MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Bourne
CPR Onsite Year: 2012-2013
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/17/2013.
Mandatory One-Year Compliance Date: 09/16/2014
Summary of Required Corrective Action Plans in this Report
Criterion
SE 7
SE 8
Criterion Title
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
IEP Team composition and attendance
SE 18A
IEP development and content
SE 18B
Determination of placement; provision of IEP to parent
SE 20
Least restrictive program selected
SE 55
Special education facilities and classrooms
CR 14
Counseling and counseling materials free from bias and
stereotypes
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
CR 16
CR 17A
Criterion Title
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Use of physical restraint on any student enrolled in a
publicly-funded education program
CPR Rating
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
Student records indicated that upon reaching the age of 18, the school district does not
implement procedures to obtain consent from the student to continue his or her special
education program; students are not signing their IEPs at the age of majority.
Description of Corrective Action:
Train the special education team chairpersons by January 2014 on the process of having
students sign their IEPs upon turning 18. The district will also revise procedures and
documentation regarding this by that date.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Director of Special Education and Student
Completion:
Services
04/01/2014
Evidence of Completion of the Corrective Action:
Internal review of 7-10 students who have reached age of majority.
Description of Internal Monitoring Procedures:
The special education director will review randomly selected student records quarterly to
ensure compliance with age of majority.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 7 Transfer of parental rights at age of
majority and student participation and
consent at the age of majority
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, for those student records identified by the Department, submit a
copy of the IEP signed by the student. Also submit a copy of the revised procedures for
obtaining consent from the student to continue his or her special education program. The
district will submit evidence of staff training on the procedures, forms etc (agendas,
training materials, and signed attendance sheets).
By April 18, 2014, subsequent to the district's implementation of all corrective actions,
the district will conduct an internal review of student records for compliance with the age
of majority. Submit the results of the internal record review and report: The number of
student records reviewed, the number of records that are complaint, for all records not in
compliance determine and report the root cause(s) of the non-compliance and the
district's plan to remedy the non-compliance.
*Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the record review; b) Date of the review; c) Name of
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
01/17/2014
04/18/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
Student records and interviews indicated that not all Team members are consistently
present at IEP Team meetings. Across all grade levels, in cases where the student is
involved in a regular education program, a general education teacher is not consistently in
attendance. The district does not have procedures in place for excusing a Team member
that include:
The district and parent agreeing, in writing, that the attendance of the Team member is
not necessary because the member's area of the curriculum or related services is not
being modified or discussed; or
The district and parent agreeing, in writing, to excuse a required Team member's
participation and the excused member providing written input into the development of the
IEP to the parent and IEP Team prior to the meeting.
Description of Corrective Action:
By November 2014, train team chairpersons, principals, and special education teachers at
each level on the required IEP team composition and attendance and the proper use of
the waiver/excusal form. The district will have written procedures regarding meeting this
criteria to include parent agreement in writing and providing input from excused team
member.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Director of Special Education and Student
Completion:
Services
04/01/2014
Evidence of Completion of the Corrective Action:
Attendance sheet, agenda, and signed excusal forms across all levels.
Description of Internal Monitoring Procedures:
On a quarterly basis, the special education director will randomly review 7-10 student
records across all levels to ensure the district is in compliance with developed procedures.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 8 IEP Team composition and
attendance
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
*The SPED director confirmed the date should read November 2013.
By January 17, 2014, the district will develop written excusal procedures and conduct
training for all special education staff on IEP Team member attendance and the proper
use of excusal forms. Submit a copy of the excusal procedures. Evidence (training
materials, signed attendance sheets, training notice, and agenda) will be submitted.
By April 18, 2014, subsequent to the district's training of all special education staff,
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conduct an internal review of student records from across grade levels. Submit the results
of the internal record review and report: The number of student records reviewed, the
number of records that are complaint, for all records not in compliance determine and
report the root cause(s) of the non-compliance and the district's plan to remedy the noncompliance.
*Please note that when 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 record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
01/17/2014
04/18/2014
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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:
Student records and interviews indicated that the IEP Team does not consistently consider
and specifically address in the IEP the skills and proficiencies needed to avoid and respond
to bullying, harassment, or teasing for students identified with a disability on the autism
spectrum.
