MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Brockton Public Schools
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Kay Seale, Director of Special Education
Marsha Eidlin, Assistant Director, Special Education
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: September 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 3 Special requirements for
Rating: Partially Implemented
determination of specific learning disability
Department CPR Finding: Documents, student records, and interviews indicated that although the
district, through the Team process, considers all current elements to identify a child with a specific
learning disability, it does not always create a written determination using the most current form, the
Specific Learning Disabilities Team Determination of Eligibility.
Narrative Description of Corrective Action: The current form for the Specific Learning
Disabilities Team Determination of Eligibility and process and procedure for determining SLD
eligibility was reviewed on Sept 2, 2010 at TEAM Facilitators and Out of District Coordinator
Meeting and on September 3, 2010 at the SPED Administrators meeting. A packet of required
forms have been prepared for all moderate special needs teachers in the district and team chairs
by Karen Crowley, Special Education Department Head and Denise Robbins, system-wide
diagnostician. These packets were distributed to Team chairs representing each level at the
September 2nd meeting and to elementary and middle school moderate special needs teachers at
their meeting on September 16, 2010. The High School SPED Dept Head will also review forms
and procedures to high school special needs teachers on/before December 2010.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: September –
Education; Marsha Eidlin; Assistant Director of
December 2010
Special Education; Karen Crowley, SPED Dept
Head; Michelle Lanner, SPED Dept Head;
Dianne Tarmey, BHS SPED Dept Head; Denise
Robbins, System-wide Diagnostician
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Evidence of Completion of the Corrective Action: Meeting agendas, meeting attendance sign-ins,
SLD Mandated Form Packet.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders will be selected from
students whose team determined that students met the criteria for Specific Learning Disabilities.
Each folder will be reviewed to ensure that appropriate SLD forms have been completed in
accordance with SE 3.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 3 Special requirements
Status of Corrective Action:
for determination of specific learning
X Approved
Partially Approved
disability
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: The district will train Team Chairs to utilize the specific
learning disability forms and complete the SLD determination form at the Team meeting.
Required Elements of Progress Report(s): Please conduct an internal monitoring review post
training of student records to determine whether eligibility determinations for SLD include the forms
and the determination sign off sheet. Provide a detailed narrative summary report that that indicates
the number of student records reviewed at each level, the rate of compliance, the date(s) the internal
review was conducted, the name and role of the person(s) conducting the review and the steps the
district will take to address any areas of continued noncompliance. Please submit this to the
Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 4 Reports of assessment results
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Rating: Partially Implemented
Department CPR Finding: Student records and interviews indicated that not all reports of
assessment results define in detail and in educationally relevant terms the student's needs, offering
explicit means of meeting them.
Narrative Description of Corrective Action: Guidance Department Head and Special Education
Department Heads will review the procedure for completing the summary and recommendation
sections of evaluation reports with department members responsible for completing these
reports. Procedures will be reviewed by each department head at monthly department meetings
between September and December 2010. Meeting agendas and attendance records will be
collected for submission as part of the corrective action plan by January 2011. Samples of
reports with well developed recommendation sections will be available to staff on the Brockton
Public Schools public drive in the Special Education Folder. This will be completed by January
2011
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: January 2011
Education; Marsha Eidlin, Assistant Director of
Special Education; Karen Crowley, SPED Dept
Head; John Lander; SPED Dept Head, Vincent
Cerce, SPED Dept Head, Michelle Lanner, SPED
Dept Head; Laurie Mason, SPED Dept Head;
Dianne Tarmey, SPED Dept Head.; John
Snelgrove, Guidance Dept Head
Evidence of Completion of the Corrective Action: Meeting agendas and attendance; sample
reports to be placed in the SPED folder on the P drive.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders will be selected from
students who had either initial or reevaluations. The reports in each folder will be reviewed to
ensure that recommendation sections include detailed recommendation sections in accordance
with SE 4
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 4 Reports of assessment
results
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Provide training to evaluation staff on writing a complete
summary that includes educationally relevant information regarding the student’s needs and an explicit
means of meeting the needs by January 21, 2011.
Required Elements of Progress Report(s): Provide training to evaluation staff on writing a complete
summary that includes educationally relevant information regarding the student’s needs and an explicit
means of meeting the needs by January 21, 2011.
Please conduct an internal monitoring review, post training of student records to determine whether
evaluation summaries include educationally relevant information to meet the student’s needs. Provide
a detailed narrative summary report that that indicates the number of student records reviewed at each
level, the rate of compliance, the date(s) the internal review was conducted, the name and role of the
person(s) conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
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*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 6 Determination of transition
Rating: Partially Implemented
services
Department CPR Finding: Student record review and staff interviews indicated that not all sections
of the Transition Planning Form are always completed and that the Team does not always annually
review and update the information on the Transition Planning form as appropriate. Specifically, the
action plan section of the form was not consistently completed and not all transition plans were
updated when students graduate from middle school; in some instances the form continued to reflect
the student's plan to “attend high school or vocational school”.
Narrative Description of Corrective Action: Between September 2010 and January 2011, the
Transition specialist will meet with all team chairpersons and review the components of
transition plans and how they should be completed. September 14th and 20th 2010 meetings were
also held at BHS with Guidance Department Head, Laura Milano, Dianne Tarmey and Kay
Seale to discuss transition plans and post secondary planning. The transition specialist will also
meet with middle school and high school teams between September 2010 and March 2011 to
review preparing for and writing transition plans.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: Meeting with
Education; Marsha Eidlin, Assistant Director of
BHS and Team Chairs were held during the
Special Education; Laura Milano, Transition
month of Sept 2010, Transition Planning
Specialist
Meetings with middle and high school teams
by March 2011.
Evidence of Completion of the Corrective Action: On November 17, 2010 a SEPAC workshop
will be presented to parents on Transition and Secondary planning. Laura Milano, Transition
Specialist will also develop a brochure and a packet of resources for schools ; meeting agendas;
meeting attendance sign ins and a monitoring review of transition plans from middle schools and
Brockton High will be completed throughout the school year (2010 – 2011).
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, and our Transition Specialist. In April, May and June of 2011, 10-15 special
education folders will be selected from students who are over the age of 14. Transition plans will
be reviewed for accuracy and to ensure their completion consistent with the requirements of SE 6
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 6 Determination of
transition services
Status of Corrective Action:
X Approved
Partially Approved
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Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Middle and High School relevant staff will be trained on
completing the Transition Planning Form.
Required Elements of Progress Report(sPlease conduct an internal monitoring review post training
of student records to determine whether Transition Planning Forms are fully completed. Provide a
detailed narrative summary report that that indicates the number of student records reviewed at each
level, the rate of compliance, the date(s) the internal review was conducted, the name and role of the
person(s) conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8 IEP Team composition and
Rating: Partially Implemented
attendance
Department CPR Finding: Documents, interviews, and student records indicated that although the
district composes IEP Teams with all appropriate members as detailed above, the district does not
always obtain written consent of the parent to excuse Team members and does not always obtain input
in writing from the excused member.
Narrative Description of Corrective Action: Procedure for excusing participants from a Team
meeting will be reviewed by the team chairs in a meeting between October and January 2011.
IEP Documents will include a statement in the district proposal action (N1) to ensure that input
from excused Team members has been documented in writing form. Parents have also requested
to know in advance possibly prior to the start of the TEAM meeting if there is a need to excuse a
member of the IEP team.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: January – April
Education; Marsha Eidlin, Assistant Director of
2011
Special Education; Team Chairs.
Evidence of Completion of the Corrective Action: Meeting agenda, excusal notification form to
parent, verification of district proposal action letter (NI) and attendance sign-ins.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders will be selected to
ascertain whether or not “waiver of attendance” forms are signed and in each student’s folder.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 8 IEP Team composition
and attendance
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will train Team Chairs on the excusal process
and how to obtain written input from excused members for the Team meeting.
Required Elements of Progress Report(s): Provide evidence of training agenda and sign-in sheet
with name, role and signature) for Team Chairs on the excusal process by January 21, 2011
.
Please conduct an internal monitoring review, post training, of student records to determine whether
the excusal process is completed. Provide a detailed narrative summary report that that indicates the
number of student records reviewed at each level, the rate of compliance, the date(s) the internal review
was conducted, the name and role of the person(s) conducting the review and the steps the district will
take to address any areas of continued noncompliance. Please submit this to the Department on or
before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 9A Elements of the eligibility
Rating: Partially Implemented
determination; general education accommodations
and services for ineligible students
Department CPR Finding: Interviews indicated that if a Team determines that a student is not
eligible for special education but may be eligible for accommodation(s) for disability (ies) under
Section 504, the student is not always referred for consideration under that regular education program
when appropriate to do so.
Narrative Description of Corrective Action: Procedure for determining eligibility for Section 504
accommodations, if the team has a finding of ineligibility for special education services will be
reviewed again with the Team chairs. The team chairs have been instructed to follow the special
education eligibility flow chart which includes a method for finding students eligible for 504
accommodations. The Team chairs will keep a record of how many students are found eligible
for 504 services as a result of either initial or reevaluation Team meetings. They will also keep a
record of how many students are found ineligible for either special education or 504 services.
This log will be submitted for review in January and June 2011.
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Title/Role of Person(s) Responsible for
Implementation: Kay Seale, Director of Special
Education; Marsha Eidlin, Director of Special
Education.
Expected Date of Completion for Each
Corrective Action Activity: Meeting to
review procedure will be held with Team
Chairs prior to January 2011. Logs will be
collected and reviewed in Jan &June 2011
Evidence of Completion of the Corrective Action: Meeting agenda and attendance sign-ins. Logs
to be reviewed January and June 2011.
Description of Internal Monitoring Procedures: Monthly logs that are completed by TEAM
chairs will be revised to include this information. These logs will continue to be reviewed by the
Director and Assistant Director of Special Education.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: : SE 9A Elements of the
eligibility determination; general
education accommodations and
services for ineligible students
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will train Team Chairs to track referrals to
Section 504.
