MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Berlin-Boylston
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/09/2011.
Mandatory One-Year Compliance Date: 09/09/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 3
SE 13
Criterion Title
Special requirements for determination of specific learning
disability
Progress Reports and content
SE 14
Review and revision of IEPs
SE 18A
IEP development and content
SE 18B
Determination of placement; provision of IEP to parent
SE 25
Parental consent
SE 29
Communications are in English and primary language of
home
CPR Rating
Not Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 54
Criterion Title
Professional development
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
Responsibilities of the school principal
CR 16
CR 18
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 3 Special requirements for determination of specific learning
Not Implemented
disability
Department CPR Findings:
Student records indicated that the Team does not create a written determination as to
whether or not the student has a specific learning disability, which is signed by all
members of the Team, or if there is a disagreement as to the determination, one or more
members do not document their disagreement. Additionally, the district does not
consistently complete the required specific learning-disability forms for components 1-4.
Description of Corrective Action:
Special Education Coordinator for Tahanto Regional Middle/High School will conduct
training with the special education department in the use of the forms for Team
determination of Specific Learning Disabilities.
Anticipated Results:
100% compliance with the appropriate use of the SLD team sign off and components 1-4
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services (Administrator of Special
Completion:
Education)
06/30/2012
Evidence of Completion of the Corrective Action:
Training agenda and attendance sheet/Director of Pupil Personnel review of selected
records to observe evidence of SLD team sign off and components 1-4
Description of Internal Monitoring Procedures:
Record review of sample records of students who recently had an initial evaluation or
reevaluations and who were deemed eligible with a disability of SLD. Said record review
will be conducted once prior to 6/30/12. Results of the record review will be recorded on
a checklist to include student initials, type of meeting, date of meeting, disability
determination, form delineation and check for evidence of the form in the file.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 10/13/2011
determination of specific learning
disability
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and proposed post-training administrative file
review to ensure that the special requirements for determination of specific learning
disability will be implemented by the district.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training for special requirements regarding the Team's
determination of specific learning disability, including creation of a written determination.
Evidence may include but not be limited to memorandums, training/meeting agendas,
sign-in sheets or email correspondence. This should be submitted to the Department on
or before November 30, 2011.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
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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 by June 30, 2012.
*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):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
Student records and interviews indicated that progress reports do not consistently
address all goals in the IEP.
Description of Corrective Action:
Special Education Coordinator will develop a written procedure for the coordination and
completion of progress reports, to include checklists used to record receipt of completed
progress report from each service providers. Special Education Coordinator will conduct
departmental training in procedures for completion of progress reports; 100% completion
of quarterly progress reports
Anticipated Results:
100% completion of quarterly progress reports
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Coordinator
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Agenda and attendance sheet for training; Annual cumulative checklist with student
name, goal areas, progress reporting period, completed for quarters 1-3
Description of Internal Monitoring Procedures:
Director of Pupil Personnel Services will conduct sample record review of 8 records in
February (to see evidence of first two quarters' compliance).
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 10/13/2011
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and an administrative oversight and tracking
system post-training to ensure that progress reports consistently address all goals in the
IEP.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training that progress reports consistently address all
goals in the IEP. Evidence may include but not be limited to memorandums,
training/meeting agendas, sign-in sheets or email correspondence. This should be
submitted to the Department on or before November 30, 2011.
Submit the results of an administrative review of student records. 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 by June 30, 2012.
*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).
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Progress Report Due Date(s):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
Student records, interviews and parent surveys indicated between annual IEP meetings
the district holds numerous Team meetings to assess student progress and in some
instances rewrites the IEP incorporating changes, such as additional goals and services.
Upon making these changes, the district then stamps the document with the words
"REVISED IEP" and does not consistently provide notice or seek parental
consent for the modified IEP. Documentation and interviews clearly demonstrated that the
district is not utilizing the amendment process, when warranted.
Description of Corrective Action:
Director of Pupil Personnel trained Special Education Coordinators and department
administrative assistant in procedures for changes/revisions to IEP
Anticipated Results:
100% dissemination of IEPs, revised, annuals, initials or reevaluations along with
requisite written notice documenting request for parent consent.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Special Education
Completion:
Coordinators
06/30/2012
Evidence of Completion of the Corrective Action:
N1 letters documenting district request for parent approval. The same N1 letters will
indicate the changes made to the IEP/amendment within the narrative content of the N1.
