilities and classrooms
CR 16
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
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 showed that assessment reports did not consistently contain
summaries that define in detail and in educationally relevant and common terms, the
student´s needs, offering explicit means of meeting them.
Description of Corrective Action:
The District will hold a training with all related service providers, teachers and those staff
conducting evaluations to ensure that summaries are written consistently and define in
detail and in educationally relevant and common terms, the student's needs, offering
explicit means of meeting them.
Title/Role(s) of responsible Persons:
Expected Date of
Denise D. Oldham, Interim Director of Special Education
Completion:
06/01/2013
Evidence of Completion of the Corrective Action:
1. The Interim Director of Special Education held a District-Wide training on August 31,
2012 to review this regulation and to discuss in detail the requirements for writing
summaries. (See agenda, power point and attendance sheet)
2. The Interim Director of Special Education will meet with related service providers
individually to discuss in detail the requirements for writing summaries.
3. The Interim Director of Special Education will meet with Team Chairs to discuss in
detail the requirements for writing summaries. (see agenda and attendance sheet from
September 7, 2012 meeting)
4. Each building Team Chair will meet with the Special Education Department in each
Building to discuss in detail the requirements for writing summaries. (see agenda and
attendance sheet for each building)
Description of Internal Monitoring Procedures:
1. Compliance will be monitored by the Team Chairs in each building who will review
summaries of each assessment written to ensure they define in detail and in educationally
relevant and common terms, the student´s needs, offering explicit means of meeting
them.
2. Compliance will be monitored by the Interim Director of Special Education who will
review summaries of each assessment written to ensure they define in detail and in
educationally relevant and common terms, the student´s needs, offering explicit means of
meeting them.
3. By February 28, 2012, the Interim Director of Special Education will pull 6-8 records of
students who have undergone an Initial or three-year re-evaluation to check for
compliance to ensure that contain summaries that define in detail and in educationally
relevant and common terms, the student´s needs, offering explicit means of meeting
them. A summary report of the findings will be written. If it is found that we are noncompliant the Interim Director of Special Education will assess the root cause.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Approved
Status Date: 10/19/2012
Basis for Partial Approval or Disapproval:
The district has initiated staff training to ensure that assessment reports contain written
summaries that define in detail and in educationally relevant and common terms, the
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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student´s needs, offering explicit means of meeting them.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district must submit evidence of staff training related to the appropriate attributes of
assessment report written summary results. Please include memorandums, email
correspondence, training/meeting agendas, signed attendance sheets, and a sample of
training materials. Please submit this to the Department on or before December 3, 2012.
Subsequent to all training activities, submit the results of the administrative review of
student records with initial evaluations or re-evaluations conducted post-training and
sampled from all school levels (3 per level minimum) for evidence that all assessment
reports contain recommendations. 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 on or before March 29,
2013.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
12/03/2012
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
A review of student records, district documentation and interviews with staff members
indicated that the district provides the parent with the notice of the transfer of rights from
the parent/guardian to the student upon the student's 18th birthday; however they do not
provide notice to the student as required.
Description of Corrective Action:
The District will hold a training with all related service providers, teachers and those staff
that are required to discuss and present information to the parent regarding the notice of
the transfer of rights from the parent/guardian to the student upon the student's 18th
birthday to ensure both the parent/guardian and the student are notified.
Title/Role(s) of responsible Persons:
Expected Date of
Denise D. Oldham, Interim Director of Special Education
Completion:
06/01/2013
Evidence of Completion of the Corrective Action:
1. The Interim Director of Special Education has changed the current district form to,
"Dear Student, Parent/Guardian".
2. The Interim Director of Special education will conduct a district-wide training to ensure
that he district provides the student and parent/guardian with the notice of the transfer of
rights upon the student's 18th birthday. (see agenda, power point and sign-in sheet)
3. The Interim Director of Special Education will conduct a training with the Special
Education Program Administrator who oversees grades 6-12, to ensure that the district
provides the student and parent/guardian with the notice of the transfer of rights upon
the student's 18th birthday. (Meeting held on September 8, 2012)
4. The Special Education Program Administrator who oversees grades 6-12, will meet
with the special education department to conduct an additional training to ensure that the
district provides the student and parent/guardian with the notice of the transfer of rights
upon the student's 18th birthday. (see agenda and sign-in sheet)
Description of Internal Monitoring Procedures:
1. Compliance will be monitored by the Program Administrator, who oversees grades 612, who will review each student record to ensure that notice of the transfer of rights is to
the parent/guardian and to the student.