Required Elements of Progress Report(s): Provide evidence of training Team Chairs on the
referral process and eligibility criteria for Section 504 by January 21, 2011.
Please conduct an administrative review of the 504 referral tracking system. Please provide a detailed
narrative describing the number of referrals, how many referrals resulted in 504 plans and a description
of the plan for on-going monitoring. Please provide this to the Department on or before May 27,
2011
Progress Report Due Date(s): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 13 Progress reports and content
Rating: Partially Implemented
Department CPR Finding: Student records and interviews indicated that progress reports at all
school levels do not consistently include written information on the student's progress toward the
annual goals in the IEP.
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Narrative Description of Corrective Action: Each Special Education Department Head will
review procedure for completing progress reports with their special education staff at their
monthly staff meetings between September 2010 through January 2011. On-going professional
development activities and training in the area of measurable goals and objectives will be
provided to special education staff to ensure that annual goals are aligned to document student’s
progress in the IEP.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: Monthly staff
Education; Marsha Eidlin, Assistant Director of
meetings (September 2010 -January 2011).
Special Education; Special Education
Professional Development activities during
Department Heads and Team Chairpersons
Department Head Meetings (November 2010
–January 2011)
Evidence of Completion of the Corrective Action: Meeting Agendas and attendance sign-ins
through Description of Internal Monitoring Procedures: Special Education Department Heads
will conduct and administrative review of 10-15 progress reports during each progress report
reporting time in November, January, April and June including ESY progress reports. As a
result of these reviews, they will meet with individual staff as needed to improve the quality of
individual progress report writing. Professional Development activities will be provided to
teachers during department staff meetings (November 2010 through January 2011) to assist
teachers in writing measurable goals and to improve the documentation of student progress
toward their annual goals in the IEP process. Building Principals will be informed regarding the
status of their schools in the implementation of SE 13
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 13 Progress reports and
content
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will have the Special Education Department
Heads train special education staff, including related services staff to write progress reports to each
student’s annual IEP goals.
Required Elements of Progress Report(s): Provide evidence of training (agenda and sign-in sheet
with name, role and signature) for each building and out-of-district on writing progress reports for
special education IEP goals by January 21, 2011.
Please conduct a post-training internal monitoring review of student records to determine whether the
progress reports are written to the IEP goals for the student.. Provide a detailed narrative summary
report that that indicates the number of student records reviewed at each building and out-of-district,
the rate of compliance, the date(s) the internal review was conducted, the name and role of the
person(s) conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
8
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 20 Least restrictive program
Rating: Partially Implemented
selected
Department CPR Finding: Student records indicated that at all school levels IEPs do not consistently
state why the removal of a special education student from the general education classroom is
considered critical to the student’s program. Also, interviews indicated that at the high school level
students are sometimes removed from the general education classroom solely because of needed
modification to the curriculum.
Narrative Description of Corrective Action: The Director and Assistant Director of Special
Education will meet with the Team Chairpersons to review the standards for determining least
restrictive environments and discuss strategies for documenting team decisions in IEPs.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: January 2011
Education; Marsha Eidlin, Assistant Director of
Special Education; Team Chairpersons; BHS
Department Head
Evidence of Completion of the Corrective Action: Meeting Agendas and attendance sign-ins.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders will be selected to
review statements of why the removal of a special education student from the general education
classroom is considered critical to the student’s program. Director and Assistant Director will
meet with BHS Department Head to clarify statements made through the interview process in
regards to removal solely made because of needed modification to the curriculum. Department
Heads and Team Chairs will ensure that general education teachers receive a copy of the IEP
and are fully aware of classroom accommodations and/or modifications. BHS Team Chair will
submit a monthly report to monitor the removal of students with disabilities from general
education to ensure justification of removal from general education is appropriate based on the
LRE standard.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 20 Least restrictive
program selected
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will train Team Chairs to write
nonparticipation justification statements for the removal of a student from the general education
classroom to state why the removal is considered critical to the student’s program and ensure that
general education teachers at the high school receive a copy of the IEP and are fully aware of
classroom accommodations and/or modifications by January 21, 2011.
Required Elements of Progress Reports: Train Team Chairs to write nonparticipation justification
statements for the removal of a student from the general education classroom to state why the removal
is considered critical to the student’s program by January 21, 2011. In addition, Department Heads at
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the High School will ensure that general education teachers receive a copy of the IEP and are fully
aware of classroom accommodations and/or modifications by January 21, 2011.
Please conduct a post-training internal monitoring review of student records to determine whether the
nonparticipation justification statements in the IEP state why the removal is considered critical to the
student’s program. Also conduct a monitoring review to determine whether high school students are
removed solely for the purpose of modifications. Provide two detailed narrative summary report that
that indicate the number of student records reviewed at each building and for the high school, the rate
of compliance, the date(s) the internal review was conducted, the name and role of the person(s)
conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 25 Parental consent
Rating: Partially Implemented
Department CPR Finding: A review of student records and interviews with staff members indicated
that although the district consistently obtains parental consent before an evaluation, it does not
provide the parent with sufficient information as to the proposed evaluations to meet the requirement
of this criterion that it be informed parental consent. Specifically, the district through a central office
proposes the same evaluations for all students by informing the parent only of cognitive and
achievement assessments. Evaluations for related services also are not consistently specified on the
consent form. Behavioral assessments were not identified on any consent form yet; evaluation reports
included comprehensive, narrative results of behavioral assessments.
Narrative Description of Corrective Action: The district will develop a description of assessments
that will accompany the parental consent. The procedure for specifically selecting assessments
and documenting these on the consent forms will be reviewed with Team Chairpersons at
department meetings.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: The description
Education; Marsha Eidlin, Assistant Director of
of assessments will be completed and
Special Education; Team Chairpersons
submitted to the DESE by January 2011.
Meetings to review procedures will also be
completed by January 2011.
Evidence of Completion of the Corrective Action: Assessment description document; meeting
agenda and attendance sign-in.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders of students who either
had initial evaluations or reevaluations will be selected to ensure the inclusion of the assessment
description along with the parental consent form.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 25 Parental consent
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will train Team Chairs on the selection of
assessments to determine eligibility that include the areas of suspected disabilities (behavior, cognition,
achievement and any related services assessments needed) as well as the required history and current
functioning in the general education classroom. Each evaluation proposed is documented on the
consent form.
Required Elements of Progress Report(s): Provide evidence of training on securing parental
informed consent to evaluations (agenda, handouts and a sign-in sheet with date, name, role and
signature) by January 21, 2011.
Please conduct a post-training internal monitoring review of student records to determine whether the
parental consent is informed for evaluations to determine or re-determine eligibility. Provide a detailed
narrative summary report that that indicate the number of student records reviewed at each building,
the rate of compliance, the date(s) the internal review was conducted, the name and role of the
person(s) conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 29 Communications are in
Rating: Partially Implemented
English and primary language of home
Department CPR Finding: The student record review indicated that the district does not consistently
provide oral and written translations. Some records had translation of some communications with the
home, but not all important documents were translated in the same record. In some cases meeting
invitations were translated, but not the notice of proposed district action following the meeting; some
IEPs were translated, but not progress reports; some evaluation reports were translated, but not all;
not all consent to evaluate forms were translated; and, documentation of interpreter attendance at
Team meetings or interpreter assistance was not consistently noted in the student record.
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Narrative Description of Corrective Action: Procedure for obtaining both oral and written
translations will include documentation in EASY IEP communication log and/or the (N1)
District Proposal Action form to document that all mandated documents be presented to parent
by oral and /or written translations. Documentation of interpreter attendance or assistance at
Team meetings will be noted on attendance sign in and/or in the N1 document. This process will
be reviewed with both the team chairpersons and special education department heads at monthly
special education administrators meetings (Sept 2010 –December 2010).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: Procedure will be
Education; Marsha Eidlin, Assistant Director of
written and reviewed at special education
Special Education; Team Chairpersons; Special
meetings (Sept 2010 – Dec 2010)
Education Department Heads.
Evidence of Completion of the Corrective Action: Copy of the written procedure; copies of forms
documenting translations; meeting agenda and attendance sign-in.
Description of Internal Monitoring Procedures: An administrative review will be conducted by
the Director and Assistant Director of Special Education in conjunction with the Team
Chairpersons, In January and April 2011, 10-15 special education folders of students whose
parent speaks another language other than English will be selected to ensure that the district has
provided oral and/or written translation documents in accordance to SE29.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 29 Communications are
Status of Corrective Action:
in English and the primary language of
X Approved
Partially Approved
the home
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: The district will refine and disseminate the policy to have
oral and written translations documented consistently.
Required Elements of Progress Reports: Provide a copy of the translation policy and procedures
and evidence of dissemination to building principals and relevant staff by January 21, 2011.
Please conduct a post-training internal monitoring review of student records to determine whether
written and oral translations are documented in the student record. Provide a detailed narrative
summary report that that indicate the number of student records reviewed at each building, the rate of
compliance, the date(s) the internal review was conducted, the name and role of the person(s)
conducting the review and the steps the district will take to address any areas of continued
noncompliance. Please submit this to the Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 40 Instructional grouping
Rating: Partially Implemented
requirements for students age five and older
Department CPR Finding: Documents and interviews indicated that the district does not always meet
the requirements outlined in this criterion. Specifically, there is a substantially separate group at the
high school with 21 students 3 teachers and 2 paraprofessionals. The district did not provide written
notification to the Department of the district decision to increase the instructional group size. There
are also four other instructional groups for substantially separate programs that exceed the class size
limits and although notice was provided to the Department, there was no evidence that written notice
was provided to parents of all group members of the decision to increase the group size.
Narrative Description of Corrective Action: After investigation, it was determined that the class
size was within legal limits and that on several occasions, teachers combined their classes within
the Water Leaf Studio. This was not a consistent practice. Twenty one students were divided
among three separate classes.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dianne Tarmey, SPED
Corrective Action Activity: October 2010
Department Head; Kay Seale, Director of Special
Education; Marsha Eidlin, Assistant Director of
Special Education and Principals
Evidence of Completion of the Corrective Action: Memo from Dianne Tarmey.