Description of Internal Monitoring Procedures:
Director of PPS to conduct record review in January 2012 and April 2012. The records
selected will be those students for whom revisions have been made to IEPs between
annual review meetings. The Director will select a total of 10 records to evaluate over the
course of the year. Records will be evaluated for evidence of completion of corrective
actions (see above for details)
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Approved
Status Date: 10/13/2011
Basis for Partial Approval or Disapproval:
The district has submitted plans for training to Special Education Coordinators and the
department administrative assistant in procedures of changes/revisions to the IEP and an
administrative oversight and tracking system post-training to ensure that review and
revision of IEPs is conducted with documented notice and parental consent, as well as the
use of the amendment process, when warranted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit a narrative of the newly implemented procedures regarding
changes/revisions to the IEP. Additional evidence may include but not be limited to
memorandums, meeting agendas, or email correspondence. Please submit this to the
Department on or before November 30, 2011.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
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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 by June 30, 2012.
*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):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
There are no issues identified for this criterion.
Description of Corrective Action:
Special Education Coordinators will complete training on the accurate, comprehensive and
individualized completion of the non-participation justification for the IEP.
Anticipated Results:
Non-participation justifications that clearly link the recommended C grid services to
individualized reasons why the child is removed from general education
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Agenda and attendance sheets for training
Records that reflect individualized non-participation justification
Description of Internal Monitoring Procedures:
2 methods: (1) Director of PPS reads and signs each IEP before it is sent to parent for
signature. Any non-specific justification will be returned to the Special Education
Coordinator for revision. (2) In January 2012 and in April 2012, the Director of PPS will
sample student records to review the nonparticipation statement to insure individual
responses. The record review results will be recorded on a checklist. There will be a total
of 10 records selected.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 10/13/2011
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and an administrative oversight and tracking
system post-training to ensure that the non-participation justification statements are
individualized for students who are removed from the general education setting.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training regarding individualizing non-participation
statements for students who are removed from the general education setting. Evidence
may include but not be limited to memorandums, training/meeting agendas, sign-in
sheets or email correspondence. Please provide this to the Department on or before
November 30, 2011.
Submit the results of an administrative review of student records. 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 by June 30, 2012.
*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
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student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
Record review indicates that immediately following the development of the IEP, the
Berlin-Boylston Memorial School District does not provide the parent with two (2) copies
of the proposed IEP and proposed placement along with the required notice.
Description of Corrective Action:
In May, 2011, the Director of Pupil Personnel Services met with the Administrative
Assistant responsible for disseminating IEPs to parents and developed a procedure for
documenting the distribution of 2 IEPs and placement pages to parents. The two IEPs
and placement pages had been sent but the documentation was not in the N1.
Anticipated Results:
100% documentation of distribution of 2 IEPs and 2 placement pages to parents
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Administrative Assistant to
Completion:
Dir. of PPS
12/30/2011
Evidence of Completion of the Corrective Action:
Documentation on the bottom of each N1 with language as follows: "Enclosures: 2 copies
of the IEP and placement page"; Certification statement of dissemination of two copies of
IEP and placement page signed by Adminstrative Assistance
Description of Internal Monitoring Procedures:
Director of PPS will conduct record review in January 2012 and April 2012. The records
selected will be a sample of students for whom new or revised IEPs have been developed.
The Director will select a total of 10 records to evaluate over the course of the year. The
record review results will be recorded on a checklist. There will be a total of 10 records
selected. Records will be evaluated for evidence of completion of corrective actions (see
above for details). Record review results will be recorded on a check list.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 10/13/2011
provision of IEP to parent
Basis for Partial Approval or Disapproval:
The district has presented a narrative of its newly implemented procedures to ensure
provision of two copies of the proposed IEP and proposed placement along with the
required notice and an administrative oversight and tracking system post-training to
ensure provision of the IEP to the parent.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit the results of an administrative review of student records. 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 by February 29, 2012.
*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
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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):
02/29/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
Student records indicate the district uses revisions instead of amendments and does not
secure consent for the revisions. Therefore, the school district is not obtaining consent to
the services proposed before providing such services.