2. By February 28, 2012, the Interim Director of Special Education will pull 6-8 random
records of students who have discussed the transfer of rights to check for compliance to
ensure that both parents/guardians and students have received proper notification. A
summary of the findings will be written up in a report. If it is found that we are noncompliant the Interim Director of Special Education will assess the root cause.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 7 Transfer of parental rights at age of
Status Date: 10/19/2012
majority and student participation and
consent at the age of majority
Basis for Partial Approval or Disapproval:
The district has indicated that: (1) the form now includes notification to the student and
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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the parent regarding the students' rights upon his/her age of majority, (2) district training
will be conducted to ensure the provision of notice to the student and the parent
regarding the student's rights upon reaching age of majority and, (3)administrative record
review to ensure compliance and root cause analysis to address any continued
noncompliance found.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district must submit evidence of staff training related to provision of the notice to
both the student and parent of the transfer of rights from the parent/guardian to the
student upon the student's 18th birthday.
Please include relevant memorandums, email correspondence, training/meeting agendas,
signed attendance sheets, and a sample of training materials on or before December 3,
2012.
Subsequent to the completion of all training activities, submit the results of an
administrative review of records for high school students who have attained the age of
majority for evidence that students were sent appropriate notice. 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
on or before March 29, 2013.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
12/03/2012
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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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 and interviews with staff members indicated that the district's
handwritten Meeting Summary Sheet (which outlines the Team's agreed upon goals and
type of service delivery) provided to parents at the conclusion of the Team Meeting does
not consistently match the proposed IEP mailed to the parents. Specifically,
discrepancies included the frequency as well as the duration of direct services that were
the result of changes made by the district at the administrative level.
Description of Corrective Action:
The District will hold trainings to ensure that the district's handwritten Meeting Summary
Sheet (which outlines the Team's agreed upon goals and type of service delivery)
provided to parents at the conclusion of the Team Meeting does consistently matches the
proposed IEP mailed to the parents. Specifically focusing on the frequency as well as the
duration of direct services that were the result of changes made by the district at the
administrative level.
Title/Role(s) of responsible Persons:
Expected Date of
Denise D. Oldham, Interim Director of Special Education
Completion:
06/01/2012
Evidence of Completion of the Corrective Action:
1. The Interim Director of Special Education held a District-Wide training on August 31,
2012 to review this regulation and to discuss the district's handwritten Meeting Summary
Sheet (which outlines the Team's agreed upon goals and type of service delivery)
provided to parents at the conclusion of the Team Meeting consistently match the
proposed IEP mailed to the parents. (See agenda, power point and attendance sheet)
2. The Interim Director of Special Education will meet with Team Chairs in each building
to ensure that they monitor the consistency of the Team Summary Form and the written
IEP. (See agenda and attendance sheet)
3. Each building Team Chair will meet with the Special Education Department in each
Building to discuss in detail the regulation to ensure that the IEP consistently match what
the parents received in the Team Summary Form. (see agenda and attendance sheet for
each building)
Description of Internal Monitoring Procedures:
1. Compliance will be monitored by the Interim Director of Special Education who will
review each IEP to ensure that the Team Meeting Summary Forms that parents received
at the end of the meeting is identical to the written IEP.
2. By February 28, 2012, the Interim Director of Special Education will pull 6-8 student
IEP's to check for compliance to ensure that the Team Meeting Summary Form and the
IEP are consistent. A summary of the findings will be written up in a report. If it is found
that we are non-compliant the Interim Director of Special Education will assess the root
cause.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 10/19/2012
Basis for Partial Approval or Disapproval:
The district has initiated staff training to ensure that the district's handwritten Meeting
Summary Sheet (which outlines the Team's agreed upon goals and type of service
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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delivery) provided to parents at the conclusion of the Team Meeting will consistently
match the proposed IEP mailed to the parents, particularly in the service delivery grid.
The district has established a process for self-monitoring and will conduct an
administrative review in order to ensure compliance.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district must submit evidence of staff training related to the avoidance of
discrepancies in the district's handwritten Meeting Summary Sheet (which outlines the
Team's agreed upon goals and type of service delivery) provided to parents at the
conclusion of the Team Meeting to ensure it now consistently matches the proposed IEP
mailed to the parents. Provide as documentation any memorandums, training/meeting
agendas, signed attendance sheets, training materials, sample Meeting Summary Sheets,
or email correspondence. Please submit this to the Department on or before December 3,
2012.
