MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Boston Preparatory Charter Public
(District)
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 09/22/2012.
Mandatory One-Year Compliance Date: 09/22/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 8
Criterion Title
IEP Team composition and attendance
SE 18A
IEP development and content
SE 25
Parental consent
CR 7
Information to be translated into languages other than
English
Student handbooks and codes of conduct
CR 10A
CR 15
Non-discriminatory administration of scholarships, prizes
and awards
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
CR 16
Criterion Title
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
CPR Rating
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
Student records and interviews indicated that IEP Team meetings are consistently
attended by required IEP Team members. However, documentation and interviews also
showed that BPCPS has not developed an IEP Team excusal process consistent with
federal requirements.
Description of Corrective Action:
The Dean of Support Services has developed an IEP Team excusal process that is
consistent with federal requirements. If a Team member is unable to attend, an excusal
process notice will be provided to and signed by the parent or guardian as well as the
student if he or she has reached the age of majority. Anticipated results: If a Team
member is unable to attend a meeting the excusal process will be followed.
Title/Role(s) of Responsible Persons:
Expected Date of
Amanda MacQuarrie, Dean of Support Services
Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The excusal process notice will be provided by the district.
Description of Internal Monitoring Procedures:
Team meeting attendance will be tracked by the Dean of Support Services. In the rare
case that a Team member is unable to attend a meeting, the Dean of Support Services
will ensure that excusal process notice is provided to and signed by the parent or
guardian.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 8 IEP Team composition and
Approved
attendance
Status Date: 12/06/2012
Basis for Status Decision:
Please note that when the district and the parent agree, in writing, to excuse a required
Team member´s participation, the excused member must provide written input into the
development of the IEP to the parent and the IEP team prior to the meeting. Additionally,
the proposed corrective action does not indicate how special education and general
education staff will be trained on the proposed changes.
Department Order of Corrective Action:
Please ensure that the district's policy includes that when a required Team member is
excused in writing by the parent and district, the Team member must submit written
input to the parent and the Team prior to the meeting.
Please provide training or evidence of training to special and general education staff on
the Team excusal process, including the provision of written input from the excused Team
member prior to the meeting.
Required Elements of Progress Report(s):
Please revise the district's policy to include the requirement for written input from the
excused Team member. Submit this revised policy by January 31, 2013.
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Provide evidence of staff training on the excusal process, including a signed attendance
sheet, agenda, and training materials by January 31, 2013.
After completing all corrective actions, the district must conduct a review of 10 student
records for evidence of completed excusal forms and evidence of written input from the
excused Team member. Please submit the results of this administrative review of student
records, indicating 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 by March 29, 2013.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/08/2013
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) 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:
The student record review indicated that the school's IEP Teams do not consistently
identify a student's age-specific considerations for students ages 14 and older on the
Present Levels of Educational Performance (PLEP) B. In addition, the record review and
staff interviews indicated that the school has not yet provided training to its special
education staff on the requirement to address skills and proficiencies needed to avoid and
respond to bullying, harassment, or teasing in the IEP whenever evaluations indicate that
a student's disability affects social skills development, or when the student's disability
makes him or her vulnerable to bullying, harassment, or teasing, or for students identified
with a disability on the autism spectrum.
Description of Corrective Action:
The Dean of Support Services and/or IEP Team Chair will ensure that the Team
consistently identifies a student’s age specific considerations for students ages 14+ or for
students ages 16 to 22 on the Present Levels of Educational Performance (PLEP) B. The
IEP process checklist has been revised to include this action step. All IEPs will be reviewed
to ensure that the appropriate box is checked on PLEP B to reflect a student’s age specific
considerations that were discussed during the Team meeting.
Further, The Dean of Support Services, in collaboration with the school counselor and
speech language pathologist, will provided training to special education staff on the
requirement to address skills and proficiencies needed to avoid and respond to bullying,
harassment, or teasing in the IEP whenever evaluations indicate that a student's disability
affects social skills development, or when the student's disability makes him or her
vulnerable to bullying, harassment, or teasing, or for students identified with a disability
on the autism spectrum. Training will be provided during departmental meeting time and
the IEP process checklist has been revised to include this action step.