Description of Corrective Action:
By November 2014, team chairpersons and special education teachers will be trained on
how to consider and specifically address in the IEP the skills and proficiencies needed to
avoid and respond to bullying, teasing, or harassment for students identified with a
disability on the autism spectrum. The district will develop written procedures and
statements to include in the IEPs.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Special Education Director
Completion:
04/01/2014
Evidence of Completion of the Corrective Action:
Attendance sheets and agendas for staff training and revised written procedures.
Description of Internal Monitoring Procedures:
On a quarterly basis, the special education director will randomly select and review 5
student records where the disability category is autism for evidence that this has been
discussed and specifically addressed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
*The SPED director confirmed the date should read November 2013.
By January 17, 2014, for those student records identified by the Department, the district
must reconvene the Team to consider and specifically address in the IEP the skills and
proficiencies needed to avoid and respond to bullying, harassment, or teasing for students
identified with a disability on the autism spectrum. Submit a copy of the full IEP and the
Special Education Team Meeting Attendance Sheet (N3A). The district will also submit
evidence of staff training on the procedures, forms etc (agendas, training materials, and
signed attendance sheets).
By April 18, 2014, subsequent to the district's implementation of all corrective actions,
the district will conduct an internal review of student records for compliance with
addressing bullying, harassment, or teasing for students identified with a disability on the
autism spectrum. Submit the results of the internal record review and report: The number
of student records reviewed, the number of records that are complaint, for all records not
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in compliance determine and report the root cause(s) of the non-compliance and the
district's plan to remedy the non-compliance.
*Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
01/17/2014
04/18/2014
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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:
Student records and interviews indicated that while the district provides the parent with
the proposed IEP and placement within 14 days of the IEP Team meeting and the parent
leaves the Team meeting with a summary of the decisions and agreements reached, the
summary does not consistently include a completed IEP service delivery grid describing
the types and amounts of special education and/or related services proposed by the
district or a statement of the major goal areas associated with these services. As a result,
parents are not provided with the key decisions and agreements reached immediately
following development of the IEP at the Team meeting.
Description of Corrective Action:
In September 2013, special education team chairpersons were trained with regard
ensuring parents leave an IEP team meeting with a completed service delivery grid
describing the types and amounts of special education and/or related services proposed
by the district and a statement of the major goal area associated with these services. The
team meeting notes page has been revised to include the sections noted above. A copy is
handed to the parents and one is maintained in the student file.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Director of Special Education and Student
Completion:
Services
04/01/2014
Evidence of Completion of the Corrective Action:
Attendance at trainings, agenda, revised meeting notes page and the districts' revised
procedures by January 2014.
Description of Internal Monitoring Procedures:
The special education director will randomly select and review 7-10 student files across all
levels on a quarterly basis to ensure compliance with this requirement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18B Determination of placement;
provision of IEP to parent
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, submit the revised Team meeting notes form and evidence of staff
training on the procedures for ensuring that parents are leaving the Team meeting with
the appropriate provisions of the IEP (agendas, training materials, and signed attendance
sheets).
By April 18, 2014, conduct an internal review of student records from across grade levels.
Submit the results of the internal record review and report: The number of student
records reviewed, the number of records that are complaint, for all records not in
compliance determine and report the root cause(s) of the non-compliance and the
district's plan to remedy the non-compliance.
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*Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
01/17/2014
04/18/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
Student records indicated that IEP Non-participation Justification statements do not state
why removing the student from the general education classroom is considered critical to
the student's program and the basis for the Team's conclusion that education of the
student in a less restrictive environment, with the use of supplementary aids and
services, could not be achieved satisfactorily.
Description of Corrective Action:
By October 2013, the team chairpersons and special education teachers will be trained in
how to properly decide the need to remove a student from the general education setting
and document properly in the non-participation justification statement on the IEP.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Special Education Director
Completion:
04/01/2014
Evidence of Completion of the Corrective Action:
By January 2014 district procedures will be revised. Evidence will also include attendance
at trainings, agenda, revised district procedures, and student files.
Description of Internal Monitoring Procedures:
On a quarterly basis, the special education director will randomly select 7-10 student
records across all levels to review the non-participation justification statements and
ensure district compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, submit the revised procedures and evidence that staff were trained
on appropriately addressing the Non-participation Justification statement (training
materials, signed attendance sheets, training notice, and agenda).