Description of Corrective Action:
Director of Pupil Personnel trained Special Education Coordinators and department
administrative assistant in procedures for changes/revisions to IEP
Anticipated Results:
All IEP revisions and amendments have been and will continue to be sent to parent for
signature with accompanying written notice.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Special Education
Completion:
Coordinators
06/30/2012
Evidence of Completion of the Corrective Action:
N1 letters documenting district request for parent approval of the IEP revision or
amendment. The same N1 letters will indicate the changes made to the IEP/amendment
within the narrative content of the N1.
Description of Internal Monitoring Procedures:
Director of PPS will conduct record review in January 2012 and April 2012. The records
selected will be those students for whom revisions have been made to IEPs between
annual review meetings. The Director will select a total of 10 records to evaluate over the
course of the year. Records will be evaluated for evidence of completion of corrective
actions (see above for details) with appropriate documentation recorded as evidence of
completion of record review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Approved
Status Date: 10/13/2011
Basis for Partial Approval or Disapproval:
The district has presented a narrative of its newly implemented procedures to ensure
securing parental consent when a student's IEP has been revised between annual reviews.
The district will also be conducting two internal administrative record reviews, one in the
middle and another at the end of the school year to ensure compliance. See SE 14.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit the results of an administrative review of student records. 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 by February 29, 2012.
*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).
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Progress Report Due Date(s):
02/29/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
Student records indicate that although the district makes provisions for notices orally or in
some mode of communication that is not written language, the district does not keep
written documentation (a) that it has provided such notice in an alternate manner, (b) of
the content of the notice and (c) of the steps taken to ensure that the parent understands
the content of the notice.
Description of Corrective Action:
Director of Pupil Personnel will develop form which will represent written documentation of
provision of notice in native language in an alternate manner. Such notice will contain the
content of the information communicated and a signed statement provided by parent
documenting comprehension of information. Such documentation will be in parent's
native language. Once developed, the Director of PPS will meet with relevant school staff
to train in the use of the document.
Anticipated Results:
100% compliance with use of documentation when oral notices are provided to parent in
native language.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Agenda and attendance sheet for training; Completed documentation maintained in
student temporary record in the school building.
Description of Internal Monitoring Procedures:
Principals or designee will maintain a log of communications provided in native language
and provide said log to Director of PPS in January 2012 and in April 2012. The log will
indicate the student's name, date of translated communication, name of
translator/interpreter. Director of Pupil Personnel Services will conduct a record review of
the identified students' temporary record to insure written documentation is maintained.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 10/13/2011
primary language of home
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and an administrative oversight and tracking
system post-training to ensure that for notices orally or in some mode of communication
that is not written language, the district will keep written documentation that it has
provided such notice in an alternate manner, of the content of the notice and of the steps
taken to ensure that the parent understands the content of the notice.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training and forms created to keep written
documentation in order to ensure communications are in the primary language of the
home, e.g. that it has provided such notice in an alternate manner, the content of the
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notice and of the steps taken to ensure that the parent understands the content of the
notice. Evidence may include but not be limited to memorandums, training/meeting
agendas, sign-in sheets, forms or email correspondence. Please provide this to the
Department on or before November 30, 2011.
Submit the results of an administrative review of student records. 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 by June 30, 2012.
*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):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
Documentation and staff interviews indicate that regular education staff are not receiving
training on: a. state and federal special education requirements and related local special
education policies and procedures; b. analyzing and accommodating diverse learning
styles of all students in order to achieve an objective of inclusion in the general education
classroom of students with diverse learning styles; c. methods of collaboration among
teachers, paraprofessionals and teacher assistants to accommodate diverse learning
styles of all students in the general education classroom. Special education staff are
trained in (c) only.
Description of Corrective Action:
Special Education Coordinator and Principal will conduct a training for general education
and special education staff in state and federal special education requirements and related
local special education policies and procedures; in analyzing and accommodating diverse
learning styles of all students in order to achieve an objective of inclusion in the general
education classroom of students with diverse learning styles; and in. methods of
collaboration among teachers, paraprofessionals and teacher assistants to accommodate
diverse learning styles of all students in the general education classroom. Special
education staff will be trained in the last area.
Anticipated Results:
Compliance with SE 54
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Special Education Coordinator
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Agenda and attendance sheet demonstrating evidence of completion of training; records
of students referred for initial evaluation will contain evidence of accommodations and
interventions conducted prior to the referral.