Description of Internal Monitoring Procedures: The Director of Special Education and Assistant
Director of Special Education , and Department Heads will provide on-site monitoring to ensure
adherence to instructional grouping requirement and review process at Department Head
meetings . Department Heads will monitor monthly class lists to ensure that class sizes are in
accordance to SE 40.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 40 Instructional grouping
Status of Corrective Action:
requirements for students age five and
X Approved
Partially Approved
older
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: The district will disseminate the requirements for
instructional groupings to high school Department Heads who will report to the Special Education
Director any groupings that are out of compliance. A report of all groupings of IEP students will be
conducted in January.
Required Elements of Progress Report(s): Provide evidence of the dissemination of the
requirements for instructional groupings to high school Department Chairs and the results of a review
of all classes comprised of only students on IEPs for instructional grouping by January 21, 2011.
Progress Report Due Date(s): January 21, 2011
13
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 41 Age span requirements
Rating: Partially Implemented
Department CPR Finding: Documents and interviews indicated that not all instructional groupings
meet the requirements of this criterion. Specifically there is a substantially separate grouping at the
high school where the age span is 57 months and the district had not submitted a written request for
approval to serve a wider range to the Commissioner at the time of this review.
Narrative Description of Corrective Action: The Director and Assistant Director of Special
Education will review age span regulations and notification process of approval at a monthly
department head meeting in November 2010. Class lists will be reviewed at the same department
head meeting to ensure that age span regulations are being adhered to.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kay Seale, Director of Special
Corrective Action Activity: December 2010.
Education; Marsha Eidlin, Assistant Director of
Special Education; Special Education
Department Heads and Principals
Evidence of Completion of the Corrective Action: Meeting agenda and attendance sign-in
Description of Internal Monitoring Procedures: The special education department heads with
director of special education and assistant director of special education will regularly monitor
age span with special education programs by maintaining a class lists of all substantially separate
programs as well as (through monthly departmental meetings). Principals will be informed of
any violation and a request for approval will be sent to the Commissioner.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 41 Age span
requirements
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Conduct a review for age span for all instructional
groupings of IEP students at the high school.
Required Elements of Progress Reports: Report the results of each instructional grouping for age
span at the high school by recording each student’s date of birth for each class of IEP students by
January 21, 2011.
Progress Report Due Date(s): January 21, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 55 Special education facilities
and classrooms
14
Rating: Partially Implemented
Department CPR Finding: Observation of facilities indicated that classrooms provided for eligible
students at the Plouffe School do not maximize the inclusion of special education students into the life
of the school. Specifically, the second floor of the building houses special education classrooms, the
third floor houses general education classrooms, and special education students who are partially
included leave the second floor to participate in classes with typical peers. Also, at the Plouffe School
the substantially separate program for emotional and behavioral disabilities is isolated on the lowest
level of the building away from all other academic classes.
Narrative Description of Corrective Action: Classrooms with special needs students were
relocated at the Plouffe School to be integrated with other general education classrooms. The
substantially separate program for emotional and behavioral disabilities was moved to the
George School which is one of the new schools recently built in the district.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Michelle Nesralla, Principal
Corrective Action Activity: September 2010
Plouffe School.
Evidence of Completion of the Corrective Action: Floor Plan Plouffe School
Description of Internal Monitoring Procedures: Michelle Lanner, Middle School SPED Dept
Head; Karen Crowley, SPED Dept Head, verified new location of classrooms and will continue
to work with Plouffe School administration to maximize inclusion opportunities of special
education students into the life of the Plouffe school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 55 Special education
facilities and classrooms
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Provide evidence of the classrooms moved at Plouffe
School.
Required Elements of Progress Report(s): Provide a floor plan of all three levels of Plouffe School
and indicate the current special education classroom locations. Also provide a floor plan for the
George School and indicate the locations of special education classrooms at that school by January
21, 2011.
Progress Report Due Date(s): January 21, 2011.
15
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Brockton Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Salvatore Terrasi, Ph.D.
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: September 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 3 Access to a full range of
education programs
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation indicated that not all students
identified as limited English proficient and not all students with a disability have access to
the full range of education programs at the high school. Specifically, there are four levels
of academic achievement offered at the high school and students with disabilities and those
who are limited English proficient do not have access to earn credit at the highest two levels.
Also, documents and interviews indicated that students with disabilities assigned to the
Lincoln School in grades 3-6 do not have access to physical education classes.
Narrative Description of Corrective Action: Central Office staff will meet BHS
administrators, and administrators from the Special Education and Bilingual departments
to discuss the scope of the problem, to review existing practices, and to revise as indicated.
The district will identify students in special education and bilingual programs who take
classes and earn credits at the highest two levels. Finally, the district has moved the Lincoln
School to the Goddard School location. Students are now provided with access to physical
education classes at the Brockton Old Colony Y.
16
Title/Role of Person(s) Responsible for
Implementation:
Salvatore Terrasi, Ph.D.
Executive Director, Pupil Personnel
Expected Date of Completion for Each
Corrective Action Activity:
Meet BHS, SPED, Bilingual by 11/15/10;
Provide agenda & meeting minutes, and
Copies of Schedules by 12/31/10;
Lincoln/Goddard Physical Education by
9/1/10.
Evidence of Completion of the Corrective Action: Agenda & meeting minutes;
Student Schedules indicating course selection at BHS for ELL and SWD, or a revised
course selection procedure, if warranted.
Schedule for the provision of physical education classes for Goddard School students will be
provided by 12/31/10.
Description of Internal Monitoring Procedures: Yearly monitoring of student course
selection by BHS Guidance Dept. Head; internal sampling of student schedules.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: : CR 3 Access to a full range
of education programs
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district moved students from Lincoln School to
Goddard School where students receive physical education at the Brockton Old Colony Y. The
students with disabilities and limited English proficiency will have access to highest two levels of
academic achievement after central office and cross departmental review as well as adapted course
selection procedures if needed.
Required Elements of Progress Report(s): Please provide schedules for Brockton High School
students (5 students with disabilities and 5 students from the bilingual program) that demonstrate
access to the two highest levels of academic courses. Also, provide a Program of Studies. Provide
evidence of the Goddard School’s physical education schedule for grades three through six by
January 21, 2011.
Progress Report Due Date(s): January 21, 2011
17
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 6 Availability of in-school
Rating: Partially Implemented
programs for pregnant students
Department CPR Finding: Documentation showed that the district’s written policy requires a
pregnant student to obtain the certification of a physician that the student is physically and emotionally
able to continue and does not require such certification for all students for other physical or emotional
conditions requiring the attention of a physician.
Narrative Description of Corrective Action: Revise the district’s written policy on PREGNANT STUDENTS.
Title/Role of Person(s) Responsible for
Implementation: Salvatore Terrasi, Ph.D.
Expected Date of Completion for Each
Corrective Action Activity: Consult with district
Executive Director, Pupil Personnel
Evidence of Completion of the Corrective Action:
legal counsel by 11/15/10. Produce revised policy by
12/31/10. Have revised policy approved by BPS school
committee by2/15/2011. Disseminate & discuss policy on
website, administrator meetings by 6/15/2011.
Revised policy; inclusion of website; meeting agenda and
signatures of attendance.
Description of Internal Monitoring Procedures: Yearly review of civil rights policies for building level
administrators with agendas & attendance records maintained by Office of Pupil Personnel.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 6 Availability of inschool programs for pregnant students
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will review and amend the pregnancy policy.
Required Elements of Progress Report(s): Provide a copy of the language for the pregnancy policy
by January 21, 2011.
Provide evidence of dissemination and training on the new policy for all buildings by May 27, 2011.
Progress Report Due Date(s): January 21, 2011 and May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be translated
into languages other than English
18
Rating: Partially Implemented
Department CPR Finding: Documents, student records and interviews indicated that although much
of the important information and documents being distributed to parents is translated into the major
languages of the district, the provision of translated materials is not consistent district-wide.
Specifically, not all schools provide translated report cards and progress reports, not all schools
provide copies of translated student handbooks, and the translation of important special education
documents and materials are also not always translated when required.
Narrative Description of Corrective Action: Develop a districtwide workgroup to identify gaps in translation
practices, especially regarding report cards, progress reports and handbooks. The workgroup will produce a set of
procedures to insure that all schools provide copies of important documents, or arrange for oral translation.
Title/Role of Person(s) Responsible for
Implementation: Salvatore Terrasi, Ph.D. Exec. Dir.;
Expected Date of Completion for Each
Corrective Action Activity:
Committee formulation & meetings 10/2010 – 3/2011;
Written procedures document by 3/31/2011;
Dissemination at bldg. and dept. meetings by 6/15/2011
Evidence of Completion of the Corrective Action: Workgroup committee agendas & attendance;
Written procedures document;
Agendas & attendance for bldg. & dept. mtgs.
Description of Internal Monitoring Procedures: Meeting records and procedures documents to be
maintained by Pupil Personnel, Special Education, and Bilingual depts. Internal audit of random cases will be conducted
on a yearly basis by the Directors of the Special Education and Bilingual Depts.
Kay Seale, Director of Special Ed.;
Jose Pinheiro, Director of Bilingual
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
translated into languages other than
X Approved
Partially Approved
English
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: The district will establish a workgroup to identify practices
to ensure translations of report cards, progress reports, handbooks and special education documents.
Required Elements of Progress Report(s): Please provide a narrative description of the practices
identified by the district workgroup to ensure translations of report cards, progress reports, handbooks
and special education documents. Please also provide evidence that these practices and procedures
have been distributed to all staff members who serve as special education Team Chairperson. Please
provide both to the Department on or before January 21, 2011.
Provide a copy of the practices disseminated to each building and the methods to secure translations
that identify persons responsible within each building by January, 21, 2011.