By April 18, 2014, subsequent to the training, conduct an internal review of student
records from across grade levels. Submit the results of the internal record review and
report: The number of student records reviewed, the number of records that are
complaint, for all records not in compliance determine and report the root cause(s) of the
non-compliance and the district's plan to remedy the non-compliance.
*Please note that when 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 record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s).
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Progress Report Due Date(s):
01/17/2014
04/18/2014
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Bourne CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
Observations and interviews indicated that the location of a special education class at the
middle school does not maximize the inclusion of such students into the life of the school.
Specifically, the substantially separate class in room 106 is located on the first floor at the
end of the corridor, away from general education classrooms. Additionally, not all special
education classrooms and facilities at the middle school are at least equal in all physical
respects to the average standards of general education classrooms. In particular, speech
services are located in room 107, which is an office that is small for the number of
students served at one time.
Description of Corrective Action:
The district will review the floor plan for the location of special education classrooms and
the speech therapists' office at the Facilities Subcommittee meeting in January. The
agenda will include addressing DESE's findings while maintaining appropriate and
adequate facilities for students in wheelchairs and with personal care needs. In addition,
this will be addressed at the administrative meeting in December in preparation for
January's subcommittee meeting.
Title/Role(s) of Responsible Persons:
Expected Date of
Christina Stuart, Director of Special Education and Student
Completion:
Services
09/24/2014
Evidence of Completion of the Corrective Action:
Agenda and minutes for Facilities Subcommittee, agenda and minutes for administrative
meeting, and proposed floor plan.
Description of Internal Monitoring Procedures:
District administration will continue to document action plans and steps to maximize the
inclusion of students into the life of the school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
SE 55 Special education facilities and
Disapproved
classrooms
Status Date: 11/12/2013
Basis for Status Decision:
While observations and interviews indicated that the middle school building is wheelchair
accessible, the district did not justify why students in wheelchairs and with personal care
needs cannot be served in a classroom that maximizes the inclusion of such students into
the life of the school. The district did not address the issue regarding the location of
speech services.
Department Order of Corrective Action:
Relocate the classrooms.
Required Elements of Progress Report(s):
By January 17, 2014, submit the updated floor plan showing the new location of the
Learning Center substantially separate class currently housed in room 106. Also, indicate
the new location where speech services at the middle school will be conducted.
On or before April 18, 2014, the Department will visit Bourne Middle School for an onsite
verification of the changes submitted by the district.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Progress Report Due Date(s):
01/17/2014
04/18/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 14 Counseling and counseling materials free from bias and
Partially Implemented
stereotypes
Department CPR Findings:
A review of documentation and interviews indicated that limited English proficient
students are not provided with the opportunity to receive guidance and counseling in a
language they understand.
Description of Corrective Action:
Bourne Public Schools has a full-time ESL teacher who ensures all counselors
communicate effectively with limited English proficient and disable students, and
facilitates their access to all programs and services offered by the district.
Title/Role(s) of Responsible Persons:
Expected Date of
Susan Quick, Assistant Superintendent
Completion:
04/01/2014
Evidence of Completion of the Corrective Action:
By November 1, 2013 there will be documentation in student file signed by counselors,
students, parents, and interpreters indicating that a student has received guidance and
counseling in a language they understand. In addition, by January 1, 2014, a procedure
for ensuring the above will be added to the ELL handbook.
Description of Internal Monitoring Procedures:
On a quarterly basis, the assistant superintendent will randomly select and review student
files to ensure the developed procedures are implemented.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 14 Counseling and counseling
materials free from bias and stereotypes
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, provide a copy of the newly-developed procedures for requesting,
documenting and utilizing interpreters for ESL students who require guidance and
counseling in a language they understand. Submit evidence of staff training (training
materials, signed attendance sheets, training notice, and agenda).
Progress Report Due Date(s):
01/17/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
A review of documentation and interviews indicated that the district does not send annual
written notice to former students who have not yet earned their competency
determination and who have not transferred to another school informing them of the
availability of publicly funded post-high school academic support programs and
encouraging them to participate in those programs.
Description of Corrective Action:
In June 2013, the district revised the annual written notice to include the availability of a
publicly funded program in Wareham where students can continue their education. By
November 1, the district will train all high school guidance counselors and administrators
and in the procedures for sending the letters. By January 1, 2014, the district will develop
a tracking system for former students who have not yet earned their competency
determination and who have not transferred to another school. This system will also
track the response rate to the letters from parents and students.