Description of Internal Monitoring Procedures:
Director of Pupil Personnel will review records of students referred for initial evaluations
for evidence of accommodations and interventions. The record review will be conducted
in April, 2013 and will include a minimum of 10 records.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Approved
Status Date: 10/13/2011
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and an administrative oversight and tracking
system post-training to ensure that staff are receiving training on: a. state and federal
special education requirements and related local special education policies and
procedures; b. analyzing and accommodating diverse learning styles of all students in
order to achieve an objective of inclusion in the general education classroom of students
with diverse learning styles; c. methods of collaboration among teachers,
paraprofessionals and teacher assistants to accommodate diverse learning styles of all
students in the general education classroom. Special education staff are trained in (c)
only.
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Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training on a. state and federal special education
requirements and related local special education policies and procedures. Also the district
will submit evidence of training on b.analyzing and accommodating diverse learning styles
of all students in order to achieve an objective of inclusion in the general education
classroom of students with diverse learning styles and c.methods of collaboration among
teachers, paraprofessionals and teacher assistants to accommodate diverse learning
styles of all students in the general education classroom. Special education staff are
trained in (c) only.
Evidence may include but not be limited to memorandums, training/meeting agendas and
materials, sign-in sheets, or email correspondence.Please submit this to the Department
on or before by February 29, 2012.
Progress Report Due Date(s):
02/29/2012
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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:
Interviews indicate that students from ELE do not receive the same information as other
students on any information regarding their occupational/vocational opportunities in their
dominant language.
Description of Corrective Action:
The Public Schools of Berlin and Boylston are low incident districts for students who are
second language learners. Because the numbers of LEP students at Tahanto are so low
and because there is no dominant language represented amongst our linguistic minorities,
translations occur at the time of student enrollment, when the need is demonstrated via
results of completed Home Language Surveys (HLS) and individual Proficiency Test
s(IPTs). Guidance staff will be requested to provide to the Principal and Director of PPS
copies of all written materials that are provided to all students regarding
occupational/vocational opportunities . The Principal and PPS Director will conduct
training with Guidance, Dean of Students and the ESL teacher on the need to provide
these communications to LEP families and students in their native language. Such training
will include procedures for obtaining translations and will include the list of identified
interpreters and translators for different languages.
Anticipated Results:
Translated documents, in dominant language as needed, which describe occupational and
vocational opportunities for students.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Director of Pupil Personnel Services
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Training agenda and attendance sheet; list of translators and contact information
Description of Internal Monitoring Procedures:
Director of PPS monitors home language survey and initial language proficiency test
results for each school building. Upon receipt of an HLS and IPT which indicate a
dominant language other than English, the Director of PPS, with the Principal will review
student records for evidence of translated information in the area of occupational and
vocational opportunities.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 13 Availability of information and
Status Date: 10/13/2011
academic counseling on general
curricular and occupational/vocational
opportunities
Basis for Partial Approval or Disapproval:
The district has submitted plans for training and an administrative oversight and tracking
system post-training to ensure that students from ELE receive the same information as
other students on any information regarding their occupational/vocational opportunities in
their dominant language.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
The district will submit evidence of training regarding ELL's receipt of the same
information as other students on any information regarding their occupational/vocational
opportunities in their dominant language. Evidence may include but not be limited to
memorandums, training/meeting agendas, sign-in sheets or email correspondence.
Please submit this to the Department on or before by November 30, 2011.
Please submit evidence of any occupational/vocational materials translated into a
student's dominant language to ensure compliance with the criterion. Please submit this
to the Department on or before by June 30, 2012.
Progress Report Due Date(s):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
Interviews and documentation through self-assessment indicate that the Berlin-Boylston
School District is in the process of updating and disseminating its annual notice to former
students a) to inform them of the availability of publicly funded post-high school academic
support programs and b) to encourage them to participate in those programs.
Description of Corrective Action:
The Principal or her designee will conduct training with Guidance, Dean of Students and
administrative support staff on the use and function of the annual notice to former
students to inform them of the availability of publically funded post high school academic
support programs and encourage their participation.
Anticipated Results:
100% compliance with the use of the annual notice
Title/Role(s) of responsible Persons:
Expected Date of
Principal
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Copies of the letter in the student record; maintenance of a log of students who have left
school without a diploma with includes: date of withdrawal from school, date of first letter
re dropping out (if appropriate), or, date of receipt of certificate of attainment, date(s)
annual letter sent
Description of Internal Monitoring Procedures:
The Principal will conduct a record review in January 2012 and April 2012. The records
selected will be those students who have left school without a diploma since June 2010.