Please conduct a post-training internal monitoring review of student records to determine whether
translated documents were provided. Provide a detailed narrative summary report that that indicates
the number of student records reviewed at each level, the rate of compliance, the date(s) the internal
review was conducted, the name and role of the person(s) conducting the review and the steps the
district will take to address any areas of continued noncompliance. Please submit this to the
Department on or before May 27, 2011.
*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 level for the records reviewed; 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): January 21, 2011 and May 27, 2011
19
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7A School year schedules
Rating: Partially Implemented
Department CPR Finding: Documents and interviews indicated that not all schools in the district
meet the minimum required hours for instructional time as outlined in this criterion. Specifically,
Lincoln, Arnone, George and Huntington elementary schools do not meet the minimum of 900 hours of
structured learning time for elementary schools; Plouffe, Davis, and Raymond middle schools do not
meet the 990 hours of structures learning times, as they are designated as secondary schools by the
Superintendent.
Narrative Description of Corrective Action: District will correct the improper designation of the above
mentioned schools.
Title/Role of Person(s) Responsible for
Implementation: John Jerome, Deputy Superintendent;
Salvatore Terrasi, Ph.D., Exec. Dir., Pupil Personnel
Evidence of Completion of the Corrective Action:
Expected Date of Completion for Each
Corrective Action Activity:
Re-calculation of minimum required hours for elem.
schools; and re-designation of middle schools by
12/31/2010. Annual review of required hours at K-12
principals meetings beginning 9/1/2011.
Completion and submission of new worksheets for
required hours for each school identified above.
Description of Internal Monitoring Procedures: Records and worksheets to be maintained by the Deputy
Superintendent’s Office and Pupil Personnel Office. Agenda item and attendance signatures for annual K-12 principals’
meeting to review minimum required hours.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7A School year
schedules
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Principals will meet to ensure that all elementary schools
have the minimum structured learning hours, 900 hours. The middle schools will be re-designated as
middle schools, not secondary schools.
Required Elements of Progress Report(s): Provide the minutes of the meeting with principals and
new work sheets to demonstrate how additional structured learning time was included in the schools
schedules by January 21, 2011.
Provide evidence of the re-designation of middle schools (i.e. School Committee minutes) by May 27,
2011.
Progress Report Due Date(s): January 21, 2011 and May 27, 2011
20
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7B Structured Learning Time
Rating: Partially Implemented
Department CPR Finding: Documents indicated that one school in the district does not meet the
minimum requirements of this criterion. Specifically, the Lincoln school indicated that time on
learning includes breakfast and lunch which is specifically excluded by this criterion.
Narrative Description of Corrective Action: The district will review the regulations regarding structured
learning time and their application to therapeutic day-schools. The district will re-calculate the time on learning
worksheet, and adjust the school hours as indicated, or provide evidence to support the current calculation.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity: Meeting with school
Salvatore Terrasi, Exec. Dir., Pupil Personnel;
Kay Seale, Director of Special Education;
John Lander, Special Education Department Head
Evidence of Completion of the Corrective Action:
administrator, special education administrators by
11/15/2010 to review current time/learning calculations
and applicable regulations. Adjust school schedule or
provide evidence to support current schedule by
12/31/2010
Meeting agenda, attendance, and minutes. Provision of
applicable guidance on regulations, as well as relevant IEPs.
Description of Internal Monitoring Procedures: Building administrator will provide an annual calculation of
structured learning time calculation as part of therapeutic day school renewal application.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7B Structured Learning
Time
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district must adjust the schedule for Lincoln School to
include 900 structured learning hours.
Required Elements of Progress Report(s): Provide evidence of the adjusted schedule for structured
learning time for Lincoln Elementary School, including minutes from the administrative meeting and a
new worksheet for structured learning time by January 21, 2011.
Progress Report Due Date(s): January 21, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks and
codes of conduct
Rating: Partially Implemented
Department CPR Finding: Documents indicated that although the student handbook contains a
nondiscrimination policy and procedures for accepting, investigating, and resolving complaints it does
not reference M.G.L. c. 76, s. 5 and further does not contain the disciplinary measures that the school
may impose if it determines that harassment or discrimination has occurred as required by this
criterion.
21
Narrative Description of Corrective Action: The district will include in all student handbooks a reference to
M.G.L., c.76, s.5, along with disciplinary measures that the school may impose if it determines that harassment or
discrimination has occurred. District level training will be scheduled to review the handbook revision.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Michael Thomas, Exec. Dir. of Operations
Evidence of Completion of the Corrective Action:
Handbook revision by April, 2011;
Principal training to review revision by June, 2011
Revised handbooks; Meeting agenda and participants
signature indicating attendance at training
Description of Internal Monitoring Procedures: Annual revision/updating of student handbooks to be
coordinated by Executive Director of Operations
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: : CR 10A Student
handbooks and codes of conduct
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Amend the code of conduct to include the
nondiscrimination citation and add the consequences for harassment and discrimination.
Required Elements of Progress Report(s): Provide a copy of the amended code of conduct and the
consequences for harassment and discrimination by May 27, 2011.
Progress Report Due Date(s): May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14 Counseling and counseling
Rating: Partially Implemented
materials are free form stereotypes and bias
Department CPR Finding: Documents and interviews indicated that the district does not have a
process in place to ensure that counseling materials are free from bias and stereotypes.
Narrative Description of Corrective Action: The district will utilize current guidance steering committees to
examine counseling materials to ensure that they are free from bias and stereotyping. Documentation will include a listing
of materials reviewed, dates examined, and participating staff. Materials found to be unsuitable will be modified or
replaced.
Title/Role of Person(s) Responsible for
Implementation: John Snelgrove, Guidance Dept. Head
Expected Date of Completion for Each
Corrective Action Activity: Materials review and
supporting documentation by 5/31/2010
Evidence of Completion of the Corrective Action: Agenda and attendance of guidance steering committee
meetings; list of materials reviewed; summary of actions taken to modify/replace unsuitable materials.
Description of Internal Monitoring Procedures: Guidance dept. heads will conduct annual review of
materials and maintain supporting documentation as evidence of the review process
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14 Counseling and
Status of Corrective Action:
counseling materials are free form
X Approved
Partially Approved
stereotypes and bias
Basis for Partial Approval or Disapproval: Not Applicable
22
Disapproved
Department Order of Corrective Action: The district will convene a guidance steering committee to
review counseling materials and determine that they are free of stereotypes and bias.
Required Elements of Progress Report(s): Provide a listing of materials reviewed, the outcome and
persons who participated on the Guidance Steering Committee by January 21, 2011.
Progress Report Due Date(s): January 21, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Notice to students 16 or
Rating: Partially Implemented
over leaving school without a high school diploma,
certificate of attainment, or certificate of completion
Department CPR Finding: Documents and interviews indicated that although the district does send
notice to students 16 or over leaving without a high school diploma it does not send annual notice in
accordance with the elements of this criterion. Specifically, the district does not send annual written
notice to former students who have not earned their competency determination (or transferred to
another school) to inform them of the availability of publicly funded post-high school academic support
programs and to encourage them to participate in those programs as required by this criterion.
Narrative Description of Corrective Action: Meet with high school administration, including alternative
schools, to review requirements for annual notice to former students without a competency determination. The district will
conduct an annual mailing to inform students of post-high school, publicly funded options and to encourage participation.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Catherine Leger, High School Guidance Dept Head;
Shailah Stewart, Partnership Coordinator
Meet with high school administrators by 11/15/2010;
Revised annual mailing to former students by
7/30/2011
Evidence of Completion of the Corrective Action: Agenda, minutes, and participants for meeting with HS
admin.; Revised notification, listing of students notified, and records of outreach efforts
Description of Internal Monitoring Procedures: Guidance dept. administrators will maintain documentation
regarding annual notification [e.g., copy of letter, dates sent, and a listing of students notified]
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16 Notice to students 16
Status of Corrective Action:
or over leaving school without a high
X Approved
Partially Approved
school diploma, certificate of
attainment, or certificate of completion
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: The district will conduct mailings annually for
students who have not reached competency.
Required Elements of Progress Report(s): Provide a copy of the letter sent and a listed of student
who have not reached competency for the 2010-2011 school and to whom the annual notice was sent
by May 27, 2011
Progress Report Due Date(s): May 27, 2011
23
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 24 Curriculum review
Rating: Partially Implemented
Department CPR Finding: Documents and interviews indicated that at the time of this review the
district did not have a mechanism to ensure that individual teachers review all educational materials
for simplistic and demeaning generalizations, lacking intellectual merit, on the basis of race, color,
sex, religion, national origin and sexual orientation as required.
Narrative Description of Corrective Action: The district will utilize current curriculum steering committees
[e.g., ELA steering committee, Social Science steering committee, etc.] to review educational materials in use by subject
area and level to ensure that they are free from bias and stereotyping. Materials found to be unsuitable will be modified or
replaced.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
John Jerome, Deputy Superintendent;
Virginia Lynch, Executive Director, Teaching & Learning;
Sharon Wolder, Associate Principal
Curriculum Review by May 15, 2011
Evidence of Completion of the Corrective Action: Documentation will include a listing of materials reviewed,
dates examined, and participating staff.
Description of Internal Monitoring Procedures: Curriculum steering committees will conduct annual review
of materials and maintain supporting documentation regarding meeting dates, materials examined, and action taken
regarding materials found to be unsuitable.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 24 Curriculum review
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: The district will ensure that curriculum steering
committees will review materials for instruction.
Required Elements of Progress Report(s): Provide the schedules for the curriculum steering
committees for the 2010-2011 school year that demonstrate that the committees will or have reviewed
materials to ensure that instruction materials doe not contain simplistic and demeaning generalizations.
Please provide this by January 21, 2010.
Progress Report Due Date(s): January 21, 2011
24
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Brockton
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Name of School/District Staff Member
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: September 14, 2011
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: Sheltered English immersion (SEI) is a program model for limited English
proficient (LEP) students composed of two parts—English as a second language (ESL) and sheltered
content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP
students only and designed to promote the English language development of LEP students. Sheltered
content instruction is an approach for teaching content to LEP students in strategic ways that make the
subject matter concepts comprehensible while promoting the LEP students’ English language
development.