Title/Role(s) of Responsible Persons:
Expected Date of
Susan Quick, Assistant Superintendent
Completion:
04/01/2014
Evidence of Completion of the Corrective Action:
Agenda of trainings with high school guidance counselors and building administration;
training attendance sheets, written procedures and revised letters sent to former
students.
Description of Internal Monitoring Procedures:
The assistant superintendent will monitor the tracking and mailing of letters every Fall; a
quarterly check will also be completed to determine if any additional students require this
notice throughout the school year and if so, notice will be sent. Additionally, the assistant
superintendent will quarterly monitor the response rate to the letters.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 16 Notice to students 16 or over
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, provide a copy of the annual written notice to former students who
have not yet earned their competency determination and who have not transferred to
another school. Please ensure that this letter informs students of the availability of
publicly funded post-high school academic support programs and encourages them to
participate in those programs.
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By April 18, 2014, provide a report of the students to whom the annual letter was sent for
the 2013-2014 school year (include the first and last initial of the student, grade and date
the letter(s) was sent).
Progress Report Due Date(s):
01/17/2014
04/18/2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 17A Use of physical restraint on any student enrolled in a
Partially Implemented
publicly-funded education program
Department CPR Findings:
While the district provides training on the use of physical restraint to all staff within the
first month of the school year, a review of documentation and interviews indicated that
not all staff are aware of who the resource person is in each school for ensuring the
proper administration of physical restraints.
Description of Corrective Action:
In September/October 2013, the district trained all staff in each building on mandatory
civil rights, 504, confidentiality, restraint procedures. At this training, each staff member
signed an acknowledgement that they had been trained which is included in his/her
personnel file. Additionally, each building has a list of all staff members who have
participated in the Non-Violent Crisis Prevention and Intervention training and building
administration will post the list with staff name and role in every classroom by December
2013.
Title/Role(s) of Responsible Persons:
Expected Date of
Susan Quick, Assistant Superintendent
Completion:
04/01/2014
Evidence of Completion of the Corrective Action:
Signed acknowledgement of training for the mandatory civil rights. Lists of restraint
trained staff will be readily available and posted in each classroom across the district by
December 2013.
Description of Internal Monitoring Procedures:
On a quarterly basis, the Assistant Superintendent will randomly walk through 7-10
classrooms across the district looking for the posted list of restraint trained staff. District
administration will also continue to update these lists as staff become initially trained or
participate in a refresher course.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 17A Use of physical restraint on any
student enrolled in a publicly-funded
education program
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 11/12/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2014, provide a list of resource person(s) from each school responsible for
ensuring the proper administration of physical restraints for the 2013-2014 school year.
In addition, provide a copy of the revised procedures for notifying school staff, as well as
the signed acknowledgement of training.
Progress Report Due Date(s):
01/17/2014
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Bourne Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Bourne Public Schools/Susan Quick
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: May 21, 2015
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding: Documentation submitted by the district did not specify the number of ESL
instruction hours that ELLs in grades 5-12 receive and the documentation submitted by the district
indicated that current hours of ESL instruction for ELLs at all proficiency levels in grades 1-4 are
insufficient, therefore, inconsistent with Department guidelines. Please see the “Transitional Guidance
on Identification, Assessment, Placement, and Reclassification of English Language Learners August
2013” as found on http://www.doe.mass.edu/ell/guidance_laws.html
Document review indicated that the district does not have an ESL curriculum used for direct ESL
instruction or a plan to develop one that is aligned to the Massachusetts Curriculum Frameworks and
the WIDA ELD Standards. See the Department’s WIDA English Language Development Standards
Implementation Guide (Part I) at http://www.doe.mass.edu/ell/wida/Guidance-p1.pdf
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Narrative Description of Corrective Action: As of 8/27/13 a full-time certified ESL teacher services
ELL students in the district. All Level 1 and 2 students in the district receive at least 2.5 hours of direct
ESL instruction every day. All Level 3 students in the district receive 1-2 hours per day of direct ESL
instruction. All Level 4 and Level 5 students in the district receive 2.5 hours per week of direct ESL
instruction.