Anticipated results: All Present Levels of Educational Performance (PLEP) B will have the
appropriate box checked to reflect a student’s age specific considerations for students
ages 14+ or for students ages 16 to 22 that were discussed during the Team meeting.
Further, skills and proficiencies needed to avoid and respond to bullying, harassment, or
teasing will be addressed in the IEP when appropriate. This will be reflected in (PLEP) B
and in the N1.
Title/Role(s) of Responsible Persons:
Expected Date of
Amanda MacQuarrie, Dean of Support Services
Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The district will provide samples of (PLEP) Bs that reflect that the IEP Team consistently
identifies a student’s age specific considerations for students ages 14+ or for students
ages 16 to 22.
Further, the district will provide samples of (PLEP) Bs and N1s that reflect that, when
appropriate, the IEP Team consistently addresses the skills and proficiencies needed to
avoid and respond to bullying, harassment, or teasing in the IEP. The district will also
provide an attendance sheet and agenda from the related professional development.
Description of Internal Monitoring Procedures:
Before being sent out, all IEPs will be reviewed by the Dean of Support Services to ensure
that the appropriate box is checked on (PLEP) B to reflect a student’s age specific
considerations that were discussed during the Team meeting for students ages 14+ or for
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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students ages 16 to 22.
Further, before being sent out, all IEPs and N1s will be reviewed by the Dean of Support
Services to ensure that, when appropriate, the IEP Team consistently addresses the skills
and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the
IEP.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Submitted
Status Date: 12/06/2012
Basis for Status Decision:
It is not clear from the district's proposed CAP whether training on the development of
Present Levels of Educational Performance (PLEP) Bs was provided to special education
staff who chair IEP Teams.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide evidence of training on the development of Present Levels of Educational
Performance (PLEP) Bs to special education staff who chair IEP Teams. Include signed
attendance sheets, agenda, and examples of materials.
Provide evidence of training to special education staff on the requirement to address skills
and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the
IEP whenever evaluations indicate that a student's disability affects social skills
development, or when the student's disability makes him or her vulnerable to bullying,
harassment, or teasing, or for students identified with a disability on the autism
spectrum. Include signed attendance sheets, agenda, and examples of materials.
Provide the revised IEP Process Checklist. Provide these progress report elements by
January 31, 2013.
After completing all corrective actions, the district must conduct a review of 10 student
records for evidence of completed PLEP Bs and anti-bullying considerations. Please submit
the results of this administrative review of student records, indicating 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 by March 29,
2013.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/08/2013
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
The student record review indicated that the school did not obtain consent from parents
for observations conducted to make a determination that a student has a Specific
Learning Disability for initial evaluations and re-evaluations.
Description of Corrective Action:
The Dean of Support Services has refined the parent consent process to include a request
for consent from parents for special educators to conduct observations to make a
determination that a student has a Specific Learning Disability for initial evaluations and
re-evaluations. Observations will not be conducted without obtaining parental consent.
Anticipated Results: All evaluation consent forms for students with Specific Learning
Disabilities or students with suspected Specific Learning Disabilities will include parental
consent for observations. Observations will only be conducted after obtaining consent
Title/Role(s) of Responsible Persons:
Expected Date of
Amanda MacQuarrie, Dean of Support Services
Completion:
12/01/2012
Evidence of Completion of the Corrective Action:
The district will provide a sample of evaluation consent forms for students with specific
learning disabilities or suspected specific learning disabilities.
Description of Internal Monitoring Procedures:
Before being sent out, all evaluation consent forms for students with specific learning
disabilities or suspected specific learning disabilities will be reviewed by the Dean of
Support Services to ensure that the observation is included. Further, she will ensure that
consent has been obtained before coordinating the observation with the special educator.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Partially
Approved
Status Date: 12/06/2012
Basis for Status Decision:
It is not clear whether special education staff members have been made aware of the
policy change proposed by the district's corrective action.
Department Order of Corrective Action:
Provide clarification on how the district has made special education staff aware of the
requirement to obtain consent for observations for students with SLD during the
evaluation/re-evaluation process.