Brockton Public Schools offers a variety of program models within the district. Sheltered English
Immersion, Transitional Bilingual Education and Two-Way Models are offered to LEP students. In
each model, students receive English as a Second Language (ESL); however, the amount of ESL taught
varies from school to school. For the majority of LEP students in the district, the number of hours of
direct ESL instruction is inconsistent with recommended hours as outlined in the Department’s
September 2009 guidance document: “Guidance on Using MEPA Results to Plan Sheltered English
Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient (LEP)
Students." There are some students at Brockton High School who receive the appropriate amount of
ESL instruction but, it is only for half of the school year.
Documentation shows that Brockton has a district created ESL curriculum for all grade levels that is
based on the Massachusetts English Language Proficiency Benchmarks and Outcomes.
25
Narrative Description of Corrective Action:
Elementary Schools
Students in grades one through five and who are at MEPA proficiency levels 1 – 3 will be enrolled in
the self-contained SEI Program. The implementation of kindergarten self-contained Structured
English Immersion program, which was begun this year, targets students at MEPA levels 1 and 2. In
these two programs, students will receive ESL and ESL in the content area instruction from their
classroom teacher, who is often certified in elementary and ESL or TBE. These two programs will
enable the building based ESL teacher(s) to service the remainder of LEP students at grades K-5 who
are attending SEI in integrated classes or who are at the higher MEPA proficiency levels. ELL students
enrolled in the Two-Way Program will also receive ESL instruction through their English-side teacher,
who may be licensed in ESL.
The number of minutes of ESL instruction in SEI in self-contained settings and Two-Way programs
surpasses the 2.5 hours of minimum instruction as outlined in the DESE guidance of 2009.
The Director of Parent Information and School Registration Center and the building principals will be
notified by memo that placement of limited English proficient students (LEP) and ESL instruction will
follow what is- stated above. The Department Head of Bilingual/ESL Services, K-8, the English
language acquisition coaches and the ESL teachers will be briefed on this issue during their regular
meetings and they will receive instructions on how to proceed. The English language acquisition
coaches will train the members of the Language Assessment Teams (LAT).
The Department Head of Bilingual/ESL Services, K-8, will verify that LEP students in elementary school
are receiving ESL instruction as stated above.
Middle Schools
Currently, LEP students in middle school receive two ESL classes of 55 minutes each. Effective the
second semester of 2010 (January 27, 2001), the block of time currently dedicated to Practical Skills
will be utilized for MEPA Levels 1-2 students to receive additional ESL instruction. This will bring the
total minutes of ESL instruction to 165 per day.
The middle school principals will be notified by memo and during their monthly meetings.
The Department Head of Bilingual/ESL Services, K-8, will verify that what is stated above is properly
implemented.
High School
As it can be seen from the attached students’ schedules, LEP students with English language
proficiency levels 1 and 2 receive two full year ESL courses of 66 minutes each. Contrary to what was
stated on the findings, LEP students with English language proficiency levels 3, 4 and 5, receive one
full year and one half year ESL courses of 66 minutes each.
The building principal and the Department Head of Guidance, 9-12, will be notified by memo that all
ELLs will continue to receive ESL services according to what was stated above, and the Department
Head of Bilingual/ESL Services will verify every semester that all LEP students are receiving the
amount of ESL services as stated above.
26
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: January 27, 2011
Services; Building Principals; and Department
Heads of Bilingual/ESL Services
Evidence of Completion of the Corrective Action: LEP students receiving proper amount of ESL
instruction as recommended on DESE’s September 2009 guidance document: “Guidance on Using
MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make Reclassification
Decisions for Limited English Proficient (LEP) Students."
Description of Internal Monitoring Procedures: Review of teachers and students’ schedules
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:
As reported in the Department’s SIMS database, Brockton is a high incidence district with over three
thousand English language learners (ELLs) enrolled.
Concerning content instruction, documents submitted show that the district’s work is still in progress
and intends to continue their professional development training until “all staff with LEP students have
the required Category training and educator licensure” (see also ELE 15). Therefore, not all teachers
instructing ELLS are trained to shelter content. (See also ELE 15 concerning teachers’ professional
development in the four categories of Sheltered English Immersion (SEI) PD training).
Regarding hours of ESL/ELS instruction, the district reports that it will restructure its programs at the
elementary, middle, and high school grades to comply with this Corrective Action Plan (CAP).
However, the restructuring plan is a work in progress. The district submitted documentation on five
out of 22 schools on hours of ESL instruction ELLs receive. However, the information does not reflect
a clear correlation between ELLs’ English language proficiency level and the Departments’
recommended hours of instruction (which are noted below). For all grades the district described hours
of ESL instruction ELLs receive0 for English proficiency levels 1-2 or 1-3 in all grades (See
elementary, middle and high school notes below), but provides much less clarity on hours of
instruction ELLs receive in levels four and five, except at the high school level.
At the elementary grades, the district states that once programming changes in ESL instruction are
implemented, the district will surpass the “2.5 hours of minimum instruction as outlined in DESE
guidelines of 2009” for ELLs placed in SEI self contained settings and ELLs in Two-Way programs.
The district did not clarify, however, if the 2.5 hours of instruction will be provided daily and if ELLs
placed in SEI integrated settings served by a building-based ESL teacher also will receive 2.5 hours
daily of English language instruction. Additionally, the hours of ESL instruction for ELLs in English
proficiency levels four and five were not provided. Therefore, the Department cannot determine if
ELLs at these levels are receiving adequate hours of ESL instruction.
At the middle school grades, the district will institute changes concerning hours of ESL instruction
provided to ELLs in English proficiency levels 1-2. If the changes are implemented as designed, the
district will meet the minimum ESL instruction hours for those levels. However, information
concerning hours of instructions for ELLs in levels 4 or 5 was not provided and therefore the
Department cannot determine if ELLs are receiving adequate hours of ESL instruction at these levels.
At the high school grades, the descriptive information provided by the district indicate that ELLs are
27
divided into two groups: those whose English proficiency levels are at level 1 and 2 in one group and
those in proficiency levels 3, 4, and 5 in the other group. ELLs in levels 1 and 2 receive ESL courses
of 66 minute blocks of time for “two full years.” The second group also receives 66 minute blocks of
time, but only for eighteen months. The district did not translate the information into hours of
instruction per week, making it difficult to determine if it meets the Department’s recommendations
(See note below on recommended hours of instruction). Also, the district does not describe procedures
the high school follows after the ELLs’ two full years or the eighteen months of ESL courses are
finished, especially if any of those ELLs is not ready to exit the ELE program.
The department find the district out of compliance with Chapter 71 A, as there are teachers who have
not completed all the required categories of SEI professional development, which focuses on the skills
and knowledge necessary for sheltering instruction, as described in the Commissioner’s Memorandum
of June 2004, and in addition, most ELLs, especially those in the middle schools, are not yet receiving
adequate levels of ESL instruction consistent with Chapter 71A.
The following note indicates the hours of ESL instruction recommended by the
“The Guidance on Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and
Make Reclassification Decisions for Limited English Proficient (LEP) Students” The hours of ESL
instruction for ELLs in levels 1 and 2 should be 2.5 hours per day (or 12.5 hours a week) to a full day;
for level 3, 1-2 hours per day (or 5-10 hours a week), and for both levels 4 and 5, 2.5 hours per week.
Department Order of Corrective Action:
See also, ELE 15 for issues concerning professional development.
 Provide evidence that ESL/ELD is provided to all ELLs in the district by a certified ESL
teacher and that hours of instruction recommended by the Department Guidance document
(cited above) are followed.
Institute continuous internal monitoring procedures of ELLs to resolve CAP issues and ensure
continuous district compliance with the following:
 Meet the Department recommended hours of ESL instruction provided to all ELLs in the
district in accord with the students’ English proficiency level
 Ensure that teachers providing content instruction to ELLs are trained in the four categories of
SEI.
 Ensure that teachers holding an ESL license are providing ESL instruction to ELLs in all ELE
programs in the district.
 Provide appropriate grade level content instruction to all ELLs enrolled in the district
 Ensure that all ELLs are re-designated in accord with district’s policy
Required Elements of Progress Report(s):
Submit evidence that ESL/ELD is provided to all ELLs in the district by a licensed ESL teacher and
that hours of instruction recommended by the Department Guidance document (cited above) is being
followed. Specifically provide the following by May 20, 2011.



A list of ELLs per school in the district with their MEPA proficiency levels, the number of
hours of ESL/ELD instruction they receive, and the names of the ESL/ELD teachers
Five sample schedules per school in the district supporting the hours of ESL/ELD instruction
that are evidenced in the aforementioned list
See ELE 14 for comments on teacher licensing
28


Placement of ELLs with teachers who have been trained in all four categories of SEI PD
training
See ELE 6 for comments on re-designation of ELLs
Provide status updates on the above by September 9, 2011
Submit evidence of the most recent quarterly monitoring report. Include names of staff responsible,
results of internal monitoring, and actions taken to remedy any areas of non-compliance by June 17,
2011. Provide an update by September 9, 2011
Progress Report Due Date(s): June 17, 2011 and September 9, 2011
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: Brockton Public Schools has established a standard process for redesignating students to Formerly Limited English Proficient, however the criteria used for exiting
students is not consistently implemented throughout the district. Interviews clearly indicated that the
criteria for re-designating a student vary from school to school.
Narrative Description of Corrective Action: The Brockton Public Schools re-wrote its Placement and
Reclassification of Limited English Language Students policy which includes the section on Redesignation of a student from Limited English Proficient (LEP) to Formerly Limited English Proficient
(FLEP). This policy is aligned to DESE’s Guidance on Using MEPA Results to Plan Sheltered English
Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient (LEP)
Students.
This document will be disseminated to all school principals, members of the Language Assessment
Teams, guidance counselors and other school administrators and staff who work with English
language learners, and training of personnel and administrators will be conducted as needed. This
policy will be strictly followed to ascertain proper enforcement.