Subsequent to the completion of all training activities, submit the results of the
administrative review of student records regarding the district's handwritten Meeting
Summary Sheet to ensure it consistently matches the proposed IEP mailed to the parents.
Please sample records across all school levels. 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 on or before
March 29, 2013.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
12/03/2012
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford 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:
On site observations demonstrated that at John Glenn Middle School and Bedford High
School special education classrooms are identified by signs or other means that stigmatize
such students. Specifically, the rooms in which speech and language services are
provided at Bedford High School and John Glenn Middle School are both former storage
spaces that are not adequately ventilated and not adequate in size. Additionally, the
Bedford High School space used for speech and language services can only be accessed
by walking through designated Special Education Offices identified as such.
Description of Corrective Action:
The district has removed signs that stigmatize students both at Bedford High School and
John Glenn Middle School. In addition the district has moved the speech and language
rooms at Bedford High School and John Glenn Middle School. The Speech and Language
service delivery room has been relocated at John Glenn Middle School to a small
classroom located near the Library. In addition, the Speech and Language serviced
delivery room has also been moved at Bedford High School to a classroom located on the
second floor. Both spaces are adequately ventilated and are of adequate size.
Title/Role(s) of responsible Persons:
Expected Date of
Denise Oldham, Interim Director of Special Education
Completion:
11/16/2012
Evidence of Completion of the Corrective Action:
1. Relocation of both speech/language space at John Glenn Middle School and at Bedford
High School.
2. Removal of stigmatizing signs at John Glenn Middle School and at Bedford High
School.
Description of Internal Monitoring Procedures:
1. The Interim Director of Special Education has worked with the principals and the
facilities department of both John Glenn Middle School and Bedford High School to ensure
that the speech/language rooms have been successfully moved.
2. The Interim Director of Special Education has worked with the principals and the
facilities department of both John Glenn Middle School and Bedford High School to ensure
that all stigmatizing signs have been removed.
3. Site visit by DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 10/19/2012
classrooms
Basis for Partial Approval or Disapproval:
The district has indicated that it has removed signs that stigmatize students both at
Bedford High School and John Glenn Middle School. In addition, the district has moved
the Speech and Language rooms at Bedford High School and John Glenn Middle School.
The Speech and Language service delivery room has been relocated at John Glenn Middle
School to a classroom located near the Library. In addition, the Speech and Language
service delivery room has also been moved at Bedford High School to a classroom located
on the second floor. Both spaces are adequately ventilated and are of adequate size to
address the services indicated on the student's IEP.
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Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit a written statement of assurance from the superintendent that it
has removed signs that stigmatize students both at Bedford High School and John Glenn
Middle School. In addition, the district will submit a copy of its building floor plans
demonstrating that it has moved the Speech and Language rooms at Bedford High School
and John Glenn Middle School. Written assurance must also include that both spaces are
adequately ventilated and are of appropriate size to address the services indicated on the
student's IEP. Please provide this statement to ESE on or before December 3, 2012.
The district will provide confirmation of a scheduled onsite visit by ESE to observe the
removal of signage and review the classroom relocations on or before March 29, 2013.
Progress Report Due Date(s):
12/03/2012
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
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 and encouragement to participate in those programs.
Description of Corrective Action:
The highlighted part goes in the first section.
The Bedford Public Schools district is committed to meeting its responsibilities relative to
the laws and regulations of the state of Massachusetts. By and large, most students over
the age of 16 do attain a certificate of completion or a diploma from Bedford High School.
In the event that a student over the age of 16 leaves BHS before attaining a certificate or
a diploma, the district will :
a. Within ten days from a student’s 15th consecutive unexcused absence, Bedford High
will provide written notice to the student’s parent in English and the family’s native
language. The notice will invite the parents to meet with school personnel within 10 days
of receipt of the notice. The district may consent to an extension of the meeting date of
up to 14 days.
b. At the meeting, school personnel will acknowledge that education is voluntary after the
age of 16, but will discuss options and opportunities for the student to complete high
school.
c. Keep a current record of the names of all students who have left Bedford High School
without earning a diploma or a competency determination.
d. The district will send annual written notice by first class mail to the last known address
of each student who has not earned a competency determination and who has not
transferred to another school for the purpose of informing them of the availability of
publicly funded academic support programs and to encourage them to participate in those
programs.