The Principal will evaluate each record and the associated school log for evidence of
completion of corrective actions (see above for details)
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 10/13/2011
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district has submitted plans for training to Guidance, Dean of Students and
administrative support staff in the process of updating and disseminating its annual notice
to former students a) to inform them of the availability of publicly funded post-high school
academic support programs and b) to encourage them to participate in those programs
along with an administrative oversight and tracking system post-training to ensure
compliance with the criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training regarding the process of updating and
disseminating its annual notice to former students a) to inform them of the availability of
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publicly funded post-high school academic support programs and b) to encourage them to
participate in those programs. Evidence may include but not be limited to letters,
memorandums, training/meeting agendas, sign-in sheets or email correspondence.
Please submit this to the Department on or before by November 30, 2011.
The district will submit results of its administrative review of student records and 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 by June 30, 2012.
*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):
11/30/2011
06/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 18 Responsibilities of the school principal
Partially Implemented
Department CPR Findings:
Documentation and interviews indicate that the Berlin-Boylston School District Curriculum
Accommodation Plan and the IST are not formalized. Accommodations and interventions
by the IST are not placed in the student's record. Therefore, when an individual student is
referred for an evaluation to determine eligibility the documentation on the use of
instructional supports is not provided as part of the evaluation information reviewed by
the Team when determining eligibility.
Description of Corrective Action:
The Principal will conduct a training with members of the building Instructional Support
Team on the district's DCAP and IST process. The agenda will include the regulatory
requirements on the responsibilities of the school principal and the procedures to be used
to document accommodations and interventions recommended by the IST.
Anticipated Results:
Consistent use of documentation which identifies accommodations and interventions used
by school staff in addressing concerns for student performance.
Title/Role(s) of responsible Persons:
Expected Date of
Principal
Completion:
06/30/2012
Evidence of Completion of the Corrective Action:
Agenda and attendance sheet for training; Maintenance of documentation in the student
temporary record which identifies accommodations and interventions used by school staff
Description of Internal Monitoring Procedures:
Principal will conduct a record review in January 2012 and April 2012. The records
selected will be those students who have been discussed through the IST process. The
Principal will evaluate each record for evidence of completion of corrective actions (see
above for details) . The Principal will select a sample of 10 records to evaluate over the
course of the year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 18 Responsibilities of the school
Status Date: 10/13/2011
principal
Basis for Partial Approval or Disapproval:
The district has submitted plans for training by the Principal to members of the building
Instructional Support Team on its DCAP and IST process and the Principal's administrative
oversight and tracking system post-training to ensure that procedures have been
implemented by the school staff including documenting accommodations and
interventions recommended by the Instructional Support Teamd and record keeping.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of training of the Principal's DCAP and IST process.
Evidence may include but not be limited to memorandums, meeting agendas, training
materials including the DCAP and IST review process and/or email correspondence. Please
submit this to the Department on or before by November 20, 2011.
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The district will submit results of its first administrative review of student records and
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 by Jjune 30, 2012.
*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):
11/30/2011
02/29/2012
06/30/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Berlin-Boylston Regional School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Judith Vaillancourt, Director of Pupil Personnel Services
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: February 16, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Structure
Rating: Partially Implemented
Department CPR Finding:
Berlin-Boylston, also known as Tahanto Regional Middle and High School, is a low incidence district.
According to documentation submitted by the district, Berlin-Boylston, along with Berlin Memorial and
Boylston Public School, together have less than 20 ELE students and jointly have established a Sheltered
English Immersion (SEI) program. Due to the small number of ELLs, Boylston Public Elementary
School houses the ESL/SEI program and provides services to ELE students from both elementary
schools. Berlin Memorial ELLs will be transported to Boylston Elementary School for ESL classes.
The district has not developed an ESL/ELD curriculum that is based on the English Language
Proficiency Benchmarks and Outcomes (ELPBO). (Refer to letter sent with the draft report, regarding
the phasing out of the ELPBO and changes in curricula requirements.)
Content instruction is based on the Massachusetts Curriculum Framework; however, and although the
district has several teachers who have completed the required SEI professional development categories,
sheltering of content is ineffective as not all content area teachers working with ELE students have
completed their training in the required SEI categories. See also ELE 15.