Required Elements of Progress Report(s):
Progress Report Due Date(s):
03/08/2013
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7 Information to be translated into languages other than
Partially Implemented
English
Department CPR Findings:
The document review, student record review and staff interviews demonstrated that the
district has not translated its handbook or code of conduct for enrolled families with
limited English proficiency who have indicated on their Home Language Surveys the need
for translations.
Description of Corrective Action:
The school conducted a home language survey and identified families seeking translated
documents. The school has compiled a list of families by grade, and uses this list to
distribute weekly family newsletters as well as to support the distribution of the Family
Handbook, Code of Conduct, and other important school documents.
Title/Role(s) of Responsible Persons:
Expected Date of
Sharon Liszanckie, Executive Director
Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The BPCPS Family Handbook and Code of Conduct will be translated into Spanish and
Haitian Creole and distributed to families.
Description of Internal Monitoring Procedures:
Principals and Director of Support Services will confirm with the Executive Director that
the translations have occurred and will occur on a continuing basis. As advisers to
students they will also receive copies weekly of translated materials.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 7 Information to be translated into
Status Date: 12/06/2012
languages other than English
Basis for Status Decision:
The district's proposed corrective action is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the translated handbooks as uploads or as additional documents via WBMS.
Please provide these translated handbooks by March 29, 2013.
Progress Report Due Date(s):
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
According to the document review, the school's high school handbook does not contain
the appropriate procedures for the discipline of students with special needs and students
with Section 504 Accommodation Plans; there is a statement in the handbook
acknowledging additional procedural rights and protections relating to discipline of
students who have been identified as having special needs. The reader is then referred to
the Dean of Support Services, the Dean of Students or the Principal for a full copy of
these procedural rights.
Description of Corrective Action:
The Executive Director, in collaboration with the Dean of Support Services, will update the
statement to acknowledge additional procedural rights and protections relations to
discipline of students who have been identified as having special needs. The statement
will be reviewed by the school's lawyer and shared with all faculty at a staff-wide
professional development session
Title/Role(s) of Responsible Persons:
Expected Date of
Sharon Liszanckie, Executive Director
Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The updated statement will be provided by the district. It will be provide to families (in
English and translated).
Description of Internal Monitoring Procedures:
Executive Director will ensure coordination with the Dean of Support Services and the
Dean of Students will review all final documents.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 12/06/2012
conduct
Basis for Status Decision:
The district's proposed corrective action is accepted, as long as the district will include the
appropriate procedures for the discipline of students with special needs and students with
Section 504 Accommodation Plans as required by M.G.L. c. 71, s. 37H, and not simply a
statement.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the revised draft/pages from the district's handbook on the procedural rights for
disciplining students with disabilities by January 31, 2013.
Progress Report Due Date(s):
03/08/2013
03/29/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 15 Non-discriminatory administration of scholarships, prizes
Partially Implemented
and awards
Department CPR Findings:
The charter school's high school students are offered individual counseling sessions with
the Director of College Counseling where students are provided guidance regarding
specific scholarships with restrictive or preferential treatment given to specific groups of
students.
Description of Corrective Action:
The High School principal, in coordination with the Executive Director, will draft a
statement that the College Counseling Team will use to guide their conversations with
students. It will in no way suggest preferential treatment for any students.
Title/Role(s) of Responsible Persons:
Expected Date of
Elsie Huang, High School Principal
Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The district will provide the statement and students receiving counseling will also receive
the statement.
Description of Internal Monitoring Procedures:
The High School principal and Executive Director will provide oversight by discussing this
topic with the College Counseling Team in their weekly and bi-weekly check-ins, with
specific emphasis during scholarship season.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 15 Non-discriminatory administration
Status Date: 12/06/2012
of scholarships, prizes and awards
Basis for Status Decision:
The district's proposed corrective action is approved.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the draft statement for the College Counseling Team to use to guide their
conversations with students by January 31, 2013.
Progress Report Due Date(s):
03/08/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) 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:
The document review indicated that the annual notice has not been translated into
languages other than English.
Description of Corrective Action:
The annual notice is in English and needs to be translated. The ED will coordinate
translation of the document with the high school principal.