Title/Role(s) of responsible Persons:
Expected Date of
Claire Jackson, Interim Assistant Superintendent
Completion:
06/01/2013
Evidence of Completion of the Corrective Action:
The Principal's Office will maintain a record of students who are over the age of 16 who
leave BHS before attaining a certificate or a diploma. In addition, they will retain
evidence of letters sent and meetings held.
Description of Internal Monitoring Procedures:
1. The assistant principal at Bedford High School will review the status of students who
have withdrawn and who have not yet achieved either a certificate of completion or a
diploma on a monthly basis.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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2. The assistant principal will maintain a record of such students to be initialed after
review each month.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 10/19/2012
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district has indicated that it will establish and monitor procedures to ensure informing
former students who have not yet earned their competency determination and have not
transferred to another school. It will also ensure via administrative self-monitoring that an
annual written notice regarding the availability of publicly funded post-high school support
programs along with encouragement to participate in those programs will be mailed to the
student's last known address for a minimum of two years.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will provide a detailed narrative description of its new procedures related to
notice of students 16 or over leaving school without a high school diploma, certificate of
attainment or certificate of achievement. Please provide evidence of staff training on
these procedures to include training agenda, attendance sheet (include name and role)
and copies of materials presented. Please submit these to the Department on or before
December 3, 2012.
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 December 3, 2012.
Subsequent to the completion of all training activities, the district will conduct an
administrative review to ensure compliance regarding its duties to inform students leaving
school with documented administrative tracking of mailed information annually for at least
two years. 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 March 29, 2013.
Progress Report Due Date(s):
12/03/2012
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Bedford Public Schools
Corrective Action Plan Forms
Program Area: English Language Learner Education
Prepared by: Susan Rozen, Ed.D., Bedford Public Schools
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: August 21, 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: Regarding the curriculum, the district has begun exploring its transition to
WIDA (World-Class Instructional Design and Assessment). The district is aware that the Department
has new regulations in place, which may affect the district’s corrective action plan (CAP). Please refer
to: http://www.doe.mass.edu/retell/ for more information.
Documents reviewed indicated that English language learners (ELLs) scoring at some of the MEPA
(Massachusetts English Proficiency Assessment) levels are not receiving sufficient amounts of ESL
instruction. This is particularly true for high school ELLs at MEPA levels 1-3, but not so with high
school students at MEPA levels 4-5. Students at these levels are receiving amounts of ESL services
consistent with Department guidance. Hours of instruction for ELLs in grades 3-5 at MEPA level 3,
need to be clarified. (Please refer to http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5)
Please refer to ELE 15 for comments on Sheltered English Immersion (SEI) professional development
training.
To summarize the district does not have a fully implemented SEI program as content area teachers have
not received training in all four SEI categories and the amount of hours of ESL instruction provided to
most ELLs is inconsistent with Department guidance.
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Narrative Description of Corrective Action:
Description of Corrective Action:
Steps have been taken to ensure that students receive the correct number of hours of instruction. The
district has added an additional .9 ESL position to add support for students in grades 3 – 5, an additional
.2 in grades 6 – 8, and an additional .4 in grades 9 – 12. The district has also added a 1.0 Interventionist
position who is ACCESS certified and will be responsible for assisting in testing ELL students in grades
K – 2. Considering our growing population, a plan is in place to provide the K – 2 level schools with an
additional full-time ESL teacher for the next academic year.
To clarify the question about instruction at Level 3 in Grades 3 – 5, the ESL teacher provides instruction
to Level 3 students during a 45 minute literacy block and during an additional 30 minute “intervention”
block to arrive at the correct number of hours a day of instruction (1 hour and 15 minutes a day).
Steps have been taken to train district teachers in RETELL. The district has an ESL certified Director of
ELL who, along with one of her staff, is also a RETELL instructor. The RETELL class for teachers has
been scheduled. The ELL Director will teach the RETELL for Administrators.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Assistant
Superintendent
Expected Date of Completion for Each
Corrective Action Activity: RETELL Trained
teachers: April, 2014; August, 2014 for meeting
the correct hours of instruction (Evidence #1
below).
Evidence of Completion of the Corrective Action:
1. Students will be assigned instructional hours in accordance with DESE instructional guidelines
by August 2014. In anticipation of the districts continuing increase in numbers, the district will
reassess the current number of staff members to ensure that we will have ELL teachers to
provide new students with the appropriate hours of instruction.