Placement and Reclassification of Limited English Proficient Students document is hereby attached.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: Spring and
Services, Building Principals, Department Heads of
Summer of 2011.
Bilingual/ESL Services
Evidence of Completion of the Corrective Action: LEP students properly placed in programs or redesignated as FLEP according to Placement and Reclassification of Limited English Proficient Students
document.
Description of Internal Monitoring Procedures: Review of LAT documentation, placement
recommendation sent to the Parent Information and School Registration Center, students’ schedules,
and re-designation of LEP student document.
29
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6 Program exit and
readiness
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See also ELE 5 for comments on hours of instruction.
Although the district submitted a satisfactory written policy statement addressing re-designation,
procedures, it must demonstrate that all schools are following district’s policy on exiting ELLs from an
ELE program.
Department Order of Corrective Action:
Please provide the following:
See ELE 5 for comments on internal monitoring. Also, internal monitoring must include all schools in
the district.
Evidence that re-classification of ELLS in all schools is in keeping with the district’s policy.
Required Elements of Progress Report(s):
Please submit the following:

A copy of memorandum distributed to district staff responsible for re-designation of students.
Submit this by June 17, 2011.

Attendance list of personnel and administrators who were trained in the use of the revised
policy on reclassification procedures.

Evidence that schools in the district are re-designating ELLs according to district’s policy (For
example letters sent to parents describing exiting procedure). Submit this June 17, 2011.

See ELE 5 for comments on internal monitoring procedures that include this criterion.
Progress Report Due Date(s): June 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional grouping
Rating: Partially Implemented
Department CPR Finding: The district reported that many staff members have not completed SEI PD
as described in the June 2004 Commissioner’s Memorandum; therefore, not all English Language
learners are receiving effective sheltered content instruction. Interviews also indicated that not all
schools group students by proficiency level for ESL as required.
30
Narrative Description of Corrective Action: Elementary LEP students in the Structured English
immersion in a Self-Contained setting program are students at the beginning English proficiency levels
(MEPA Levels 1, 2 and 3). These students receive ESL from their classroom teacher, who is often
certified in elementary and ESL or TBE. This ESL instruction is targeted for students in the beginning
levels of English language proficiency. Within the classroom, the teacher utilizes flexible grouping and
instructional differentiation to ensure that students are receiving ESL appropriate for their MEPA
proficiency level. When students are at a higher English language proficiency level (MEPA Levels 4
and 5), they receive ESL instruction in a pull-out setting from the building based ESL instructor. The
ESL teacher organizes her groupings, modifies her curriculum, and plans activities for students at
varying English proficiency level
At the middle and high school levels, English as a second language classes are organized by
proficiency levels. (ESL Level I, ESL Level II, and ESL Level III). Curriculum and instruction in these
classes are organized specifically for students at a particular English proficiency level. Presently, there
is no ESL teacher for middle schools where there is not a TBE or SEI program. An ESL teacher to
service these students will be hired.
Please refer to ELE 15 for SEI professional development corrective action.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL Services, Corrective Action Activity: August 2011
Deputy Superintendent of Schools and Department
Heads of Bilingual/ESL Services
Evidence of Completion of the Corrective Action: Teachers and students’ schedules, and
documents concerning PD offerings as outlined in ELE 15. The hiring of a middle school ESL teacher.
Description of Internal Monitoring Procedures: Review of LEP students’ schedules and review of
SEI database
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: According to the district, middle schools that do not have
an on-site TBE or SEI program have no ESL teacher to provide ESL instruction to ELLs. Moreover,
the corrective action will not be completed until August, 2011. The district did not elaborate on how
many ESL teachers will be hired or what district efforts are necessary to provide ESL services to ELLs
in the short-term.
If teachers instructing ELLs are going to form group ELLs for ESL instruction, then such groups must
be formed by proficiency level and taught by licensed ESL teachers. Groups may be mixed by no
more that three grade levels and factors such as maturity, literacy levels, cultural considerations and
personality factors must be taken into consideration.
Department Order of Corrective Action:
The district must provide ESL instruction to middle school ELLs who are without an ESL teacher as
soon as possible.
31
Required Elements of Progress Report(s):
Provide ESL instruction to ELLs in middle school who are currently without an ESL teacher by June
17, 2011.
Submit evidence that ESL certified teacher(s) have been hired to provide ESL instruction to ELLs in
the middle schools by September 9, 2011.
Progress Report Due Date(s): June 17, 2011 and September 9, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parent notification
Rating: Partially Implemented
Department CPR Finding: Documents and student records indicated that the district notice to
parents does not meet the requirements of this criterion. Specifically, not all notices contain all the
required elements for Title III districts including: the child's proficiency level; method of instruction;
how the program will meet the educational strengths and needs of the student; how the program will
specifically help the child learn English; and the specific exit requirements.
Student records and interviews also indicated that while report cards and progress reports are written
in a language understandable to the parent in some buildings, other buildings do not provide
translations into those same languages for the parents of their limited English proficient students.
Narrative Description of Corrective Action: The ELL Parent Notification letter has been modified to
include all the elements required by this criterion. This letter is attached. To accompany the letter a
Description of Programs for English Language Learners has been also developed, and is here attached.
These documents will be translated in different languages.
It has been for many years, common practice in this school district, the translation of all kinds of
documents and letters for the benefit of parents of English language learners. A memorandum has
been sent to all building principals, instructing them to adhere to this practice as it is required by law.
This issue will again be addressed in the building principals and administrators’ meetings. A copy of
the letter sent to all building principals is attached to this document.
This school district also employs eleven bilingual community relations facilitators who provide oral
translations for the benefit of parents when communicating with the school administrators and staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: Immediately
Services, Building Principals, Deputy
Superintendent of Schools, Executive Director of
Teaching and Learning, K-5
Evidence of Completion of the Corrective Action: Letters and documents sent home in a language
that parents, whose first language is other than English, best understand and a copy of pertinent
documents placed in the student’s cumulative record as applicable.
Description of Internal Monitoring Procedures: Review of students’ cumulative folders and of
translation of documents request.
32
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parent notification
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Train the ELL and bilingual staff on the use of the new
Parent Notification form and provide the agenda and sign-in sheet (name, role and signature) by May
20, 2011. Conduct internal monitoring post training of student records for Parent Notification with
requested translation for LEP students. Indicate the number of records reviewed the rate of
compliance and the root cause of any non-compliance with the steps the district takes to bring all
records into compliance by June 17, 2011. The district must maintain the following documentation and
make it available to the Department upon request: a) Names of students, by school, whose parents
require essential documents in the language of the home. b) Date of the review: c) Name(s) of the
person(s) who conducted the review, their title(s) and their signature(s).
Progress Report Due Date(s): June 17, 2011and September 9, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Rating: Partially Implemented
Academic Programs and Services
Department CPR Finding: Document review and staff interviews indicated that not all limited
English proficient students hove opportunity to enter academically advanced classes, receive credit for
work done, and have access to the full range of programs. Specifically at the high school level, limited
English proficient students do not have access to advanced classes and do not have opportunity to earn
credit at the same quality rate (GPA/QPA) as English speaking peers.
Narrative Description of Corrective Action: Contrary to what was stated in the CPR findings,
limited English proficient students have access to opportunity to enter academically advanced classes.
Attached is a sample of schedules of ELLs who are currently enrolled on honors and college
preparatory advanced level courses.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: Implemented
Services, Principal of Brockton High School,
Department Head of Bilingual/ESL Services, 9-12,
Department Head of Guidance, 9-12
Evidence of Completion of the Corrective Action: Schedules of LEP students indicating their
enrollment in academically advanced classes.
Description of Internal Monitoring Procedures: The Department Head of Bilingual/ESL Services
will review the schedules of LEP students to verify if this group of students is giving access
academically advanced courses, and she will report her findings to the Director of Bilingual/ESL
Services.
33
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:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide a description of how LEP students earn quality
rate GPA/QPA credit for courses in Honors and Advanced College Prep by June 17, 2011.
Progress Report Due Date(s): June 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure requirements
Rating: Partially Implemented
Department CPR Finding: Documentation provided indicated that Brockton has 68 ESL teachers
with 40 of those teachers licensed in ESL. Of the 12 teachers assigned to teach in the Two-Way
Bilingual Program, only one teacher is licensed to teach bilingual education, ten others are licensed in
other areas. The Department, therefore, could not determine to what extent, if at all, teachers are
qualified to teach in the Two-Way Program.
Additionally documentation indicated that only 9 of the 13 teachers assigned to the Transitional
Bilingual Education Program are licensed at the middle school level and 16 of the 25 assigned at the
high school level are appropriately licensed.
Narrative Description of Corrective Action: In order to remedy the need of teachers licensed to
teach ESL the Department of Bilingual/ESL Services provided training in 2009-2010 school year to
teachers in order for them to be successful in taking the MTEL ESL exam. Of those who attended this
training, over 80% were successful and are now ESL certified or are in the process of becoming
licensed. This year, the department will again offer the training, and the objective is to have all
teachers who provide ESL instruction to ELLs properly licensed.
The Department of Elementary and Secondary Education no longer offers Transitional Bilingual
Education licenses. In response, Brockton Public Schools tries to hire teachers who speak the
students’ primary languages, are familiar with the students’ cultures and who are content certified for
our Two-Way and our TBE programs. Attached is a document which shows the qualification of
teachers working in Two-Way and Transitional Bilingual Education programs, including their
participation in SEI professional development training.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL Services, Corrective Action Activity: End of August
Deputy superintendent of Schools, Department
2011
Head of Bilingual/ESL Services, K-8, and Executive
Director of Human Resources
Evidence of Completion of the Corrective Action: List of SEI teachers who are ESL licensed or who
participated in the training and passed the MTEL ESL exam.