Documentation submitted by Tahanto Regional Middle and High Schools indicated that ELE students
are receiving the recommended hours of ESL instruction consistent with their MEPA level of English
proficiency.
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The district has not developed an ESL/ELD curriculum that is based on the ELPBO and content area
teachers have not completed the required categories of SEI professional development. Consequently,
the Department concludes that the district does not have an ELE program that is consistent with
Chapter 71A.
Narrative Description of Corrective Action:
Please note that consistent with the memo issued by PQA and OELAAA of May 7, 2012, which
identified proposed changes under the RETELL initiative impacting licensure, professional
development and English language proficiency standards and assessment, the district will not be asked
to prepare a CAP response for this criterion at this time.
See http://www.doe.mass.edu/retell/. The district will create a plan once all pending regulations are in
place.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Evidence of Completion of the Corrective Action: N/A
Description of Internal Monitoring Procedures:
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:
The district must address the following:
 New ESL/ELD curriculum
 ESL instruction provided to ELLs based on current Massachusetts Curriculum Frameworks
 New Sheltered English Immersion (SEI) professional development plan
 Monitoring procedures
 Individual(s) responsible for implementation
Required Elements of Progress Report(s):
Please provide the department with the following by January 31, 2013:
Evidence that ELLs receive subject matter content that is based on the current
Massachusetts Curriculum Frameworks in English/Language Arts, mathematics,
science and social studies.
Name Individual(s) responsible for implementation.
Please provide the department with the following by April 30, 2013:
The district’s new ESL/ELD curriculum, which should be aligned with all
Massachusetts Curriculum Frameworks (e.g., English/Language Arts, mathematics,
science, social studies) and the WIDA English language development standards. See
http://www.wida.us/standards/eld.aspx.
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A plan for making the SEI cohort training available to the core academic teachers of
ELLs and the building administrators who supervise such teachers and to arrange for
the participation of such teachers and administrators in the training.
Summary of monitoring procedures.
Evidence of communication with all district staff concerning implementation
procedures.
Progress Report Due Date(s): Progress Report #1 due: January 31, 2013
Progress Report #2 due: April 30, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional
Rating: Partially Implemented
Grouping
Department CPR Finding:
The district reports that ESL classes are individualized according to student needs; that ELE students
are placed in self-contained, classes and that due to the small number of students and constraints on
scheduling, ELLs of different ages may be together for direct ESL instruction.
The district should note that for any grouping of ELLs for the purpose of ESL/ELD instruction, the
students’ MEPA level must be considered. For instance, the district can group students by grade level;
however, care must be taken that the students’ MEPA level is similar. For instance, ELLs in levels 1
and 2 can be grouped together, as well as ELLs in levels 4 and 5; however, ELLs in level 3 should be
grouped only with other level 3 English proficient students. Thus, the district can group students by up
to three grade levels as long as students’ level of English proficiency is similar. Other factors should
also be considered for grouping ELLs, such as the students’ maturity, literacy level, and/or cultural
background.
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Narrative Description of Corrective Action:
The district has and will continue to schedule students for ESL/ELD services based upon similar
MEPA levels (as outlined above). A low incident district that is also a very small school, as Tahanto
is, has challenges when a student enters our district who is a non-English speaker. When this occurs, in
order to comply with the student’s needs for substantial and intensive ESL services, there may be a
portion of the school day when the student is in the same ESL classroom as a student at a MEPA level
of 3 or higher.
In this scenario, the reader is asked to consider several methods that the district employs to make this
model of mixed levels work. First, the actual number of students in the ESL classroom at one time is
rarely more than 4 if that high. The number of ESL students at Tahanto Regional Middle/High School
(district for whom this CAP is written) has averaged 1-3 ESL students per year for the past 7 years.
Within this framework, on the rare occasion when the Level 1 student is in the same room as the Level
3, 4 or 5 student, the ESL teacher has been able to meet the needs of all the students since the number
is low. Second, the student who is at Level 1 does not work with the higher level student(s). He or she
may be physically present in the same classroom. However, the teacher operates as though there are
two separate classes and teacher lesson planning reflects separate lessons for each group of students at
their ESL level. As a result, students at the various levels receive instruction based upon their
individual or small group (by MEPA level) needs.