Title/Role(s) of Responsible Persons:
Expected Date of
Sharon Liszanckie, Executive Director
Completion:
12/31/2012
Evidence of Completion of the Corrective Action:
Translated copy of the notice will be provided by the district.
Description of Internal Monitoring Procedures:
High School principal will ensure that the ED has engaged the translation company to
complete the task
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 12/06/2012
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Status Decision:
The district's proposed corrective action is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the translated copies of the annual written notice to former students who have
not yet earned their competency determination and who have not transferred to another
school by January 31, 2013.
Progress Report Due Date(s):
03/08/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Boston Preparatory Charter Public School
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Amanda MacQuarrie, BPCPS
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: 8/20/14
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding: District documentation did not provide evidence of an ESL curriculum for
middle and high school grades. However, the district reported using a curriculum that was based on
the ELPBO (English Language Proficiency Benchmarks and Outcomes). Regarding the ESL
curriculum, the district should note 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 concerning ESL services indicated that the hours of instruction the district is
providing to English Language Learners (ELLs) are inconsistent with Department guidance, especially
ELLs at level 1 and 2 of the Massachusetts English Proficiency Assessment. (Please refer to
http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5.)
Please refer to ELE 15 for comments on professional development requirements.
The Department concluded that the district does not have a fully implemented SEI program as required
by Chapter 71A. It is unclear if the district has developed an ESL curriculum, there are content area
teachers who have not met the SEI requirements and the amount of hours of ESL instruction provided
to ELLs is inconsistent with Department guidance.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Narrative Description of Corrective Action: Our current curriculum is based on the ELPBO and MA
Frameworks. During the 2013/2014 school year, we will revise our existing curriculum maps and align
them to the new MA Frameworks/Common Core for English Language Arts (ELA) and the WIDA
standards.
Currently, there are no ELLs at level 1 or 2 of the Massachusetts English Proficiency Assessment. If a
student enrolls that is a level 1 or 2, we will work to implement a schedule that provides a level of
support that is consistent with department guidance by August 2014. For ELLs at a level 3, the student
currently receive daily remedial reading instruction taught by a licensed reading specialist and daily
ELA class taught by a general educator with some push-in support provided by a licensed ESL teacher.
The student also receives approximately 30 minutes of direct ESL instruction a day. By August 2014, a
schedule will be implements that allows for at least 60 minutes of direct ESL instruction a day. For
ELLs at a level 4 or 5, we are currently providing a level of support that is current with department
guidance (i.e. at least 2.5 hours of direct ESL instruction per week).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Director/ESL Teacher
Corrective Action Activity: June 2014/August
2014
Evidence of Completion of the Corrective Action: A finalized, revised curriculum map will be
completed June 2014 and will be utilized to document the corrective action.
A student roster with designations and the ELL teacher schedule will be utilized to document the
corrective action and will available August 2014
Description of Internal Monitoring Procedures: ELL Director will meet at regular intervals with
ELL teacher in order to review curriculum development and revision. This will be done during weekly
check-in meetings.
ELL Director will meet at regular intervals with ELL teacher in order to discuss designations and
related levels of support. This will be done during weekly check-in meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The district should note that push-in model can be practiced as a part of “sheltered content instruction
(SEI)” to provide ELL students support in their core academic classes to make the content of core
academic classes more comprehensible for ELLs and to promote the development of academic
language needed to successfully master content standards. ESL instruction, which is the other
component of SEI programs consistent with 71A, is different in nature from “sheltered content
instruction” being explicit, direct and systematic instruction to learn the English language that is
intended to promote second language acquisition and English language proficiency. Since the remedial
reading instruction or ELA inclusion support cannot count towards ESL service hours, direct ESL
instruction provided to ELL students at Level 3 is only 30 minutes a day and is still not consistent with
Department guidelines. Although the district plans to provide at least 60 minutes of ESL instruction a
day to the students at Level 3 by August 2014, the corrective action plan does not include any detail
explaining how the district will address the concern identified in the CPR report regarding the ESL
services.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
1) Please provide a detailed plan that shows that the district is providing sufficient ESL instruction to
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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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.