34
Description of Internal Monitoring Procedures: Offerings of the MTEL ESL training, schedule of
training sessions, list of teachers attending the training, and list of assessment results.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14 Licensure
requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Although the district has a plan in place to increase the number of ESL teachers able to pass the MTEL
ESL exam, it still has teachers instructing ELLs who do not hold appropriate licenses and who have
not completed all four categories of SEI PD training.
The district reports that there are 11 teachers overall in the elementary school that houses a Two-Way
Bilingual Program, rather than the 12 reported during the onsite visit. Of these 11, two teachers hold
ESL licenses, in addition to the one teacher licensed in bilingual early childhood education. Two
teachers hold a Spanish license but one of them is for grades 5-12. The other six teachers hold licenses
in early childhood or elementary education but not ESL or Bilingual Education licenses.
The district provided information for three middle schools: Ashfield Middle (where teachers use the
SEI model) has two out of four teachers licensed in TBE and math; East Middle (where teachers use
the SEI and/or TBE models) has six out of ten teachers who hold either a TBE (3 plus Math, Math and
Science, and business), or ESL (3 plus reading) licenses; Plouffe Middle (where teachers use the TBE
model) has two teachers out of four hold ESL licenses.
In addition, the district reported (See ELE 9) that: “there is no ESL teacher for middle schools
where there is not a TBE or SEI program.”
At Brockton High School, the number (16) of licensed teachers in TBE (5) and ESL (11) remains
unchanged. The district reports a total of 23 teachers instead of the 25 reported during the onsite visit.
Department Order of Corrective Action: See also ELE 9 concerning the hiring of licensed ESL
teachers, and ELE 15 for professional development issues.
Please provide the following:
And updated list of teachers who have acquired ESL licenses and/or waivers
A summary report listing gaps of ESL licensed teachers in all schools in the district.
Required Elements of Progress Report(s):
Please submit the following June 17, 2011:


updated list of teachers per school containing ESL license information and/or waivers
A summary report listing gaps in ESL teachers in all schools in the district.
Progress Report Due Date(s): June 17, 2011
35
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional development
Rating: Partially Implemented
Department CPR Finding: Because many staff members have not completed SEI PD in all of the four
Categories not all English Language learners in the SEI program are receiving effective sheltered
content instruction at appropriate academic levels.
The district has a plan to provide SEI PD to the teachers. The plan prioritizes elementary teachers
upon principal recommendation and teachers who have already successfully completed one of the
category trainings.
Narrative Description of Corrective Action: Since 2003, Brockton Public Schools has trained 484
K-12 educators on one or more of the SEI Category trainings. This year, the SEI category
trainings have expanded to include all levels of the school, and a combination of during the
day and afterschool programs. During the day, the Department of Bilingual/ESL Services will
offer 2 sessions of each of the Category trainings for educators in the elementary and middle
schools. For high school teachers, ECAL is in the second of a three year program of training
Brockton High School staff in Categories One and Four. Programs have been established to
meet the needs of individual schools as well. Having already trained all staff in Category One
at the Lincoln School, the Department is continuing the program with Category Three.
Having already trained all MSN and Team Facilitators in Category One, the Department is
continuing training special education staff in Category Two. At Ashfield Middle School and
East Middle School, staff are being trained in DESE Category Four B specifically designed for
secondary students. After school is out, Brockton will offer Category Two and Three training
for interested staff. In addition, the Department of Bilingual/ESL Services is continuing its
efforts to enable trained staff to receive their ESL certification. After offering a course
entitled, English as a Second Language Principles and Practices, the Department created a
module for ESL MTEL preparation. This ESL MTEL preparation program will continue with
intensive afterschool professional development before the ESL MTEL Administration on
March 5, May 14, and July 16. This cycle of training and professional development will
continue until all staff with LEP students have the required Category training and educator
licensure.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: End of August
Services, Deputy Superintendent of Schools,
Department Head of Bilingual/ESL Services, K-8,
Department Head of Bilingual/ESL Services, 9-12
Evidence of Completion of the Corrective Action: Attendance rosters and SEI professional
development database.
Description of Internal Monitoring Procedures: Review of offerings, attendance records and
training evaluations
36
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
development
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See also ELE 5.
The district’s work for this criterion is still in progress. The district intends to continue with their
professional development plan “until all staff with LEP students have the required Category training
and educator licensure.” Among its efforts, the district intends to make schedule changes that will
permit teachers to attend SEI PD category trainings.
Also, the district provided to the Department SEI PD information for teachers in five schools:
Manthala George Elementary; Ashfield Middle School; East Junior High; Joseph F. Plouffe Academy,
and Brockton High School. Of the five schools mentioned, almost half the teachers at the elementary
school and half at the high school have completed the four category trainings. However, for the
teachers listed in the three middle schools and whose numbers are small (4, 4, and 10 teachers listed),
only three teachers in two of the schools had completed SEI category training in all categories.
The district did not provide SEI category training information for teachers in other schools in the
district, except for the Lincoln School where teachers completed Category 1. However, a list of
teachers who completed this category was not included.
The district’s monitoring efforts do not include actions to be taken to remedy non-compliance with SEI
Category trainings May 20, 2011. Also see ELE 5 for additional comments on internal monitoring.
Department Order of Corrective Action:
Please submit the following:
 List of teachers, in spreadsheet format, per school in the district with category SEI PD training
that they have completed, include the Lincoln School.
 Include a separate update of category training information for Manthala George Elementary;
Ashfield Middle School; East Junior High; Joseph F. Plouffe Academy, Brockton High School.
Required Elements of Progress Report(s):
Please submit an update on SEI PD category training of the schools that were included in this CAP:
Manthala George Elementary; Ashfield Middle School; East Junior High; Joseph F. Plouffe Academy,
and Brockton High School by by May 20, 2011.
Provide category SEI PD training information in a spreadsheet format, similar to the detailed
information provided for the five schools mentioned above, of the other schools in the district serving
ELLs; include the Lincoln school. Submit these documents by June 17, 2011.
See ELE 5 for comments on internal monitoring.
Progress Report Due Date(s): June 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP students
requirements
37
Rating: Partially Implemented
Department CPR Finding: Record review indicated that not all records contained all of the required
elements of this criterion. Specifically, items missing or inconsistently present were: the Home
Language Survey was not always completed; initial identification results were not in all records;
annual parent notification letters were not in all records and were not always translated if necessary;
and Individual Student Success Plans were not in all records for those students who had failed the
MCAS.
Narrative Description of Corrective Action: Effective September 2010, the Department of
Bilingual/ESL Services started using a colored folder labeled “ELL Documents” as the one attached to
this Corrective Action, which will contain all the documents required under ELE 18 criterion. This
folder has a label indicating that it is to be kept inside the student’s cumulative record folder and that
no documents should be removed from it. A second label indicates the documents that must be
placed inside the folder and the date that each document was placed in it. This folder is generated at
the Parent Information and School Registration Center at the time of the student registration and
identification as LEP.
All school personnel responsible for student documentation will be informed of documents that need
to be placed in the above described folder .
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Bilingual/ESL
Corrective Action Activity: Implemented
Services, Citywide Language Assessment and FLEP
Monitoring Specialist, Director of Parent
Information and School Registration Center
Evidence of Completion of the Corrective Action: Above described ELL documents folders in LEP
students’ cum folder.
Description of Internal Monitoring Procedures: Review of ELL cum folders of LEP students
registered effective September 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
students requirements
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Conduct training for appropriate ELE staff regarding the
ELL portion of the student record and provide the agenda and sign-in sheet with name, role and
signature for attendees by June 17, 2011. Conduct internal monitoring of ELL records for content to
match the checklist requirements and report the number of records reviewed by building, the rate of
compliance and the root cause of any non-compliance as well as the steps the district takes to establish
compliance for all records by September 9, 2011. The district must maintain the following
documentation and make it available to the Department upon request: a) Names of students, by school,
whose parents require essential documents in the language of the home. b) Date of the review: c)
Name(s) of the person(s) who conducted the review, their title(s) and their signature(s).
Progress Report Due Date(s): June 17, 2011 and September 9, 2011
38
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Brockton
Corrective Action Plan Forms
Program Area: Career Vocational Technical Education
Prepared by: DONNA BURRILL
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: September 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 3
Department CPR Finding: The district does not consistently use competency instruments that identify
student acquisition of specific safety & health, employability, management & entrepreneurship, and
technological knowledge and skills for all career/vocational technical education programs.
Narrative Description of Corrective Action: The department will develop a complete set of
competency tracking instruments for each course that it offers in Business/Office Technology,
Vocational, Technical Education, and Career Education courses. Through a series of workshops, we
will develop appropriate competency checklists and revise/update curricula based on the CVTE
Frameworks beginning in October and continuing throughout the school year. The entire faculty will
meet with the Director and Assistant Director of Special Projects to modify all curricula and
incorporate competency checklists. If addition expertise is need, the Assistant Director will meet with
teachers individually and consult with the DESE CVTE staff (Gary Gomes and Karen DeCoster) for
advise as needed
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: The expected date
Implementation: Donna Burrill
of completion and submission to the DESE is
June 2011. The following dates have been
identified for faculty workshops: October 21,
October 27, December 8, February 9, and April
6. The final revisions are due to the Director by
Friday, May 20, 2010.
39
Evidence of Completion of the Corrective Action: The director will provide the DESE a copy of the
following items: 1) a revised template for lesson planning that will incorporate evidence of
competency tracking; 2) Agendas and attendance sheets of each meeting; 3) dates and times of
additional support meetings with staff and a brief summary of the activity; 4) a completed, updated
copy of the curriculum for each course will be provided to the Department of Elementary and
Secondary Education in June of 2011.
Description of Internal Monitoring Procedures: Staff will be asked to produce explicit measured
outcomes for each meeting date noted above beginning on October 27. For example, the first meeting
will be to choose a template for lesson planning that will include monitoring and recording the
acquisition of skills (by each student) as they relate to each of the six strands of the frameworks in their
own content area. A few templates will be provided at the first meeting and staff will choose one that
works best for their content area. All workshops will be lead by the Director or Assistant Director for
Special Projects. The Director will work closely with the DESE CVTE staff during the beginning
phases of this project to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s):
Progress Report #1: Submit competency tracking instruments (with student names redacted) for at
least two programs.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 4
Rating: Partially Implemented
Department CPR Finding: Reviewers found that career/vocational technical education program
admission requirements are not provided to students and their parents/guardians.