In the technical assistance telephone calls recently held with Gabriela Garcia and Esta Montano, the
question of student age range within the same ESL classroom arose. In most situations, the students in
the same ESL classroom are within a 36 month (or less) age span. Again, in the event of a Level 1
NES student who requires substantial ESL support, the age span may be greater. That said, the teacher
is not working with the students on the same content and, as such, each group of students receive
needed instruction.
In sum, the district is acutely aware of the requirement to group students by MEPA level for instruction
and strives to do just that on a daily basis. The situation where this is not possible is rare and is
accommodated by providing different lessons to students based upon their identified levels.
Title/Role of Person(s) Responsible for
Implementation: Judith Vaillancourt/Director of
Pupil Personnel Services, Diane Tucceri, Principal,
Liz Gustavson, ESL Teacher
Expected Date of Completion for Each
Corrective Action Activity: Discussion and
planning occurred with ESL teacher, building
principal and DESE on March 28, 2010 to
verify the information provided above.
Evidence of Completion of the Corrective Action: see worksheet below with current Tahanto ESL
students, their MEPA levels and grouping comments
Description of Internal Monitoring Procedures: ESL teacher will work with building principal or
dean of students in scheduling ESL students to insure placement by MEPA level in ESL classes.
When the ESL teacher is faced with working with students whose MEPA levels exceed the guidance
outlined in this criteria, the ESL teacher will keep separate lesson plans clearly articulating the different
lessons being provided. This will be monitored by administration. Please note that no such monitoring
is required at present as the district is providing services within the guidelines of this criteria.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Grouping
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The Department does not rule out instructional grouping of students of different English proficiency
level nor of different grade spans. However, the grade spans must not exceed two to three grade levels
as long as the levels of English proficiency of the students grouped does not exceed more than one
other English proficiency level. The Department approves instructional groups of English proficiency
levels 1 and 2 together as well as English proficiency levels 4 and 5 together. These groupings are
consistent with hours of ESL services as follow: students at Levels 1 and 2 must receive 2.5 hours daily
or 12.5 hours a week; students at levels 4 and 5 must receive 2.5 hours a week or half an hour a day.
Level 3 ELLs should be grouped with other level 3s. Depending on the students’ gradation of English
proficiency level 3 students could be grouped with either level 2 or level 4 student(s) (at the teacher’s
discretion). However, the hours of instruction must be determined by the ELLs with the lower English
proficiency level for that instructional grouping.
Department Order of Corrective Action:
The district must follow instructional grouping of ELLs as specified above.
See also ELE 5.
Required Elements of Progress Report(s):
Please submit the following January 31, 2013:
Provide the Department with evidence that all ELL students receive sufficient ESL instruction,
consistent with the students’ levels of English proficiency and Department guidance.
A database listing all English language learners in the district, instructional groupings and the
students’ levels of English proficiency as well as the hours of ESL instruction they receive per
week.
See also ELE 5.
Progress Report Due Date(s): January 31, 2013
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 demonstrated that upon identification of a
student as Limited English Proficient (LEP), and annually thereafter, a notice is not mailed to the
parents or guardians as required.
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Narrative Description of Corrective Action: The Pupil Personnel Administrator responsible for
ESL services met with ESL teachers several times last school year and reviewed the ESL
procedural handbook submitted for the CPR. We discussed and trained in the use of forms and
procedures related to this criterion and others. In September, 2011, the ESL teachers and PPS
administrator met again and discussed the beginning of school year procedures for entering ESL
students. It is the position of the district that the corrective action for this criterion has been
completed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Judith Vaillancourt, Director of
Corrective Action Activity: completed
Pupil Personnel Services
January-June 2011, September, 2012
Evidence of Completion of the Corrective Action: Please see attached copies of parent notification
letters sent in September which are on file in the student record.
Description of Internal Monitoring Procedures: Student record review conducted March 2012.
Student record review to be conducted yearly at the end of September. In addition, the Director of PPS
meets on a regular schedule with ESL teachers during which time we review new students. This is
another opportunity to check to insure notification has been made to parents.
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: The district has submitted evidence that they have issued
annual parental notification for all ELE students. The district indicated that the district will meet
regularly with the ELE staff to insure that annual notification is made.