2. The State has scheduled a RETELL course for Bedford teachers in accordance with Department
guidelines. (Date: 10/07/2013 – 3/24/2014)
3. New ESL staff have been hired or assigned to ESL to provide ELL’s with additional
instructional hour (see attached chart).
ELL Staff Changes
Since June 2012.doc
Description of Internal Monitoring Procedures:
1. Use of Aspen to monitor enrollment (ongoing)
2. Use of Data Warehouse to monitor ACCESS scores (ongoing)
3. Review Data Sheets sent to Director of ELL (quarterly)
4. Quarterly Folder Review, include checks at all proficiency level (November; January; April,
June)
5. Meetings with staff at each school (at least monthly).
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
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
Disapproved
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Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action:
1) Please provide a detailed plan that shows that the district is providing sufficient ESL instruction to all
ELL students during the 2013-2014 school year 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
2) Please complete district information in the attached spreadsheet labeled ELL List by school for each
ELL student in the district.
Required Elements of Progress Report(s): See above.
Progress Report Due Date(s): February 6, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: A review of student records and district documentation demonstrated that
the district’s parent notification letter does not indicate the student’s English proficiency level,
information related to the parents’ right to apply for a waiver was omitted and does not provide a
complete description of the program.
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Narrative Description of Corrective Action: The District has created a new notification letter. All
parent notification letters now indicate the student’s English proficiency level and information related to
the parent’s right to apply for a waiver “If you prefer that your child receive a different type of language
support, you may apply for a Waiver; please see the attached General Laws Chapter 71A Program
Waiver and Waiver Application”. All ELL teachers have been informed of this change and the new
letters have been placed in the district’s ELL Handbook.
All notification letters also provide the method of instruction used in the ELL program. At the
elementary level, for example, the notification letter states: “Our goal is to provide your child with
individual attention to improve his/her speaking, listening, and reading and writing readiness skills in
English while supporting the regular classroom curriculum when possible. Your child will receive
English language instruction in the ELL room (individually or with a small group of students) and/or in
his/her regular classroom. During the year, and based on your child’s needs, he/she will be assessed for
English language proficiency and then either recommended for continuation of ELL services or exited
from the program.”
In all Notification Letters, parents are told that they may decline services and an English Language
Service Decline form is attached: “Please be informed that you have a right to decline ELL services.
Should you choose to, you must complete the attached English Language Services Declined form and
return it as soon as possible to your child’s school.”
In all Notification Letters, parents are now also explicitly told that they may apply for a waiver: “If you
prefer that your child receive a different type of language support, you may apply for a Waiver; please
see the attached General Laws Chapter 71A Program Waiver informed consent and a G.L.C. 71A
School District Program Waiver Application Form.”
Attached to the letter is the G.L.C.71A Program Waiver inform consent form and a. G.L.C. 71A School
District Program Waiver Application Form for English Learners Students.
All parent notification letters indicate the student’s English proficiency level – examples are given in the
attached scanned documents.
Parents are also informed throughout the year of their child’s scores and progress on state mandated ELL
assessments.
Title/Role of Person(s) Responsible for
Implementation: ELL Director
Expected Date of Completion for Each
Corrective Action Activity: Completed
Evidence of Completion of the Corrective Action: Attached Letters which inform parents of their
student’s performance levels.
Parent Notification of Parent Notification of Parent Notification of Parent Notification of
Identification for Continuation
Identification
of Services.docx
for Kindergarten
Identification
Services.docx
of Eligibility
Identification
for ELL Services.docx
of Eligibility.docx
Description of Internal Monitoring Procedures: Folder checks. Maintenance of district records at
central location (Superintendent’s Office or electronic files). Check-in and reminders at staff meetings.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
15
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit the results of an administrative review of
a sample of student records from all levels for evidence of the district’s new Parental
Notification letter. 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 ESE by February 6, 2014.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the ESE 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): February 6, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Rating: Partially Implemented
Requirements
Department CPR Finding: Documentation reviewed indicated that the district developed a multi-year
Sheltered English Immersion (SEI) PD training. It began its implementation in 2007-08 school year as
well as in subsequent years to date. However, few teachers have completed their SEI training. The
district reports two teachers having completed all four SEI categories (one in elementary school and one
in high school). Overall, most content area teachers in the district have not been trained to shelter
content.