We are currently using the National Geographic Pathways series for instruction and this summer our
ESL teacher will begin to develop an integrated, theme-based K-12 ESL curriculum for direct ESL
instruction; that curriculum will be documented in our ATLAS Curriculum Mapping software. We
plan to begin with a Level 1 theme-based unit of instruction for Grades 3-5 aligned to the MA
frameworks and WIDA standards that also incorporates acquisition of basic interpersonal skills. We
eagerly anticipate the completion of the ESL curriculum currently being developed by DESE and
MATSOL as we intend to use as much of that curriculum as possible when it is available.
Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent for
Learning and Teaching; District ESL teacher
Expected Date of Completion for Each
Corrective Action Activity: First activity is
already completed with full-time ESL teacher in
place; curriculum unit to be completed by
September 15, 2014.
Evidence of Completion of the Corrective Action: Activity one: ESL teacher keeps logs/time sheets:
Asst. Superintendent monitors logs at least monthly. Activity two: Unit posted on ATLAS Curriculum
Mapping software and implemented in ESL class as noted in ESL teacher plan book.
Description of Internal Monitoring Procedures: ESL teacher log will be monitored by the assistant
superintendent monthly to ensure students receive their required hours of direct services; ATLAS
curriculum map will be progress-monitored September 1, 2014 and September 15, 2014 to ensure
completion. ESL lesson plans will include implementation of the unit developed and will be reviewed
monthly by the assistant superintendent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program Placement
and Structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please complete district information in the attached spreadsheet labeled ELL List by school for each
ELL student in the district.
Progress Report Due Date(s): September 22, 2014
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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: Documentation, student records, and interviews indicated that report
cards and progress reports are not consistently provided to parents and guardians of LEP students in
the same manner and with the same frequency as general education reporting.
Narrative Description of Corrective Action: Procedures will be developed, implemented, and
followed to ensure that report cards and progress reports are provided to parents and guardians in the
same manner and with the same frequency as general education reporting.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent;
Corrective Action Activity: (Approximate
principal; classroom teacher; ESL teacher
dates) September 30, 2104, October 31, 2014;
December 8, 2014; January 21, 2015; March 2,
2015; April 2, 2015; May 18, 2015 and end of
school year: classroom teachers and ESL
teacher complete and send both progress reports
and report cards; principals will monitor each
ESL student’s file to ensure copies of progress
reports and report cards are in each file.
Elementary: ESL/classroom academic progress
reports will be mailed home certified mail.
Report cards will be sent via email system on
Power School. Secondary: ESL progress
reports will be sent home by certified mail;
classroom academic progress reports and report
cards will be sent via email system on Power
School. If system indicates that parent has not
received either report, or that a hard copy is
required, hard copies will be certified mailed to
the parents. Copies of all progress reports and
report cards, whether electronic or manually
completed, will be placed in each ESL student’s
file as will certified mail receipts. Principal is
responsible for monitoring this process.
Procedures will be clearly outlined in our BPS
ELL Program Guidelines by September 1, 2014.
Evidence of Completion of the Corrective Action: All progress reports have been delivered as
indicated by Power School monitoring or have been delivered to parent through mail as indicated by
certified mail receipt; copies of all progress reports, report cards, and certified mail receipts are in each
ESL student’s file. Procedures are clearly outlined in BPS ELL Program Guidelines.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bourne CPR Corrective Action Plan
21
Description of Internal Monitoring Procedures: ESL teacher will work with each classroom teacher
to ensure proper progress reports and report cards are completed around the dates indicated above;
administrative assistants will make copies of each and place those in every ESL student’s file.
Administrative assistants will certify mail progress reports and report cards as warranted and will place
the certified mail receipt in appropriate ESL student file. The principal will check ESL student files
every mid-quarter and at end of every quarter to ensure the copies of the reports and any certified mail
receipts are in the ESL student files. The assistant superintendent will randomly check ESL student
files for principal initials after each mid-quarter and quarter to ensure principals are monitoring as
required.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide a copy of the district’s ELL Program Guidelines
outlining the procedures for ensuring that report cards and progress reports are provided to parents and
guardians in the same manner and with the same frequency as general education reporting along with
evidence of staff notification by September 22, 2014.