Department Order of Corrective Action: Not Applicable
Required Elements of Progress Report(s): The district must conduct an administrative file review for
the 2012-2013 school year to insure that parental notifications are being issued. Please provide a
detailed narrative description of the number of records reviewed, the number compliant and any
corrective action steps taken if non-compliance still exists. Please provide this to the Department by
January 31, 2013.
Progress Report Due Date(s): January 31, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Academic Programs and Services
Rating: Partially Implemented
Department CPR Finding: Student records and staff interviews indicated that access to vocational
opportunities may be limited due to distribution of materials in English only, with no provisions for
translations necessary as expressed in the home language surveys. See CR 13.
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Narrative Description of Corrective Action: On November 18, 2012, the Director of Pupil Personnel
met with the Tahanto team to discuss various topics related to ESL and civil rights. One such topic
was the access to vocational opportunities and other school information in the student/parent native
language. As such, procedures for translation were reviewed and explained. The Home Language
survey (HLS) was reviewed and the ESL teacher was instructed to contact each parent for whom the
HLS indicated an second language in the home. The ESL teacher will have a direct conversation on
the need for translated documents and she will document parent response to this direct inquiry on the
HLS. Should translation of documents be required, the ESL teacher will notify the school office and
guidance to inform them. All documents requiring translation will be forwarded to the Principal’s
office for dissemination to the appropriate interpreter/translator. (List of district translators provided to
Principal’s office.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Diane Tucceri, Principal and Liz
Corrective Action Activity: Training is
Gustavson, ESL teacher
complete.
Evidence of Completion of the Corrective Action: Translated materials when the language of the
student demonstrates the need for translation.
Description of Internal Monitoring Procedures: Review of HLS and associated ESL student records
for translated materials. It must be noted that as of this date (3/28/12), there is one family at Tahanto
that requires translation of school material but the student is a level 5 ESL student and he does not
require translation. At present there are no ESL students who require translations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Not Applicable
Required Elements of Progress Report(s): The district must conduct an administrative file review for
the 2012-2013 school year to insure that translations are being provided as required. Please provide a
detailed narrative description of the number of records reviewed, the number compliant and any
corrective action steps taken if non-compliance still exists. Please provide this to the Department by
January 31, 2013.
Progress Report Due Date(s): January 31, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 15 Professional
Development
Requirements
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Department CPR Finding: A revised SEI professional development plan was submitted by the
district, in which SEI training priorities were established and teachers who currently work or
will work with ELE students the following year, who are not yet fully trained, will be targeted.
(Refer to letter sent with the draft report, regarding change in requirements for Category 3).
See also ELE 5.
Narrative Description of Corrective Action: The district will create a plan once all pending
regulations are in place.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: See ELE 5.
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP
Rating: Partially Implemented
Students
Department CPR Finding: Review of student records and interviews indicated that copies of parent
notification letters, progress reports and reports cards that have been translated orally or in writing
are not consistently documented in the records of LEP students.
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Narrative Description of Corrective Action: The school district held a training in November 2011
to address the provision of oral and written translations for families whose home language
surveys require such translations. In order to provide evidence of oral translations, the district
now uses the attached form, entitled “Form K Meeting Minutes/Verification of Use of Oral
Interpreter”. (see attached) This form is placed in the ELE and/or special education file of any
student for whom the district provides oral translation. Currently, there is one family at
Tahanto Regional Middle/High School who requires translation.
Please see attached copies of: Form K and evidence of training in the use of Form K (see above
attachment);
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Judith Vaillancourt, Director of Corrective Action Activity: Training held on
Pupil Personnel Services, Diane Tucceri,
November 18, 2011 (see above
Principal, TRMHS
documentation)
Evidence of Completion of the Corrective Action:
Translated documents in student ELE
and/or evidence of oral interpreting as indicated by completed Form K
Description of Internal Monitoring Procedures:
1. ELE teacher for TRMHS monitors and maintains student ELE files
2. TRMHS Principal participated in training session on oral and written translation
requirements and works with building secretary to insure school documents are
translated.
3. Student record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Not Applicable
Required Elements of Progress Report(s): The district must conduct an administrative file review for
the 2012-2013 school year to insure that all required elements are present in the student record. Please
provide a detailed narrative description of the number of records reviewed, the number compliant and
any corrective action steps taken if non-compliance still exists. Please provide this to the Department
by January 8, 2013.
Progress Report Due Date(s): January 31, 2013
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