The district should note that the Department’s regulations and requirements concerning SEI training
have changed. Refer to: http://www.doe.mass.edu/retell/ for more information.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
16
Narrative Description of Corrective Action:
1. The district is aware of the new regulations and requirements concerning SEI training
and now has two DESE approved RETELL instructors who will be able to provide SEI
training to its staff of teachers. This training will occur in accordance with the new
RETELL guidelines. Twenty-five Bedford teachers who have been assigned ELL
students for the 2013 – 2014 school year have agreed to be trained on site and Anne
Niemi, one of our two trainers, will provide the training. In addition, the district has
provided training to many teachers using the SIOP model, as well as several professional
development activities some of which are described below in Presentations to teachers
and Trainings for teachers and administrators through EDCO.
2. The Director of ELL and the Assistant Superintendent will meet with Principals
individually and at leadership meetings to discuss weaving WIDA standards into
Bedford’s curriculum, K -12.
3. ELL teachers and classroom teachers will work together during teacher collaboration
time to design lessons and plan differentiated instruction for ELLs using WIDA
Standards, the WIDA Model Performance Indicators (MPIs), and WIDA CAN Do
Descriptors.
4. The ELL staff will continue implementation of the numerous presentations and trainings
as in the past two years, for example:
 Presentations to the New Teacher Course (e.g. on Academic Vocabulary), Anne Niemi
& Susan Rozen,
 Presentations to teachers, for example, one ELL teacher did the following presentations
in 2012-2013:
 School-Wide Presentation – “English Language Learners”
o ELL Terms
o Demographics
o From ELPBO to WIDA; from MEPA to ACCESS
o SEI Endorsement
 EA/TA Presentations – “What is an ELL Student”
o The Single Story
o SIOP Model
 School Council Presentation – “ELLs at Davis Elementary”
 Parent Presentation – “How to read your child’s Parent/Guardian Report?”

Trainings for teachers and administrators through EDCO:





Fostering Mathematical Practices in English Language Learners:
Technology Tools to Support ELLs;
Differentiating for English Language Learners: WIDA Curriculum
Development Make the Leap to the WIDA in Massachusetts, Summer, 2012.
Using Technology to Boost ELL Achievement, Scribble Press and RAZ Kids,
Fall, 2012.
English Language Learners and Response to Intervention (RTI):
Instructional Principles and Strategies for Struggling ELLs with or without
Disabilities, Summer 2012.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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






Wida Overview for Administrators: The Assistant Principal of the High
School and the ESL Director attended. Presented by Boni-esther Enquist.
Using Adapted Texts with English Language Learners: How to Increase
Comprehension for Entering, Emerging and Developing ELLs.
The Active Learning Classroom for English Language Learners. Fall, 2012.
Walking in an English Language Learner’s Shoes, Fall-Winter 2012-2013.
ELL Curriculum Development Training, Boni-esther Enquist. Spring, 2013.
ESL staff.
Using the Common Cores State Standards for Mathematical Practice as
Scaffolding for Developing Academic Language
Fostering Mathematical Practices with English Language Learners, EDCO
Spring 2013. Team of Elementary and Secondary Math teachers, Elementary
Math Coordinator, classroom teachers K – 6, ESL teachers and Director.
Expected Date of Completion for Each
Corrective Action Activity:
RETELL training for first cohort: April, 2014.
Evidence of Completion of the Corrective Action: Roster of RETELL trained instructors.
Title/Role of Person(s) Responsible for
Implementation: ELL Director
Description of Internal Monitoring Procedures: Folders with course description, dates, and roster of
attending teachers.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and
administrators that supervise core academic teachers of ELLs are endorsed. No further submission is
required at this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of ELL Students
Rating: Partially Implemented
Department CPR Finding: A review of student records showed that copies of report cards and progress
reports were not consistently included in the student records of Limited English Proficient students.
Narrative Description of Corrective Action: ELL Staff have reviewed student folders and placed
copies of report cards and progress reports in folders of all active students and students who have been
flipped within the past two years.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: ELL Director
Expected Date of Completion for Each
Corrective Action Activity: completed; will
monitor quarterly throughout the year.
Evidence of Completion of the Corrective Action: Notes from quarterly review & emails indicating
that folders have been reviewed quarterly for report cards and progress reports.
Description of Internal Monitoring Procedures: Quarterly review of student folders.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of ELL
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit the results of an administrative review of a
sample of student records from all levels for evidence of progress reports and report cards. 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 ESE by February 6, 2014.
*Please note when conducting administrative monitoring the district must maintain the following
documentation and make it available to the ESE 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): February 6, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bedford CPR Corrective Action Plan
19