Submit a report of the results of an internal review of records conducted subsequent to the development
of procedures for ensuring that report cards and progress reports are provided to parents and guardians
and include:
 The number of student records reviewed;
 The number of records in compliance;
 For any records not in compliance, determine the root cause(s) of the non-compliance; and
 The district's plan to remedy the non-compliance.
Submit this information by January 7, 2015.
*Please note when conducting internal monitoring, the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names and
grade levels for the record review; b) Date of the review; c) Name of person(s) who conducted the
review, their role(s) and signature(s).
Progress Report Due Date(s): September 22, 2014; January 7, 2015
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: Interviews and documentation indicated that LEP students do not always
have the opportunity to receive support services, such as guidance and counseling, in a language that
the student understands.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bourne CPR Corrective Action Plan
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Narrative Description of Corrective Action: BPS will ensure that every ESL student who requires a
translator has access to one in order to properly receive support services, such as guidance and
counseling. Translator/interpreters will indicate on support service logs that they participated in the
discussion. Procedure will be outlined in BPS ELL Program Guidelines.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Asst. Superintendent; building
Corrective Action Activity: September 1, 2014
principal; ESL teacher
Evidence of Completion of the Corrective Action: Support services logs indicate that any ESL
student who received support services received them in the language she/he understood. If a translator
was present, the translator also initialed the log.
Description of Internal Monitoring Procedures: At the beginning of every year, the Asst.
Superintendent will distribute a list of available translator/interpreters to all principals. Principals will
collaborate with the ESL teacher to determine if there are students who will need a
translator/interpreter in order to receive support services, such as guidance and counseling, in a
language she/he understands, and will make all necessary arrangements to have the
translator/interpreter present for any counseling/support service sessions as needed. All support
personnel including guidance counselors, social workers, and adjustment counselors keep daily logs of
when any student works with them. The principal will monitor the logs for dates/times/translator
initials to ensure all ESL students have had necessary language support.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide a copy of the district’s ELL Program Guidelines
outlining the procedures for provision of support services for LEP students along with evidence of staff
notification by September 22, 2014.
As evidence of the district’s provision of support services for LEP students, provide support service
logs indicating that students were offered and/or received support services in a language that they
understand by January 7, 2015.
Progress Report Due Date(s): September 22, 2014; January 7, 2015
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP
Students
Rating: Partially Implemented
Department CPR Finding: A review of student records indicated that copies of progress reports and
report cards are not consistently maintained in the student record.
Narrative Description of Corrective Action: Student records will include copies of progress reports
and report cards.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation: Asst. Superintendent; principal
Expected Date of Completion for Each
Corrective Action Activity: (Approximate
dates) September 30, 2104, October 31, 2014;
December 8, 2014; January 21, 2015; March 2,
2015; April 2, 2015; May 18, 2015 and end of
school year: a copy of every progress report and
report card will be placed in each ESL student’s
file. All ESL progress reports will be sent every
mid-quarter by certified mail; elementary report
cards and secondary progress reports and report
cards will be sent via email system in Power
School. In cases where a hard copy is
necessary, those will be sent certified mail to
ESL parents. Procedure will be clearly outlined
in BPS ELL Program Guidelines by September
1, 2014.
Evidence of Completion of the Corrective Action: Certified mail receipts and copies of all progress
reports and report cards will be in the ESL student’s file. The principal will check ESL student files
every mid-quarter and at the end of every quarter to ensure the copies of the reports and any required
certified mail receipts are in the ESL student files. The principal will initial and date on the inside
cover of the file each time she/he monitors said file. The assistant superintendent will randomly check
ESL student files for principal initials after each mid-quarter and quarter to ensure principals are
monitoring.
Description of Internal Monitoring Procedures: If the copies and/or certified mail receipts are not in
the ESL student folder as required, the principal will first follow-up with ESL parents to determine
whether or not the parent received the report(s). If the parent received the reports but the copies are
missing, the principal will work with the administrative assistant and ESL teacher to repair the
communication breakdown to ensure copies are always placed in the ESL student file. If the parent did
not receive the reports, the principal will ensure that they are sent certified mail immediately and work
with staff to ensure that communication and record-keeping requirements are clear. The assistant
superintendent will randomly check ESL student files for principal initials after each mid-quarter and
quarter to ensure principals are monitoring as required.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 10.
Progress Report Due Date(s): September 22, 2014; January 7, 2015
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Bourne CPR Corrective Action Plan
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