Progress Report Due Date(s): February 21, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program Exit and Readiness
Rating: Partially Implemented
Department CPR Finding: The district’s exiting and re-designation policy needs to be revised to
include monitoring for a two-year period post re-classification and how information is conveyed to
parents about the change in the student’s status from ELL to FELL (Formerly English Language
Learner).
Narrative Description of Corrective Action: Our exiting and re-designation policy has been revised
to include monitoring for a two-year period post re-classification. Information is conveyed to parents
through translated written communication.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Director
Corrective Action Activity: October 2013
Evidence of Completion of the Corrective Action: The revised policy and a sample parent letter will
be provided in October 2013 and will be utilized to document the corrective action.
Description of Internal Monitoring Procedures: The ELL Director will review the policy with the
leadership team and will review samples of the parent letter.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please submit a description of the district’s reclassification procedures and other supporting documents
listed by the district under their “Evidence of Completion of the Corrective Action”. Please use the
Department's Transitional Guidance on Identification, Assessment, Placement, and Reclassification of
English Language Learners found at http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
Progress Report Due Date(s): February 21, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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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: According to the document review, the current initial letter of notification
does not contain the student’s level of English proficiency.
Narrative Description of Corrective Action: The initial letter of notification has been revised to
include the student’s level of English proficiency.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Director
Corrective Action Activity: October 2013
Evidence of Completion of the Corrective Action: A sample initial letter of notification will be
provided in October 2013 and will be utilized to document the corrective action.
Description of Internal Monitoring Procedures: The ELL Director will review samples of initial
letters of notification.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): Provide the school’s initial letter of notification
containing student proficiency information by February 21, 2014.
Please note that districts may also use the Department’s parent notice:
www.doe.mass.edu/ell/news12/TitleIII-ParentNotification.docx
Progress Report Due Date(s): February 21, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic Rating: Partially Implemented
Programs and Services
Department CPR Finding: The document review and student record review demonstrated that all
documents related specifically to English Language Education (ELE) such as home language surveys,
progress reports, report cards, and parent notification letters, are routinely translated for all bilingual
families enrolled in the school. However, families who specifically identified the need for translated
documents on the home language survey did not consistently have access to translated school
documents such as the Bullying Prevention Plan or High School Handbook.
Narrative Description of Corrective Action: Documents such as the Bullying Prevention Plan and
High School Handbook have been translated and we’re ensuring that families who specifically
identified the need for translated documents on the home language survey are being given access.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Director/ Director of
Corrective Action Activity: October 2013
Operations
Evidence of Completion of the Corrective Action: A sampling of translated documents will be
provided as evidence of completion of the corrective action.
Description of Internal Monitoring Procedures: The ELL Director or Director of Operations will
ensure that school documents are translated.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): Provide evidence that the Bullying Prevention Plan and
HS handbook have been translated into the languages required for families who have specifically
requested translated documents. This progress report is due by February 21, 2014.
Progress Report Due Date(s): February 21, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented
Requirement
Department CPR Finding: Although no multi-year plan for Sheltered English Immersion (SEI)
Professional Development was available for review, the district reported seven content area teachers
who are qualified to teach English language learners. In addition, the district is requiring that all
content area teachers pursue their ESL MTEL license within two years of their hiring. In spite of these
efforts, there are still content area teachers who do not meet the Department’s SEI professional
development requirements. Therefore, not all ELLs are receiving instruction from qualified content
area teacher as required by Chapter 71A
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
Narrative Description of Corrective Action: BPCPS teachers will follow one of two paths in order to
earn the SEI Teacher Endorsement: the SEI course or the SEI MTEL which was outlined as another path
to the SEI teacher endorsement and confirmed in communication between the school and the
Department. We will meet our yearly required target number of staff as outlined by the Department in
compliance with SEI Endorsement regulations.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Executive Director/ ELL Director Corrective Action Activity: Spring 2014
(RETELL Liaison)
Evidence of Completion of the Corrective Action: At least 11 staff will meet requirements for SEI
Teacher Endorsement by spring 2014.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
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Description of Internal Monitoring Procedures: Executive Director and ELL Director will meet at
regular intervals during the 2013/2014 school year to ensure adequate progress is being made towards
meeting SEI Teacher Endorsement requirement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
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
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
17