Narrative Description of Corrective Action: Throughout the 2009 – 2010 school year, the Director
and Assistant Director of Special Projects together with the vocational guidance counselor and the
guidance directors at the middle school and high school created a draft admissions policy modeling the
Awesome Comprehensive HS Admissions Policy available through the DESE.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill
Corrective Action Activity: The Admissions
Policy has been redrafted and is almost
complete, however, it must be approved by the
School Committee and it is expected that we
will be presenting for approval in December
2010.
40
Evidence of Completion of the Corrective Action: Recognizing that our present policy of ‘no
exclusions’ was not sufficient, we began working on creating a comprehensive admissions policy last
year in preparation for the CPR. It is in the final iteration and ready for review by our Title IX
coordinator, Brockton’s DESE liaison, and then for School Committee approval. It was partially
completed and reviewed by the Coordinated Program Team in March 2010 when they were here, and
per their recommendations, we have modified the document. The evidence will be in the approval by
the DESE liaison and the school committee. Upon DESE and School Committee approval, updated
brochures and parent letters (in multiple languages) will be disseminated in the spring via mail. The
BPS website will be updated to reflect the changes, post the admission policy, and teachers and
students will visit all 8th graders to inform them of the programs that we offer and the process for
admission. Other evidence will include completed application forms by students.
Description of Internal Monitoring Procedures: The directors of guidance for the middle schools
and high school have already been informed that, upon School Committee approval, there will be
changes to how and when we communicate with parents of middle school and high school students that
have an interest in Vocational, Technical, and Career Education programs. For example, the
department will provide the following methods of dissemination to students and parents: 1)
Assemblies at each middle school conducted by HS teachers that teach our vocational/technical
programs along with one of their students; 2) brochures will be available (in multiple languages) in
each guidance office in the middle schools; 3) letters with a brochure produced in multiple languages
will be sent home to parents via mail; and 4) parents and students tour the facility in the spring during
our open house for 8th graders; and 5) information and notices will be posted on the Brockton Public
Schools website. Parents are always encouraged and welcome to tour the facility by appointment. The
Director will make a formal presentation to the guidance staff at all schools before scheduling begins in
the spring of 2011 and the Director will monitor and assist guidance counselors at the middle schools
and the high school with the new procedures.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 4
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s):
Progress Report #1: Submit revised admission policy and a plan for providing the admission policy
(once approved by ESE) to students and their parents/guardians.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 6
Department CPR Finding: Reviewers found that the district is not utilizing its approved Chapter 74
admission policy and has opted to develop a new admission policy with the assistance of the
Department of Elementary and Secondary Education’s Office of Career/Vocational Technical
Education. Also, although the district uses admission criteria to admit students to non-Chapter 74
career and technical education programs, the standards are not published or known to students or
parents.
41
Narrative Description of Corrective Action: Throughout the 2009 – 2010 school year, the Director
and Assistant Director of Special Projects together with the vocational guidance counselor and the
guidance directors at the middle school and high school created a draft admissions policy modeling the
Awesome Comprehensive HS Admissions Policy available through the DESE. For example, the
department will provide the following methods of dissemination to students and parents: 1)
Assemblies at each middle school conducted by HS teachers that teach our vocational/technical
programs along with one of their students; 2) brochures will be available (in multiple languages) in
each guidance office in the middle schools; 3) letters with a brochure produced in multiple languages
will be sent home to parents via mail; and 4) parents and students tour the facility in the spring during
our open house for 8th graders; and 5) information and notices will be posted on the Brockton Public
Schools website. Parents are always encouraged and welcome to tour the facility by appointment.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill
Corrective Action Activity: The Admissions
Policy has been redrafted and is almost
complete, however, it must be approved by the
School Committee and it is expected that we
will be presenting for approval in December
2010.
Evidence of Completion of the Corrective Action: Upon DESE and School Committee Approval,
updated brochures and parent letters (in multiple languages) will be disseminated in the spring via mail.
The BPS website will be updated to reflect the changes, post the admission policy, and teachers and
students will visit all 8th graders to inform them of the programs that we offer and the process for
admission. Other evidence will include completed application forms by students.
Description of Internal Monitoring Procedures: The Director will make a formal presentation to the
guidance staff at all schools before scheduling begins in the spring of 2011 and the Director will
monitor and assist guidance counselors at the middle schools and the high school with the new
procedures. The new policy clearly identifies how eighth, ninth, tenth, and eleventh grade students can
gain admission to our programs. The policy also clearly states the Equal Educational Opportunity for
students, Eligibility, Organizational Structure, Recruitment Process, Application Process, and Selection
Criteria.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 6
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s): See CVTE 4.
Progress Report Due Date(s): See CVTE 4.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 7
Department CPR Finding: None of the non-Chapter 74 career and technical programs in which
students are enrolled meets all 12 standards and accompanying measures in the Massachusetts Perkins
IV Career and Technical Education Program Checklist.
42
Narrative Description of Corrective Action: The department will develop detailed course syllabi to
include and a complete set of competency tracking instruments for each course that it offers in
Business/Office Technology, Vocational, Technical Education, and Career Education courses.
Through a series of workshops, we will develop appropriate competency checklists and revise/update
curricula based on the CVTE Frameworks. The final products will meet the 12 standards defined in
Appendix A of the Massachusetts Perkins IV Career and Technical Education Guide. Beginning in
October and continuing throughout the school year, the entire faculty will meet with the Director and
Assistant Director of Special Projects to modify all curricula. If addition expertise is need, the
Assistant Director will meet with teachers individually and consult with the DESE CVTE staff (Gary
Gomes and Karen DeCoster) for advice as needed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: The expected date
Implementation: Donna Burrill
of completion and submission to the DESE is
June 2011. The following dates have been
identified for faculty workshops: October 21,
October 27, December 8, February 9, and April
6. The final revisions are due to the Director by
Friday, May 20, 2010.
43
Evidence of Completion of the Corrective Action: The director will incorporate evidence
of the twelve standards identified in CVTE #3 above. The department will use the guidelines
established in Appendix A of the Perkins Manual (see below) as the department revises its curriculum
guide to include the following:
Perkins IV Citation: Section 3
The term career and technical education means organized educational activities that(A) offer a sequence of courses that—
(i) provides individuals with coherent and rigorous content aligned with challenging academic standards and
relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging
professions;
(ii) provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree;
and
(iii) may include prerequisite courses (other than a remedial course) that meet the requirements of this
subparagraph; and
(B) include competency-based applied learning that contributes to the academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and
occupation-specific skills, and knowledge of all aspects of an industry including entrepreneurship, of an
individual.
The Director will include a checklist as part of the template that is described in CVTE #3, paying
particular attention to item #2 – sequencing of courses.
1. The program has organized educational activities.
2. The program includes a sequence of courses. (The sequence of courses includes at least two technical courses
in the same occupational field and academic courses. A technical course is a course that provides individuals
with technical occupational knowledge and skills).
3. The program provides students with coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills.
4. The program prepares students for further education.
5. The program prepares students for careers in current or emerging professions.
6. The program provides students with technical skill proficiency, an industry-recognized credential, a
certificate, or an associate degree.
7. The program includes competency-based applied learning.
8. The program contributes to students’ higher-order reasoning and problem-solving skills.
9. The program provides students with general employability knowledge and skills.
10. The program provides students with occupational safety and health knowledge and skills.
11. The program provides students with management and entrepreneurship knowledge and skills.
12. The program provides students with computer knowledge and skills.
The Director recognizes that a broader look at the course offerings throughout the school needs to be
addressed and added to the Career Pathways that are present in the Curriculum Guide. The director
will provide similar evident of meetings as described in CVTE #3 above including: 1) Dates of
meetings with staff; 2) Agendas and attendance sheets of each meeting; 3) dates and times of additional
support meetings with staff and a brief summary of the activity; 4) a completed, updated copy of the
curriculum for each course (that will include the twelve items listed above) will be provided to the
Department of Elementary and Secondary Education in June of 2011.
44
Description of Internal Monitoring Procedures: Staff will be asked to produce explicit
measured outcomes for each meeting date noted above beginning on October 27. For example, the first
meeting will be to choose a template for lesson planning that will include monitoring of the twelve
criteria for non-74 programs. The checklist (Appendix A) will be included as part of the
documentation given to each faculty member that they will use as they edit/update their course content.
Each staff member will be asked to review the entire curriculum guide to find the sequence of courses
that would be most appropriate for their program. All workshops will be lead by the Director or
Assistant Director for Special Projects. The Director will work closely with our guidance director, the
vocational guidance counselor, and the DESE CVTE staff during the beginning phases of this project
to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 7
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s):
Progress Report #1: Submit evidence that programs comply with the Career and Technical Education
Checklist.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 8
Rating: Partially Implemented
Department CPR Finding: Reviewers found that not all career/vocational/technical education
programs are reported accurately in SIMS. The district’s reporting varies from year to year. Some
programs listed as non-Chapter 74 career and technical education programs were not reported by the
district, including programs supported with Perkins funds.
Narrative Description of Corrective Action: During the Coordinated Program Review in March, we
(Gary Gomes and I) met with the Director of School Data Services Maureen Lovett and had a lengthy
phone conversation with Ed Abrams about reporting CVTE data using our new student management
system. It was determined at that time, that in Mr. Abrams opinion, Brockton had adapted their
business rules to comply with acceptable DESE reporting procedures. Brockton has updated all coding
sequences, student enrollment, and validated the SIMS data it is reporting to the state with our current
CTE students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill, Maureen Lovett
Corrective Action Activity: October 1, 2010
SIMS data report.
Evidence of Completion of the Corrective Action: In September, the Director submitted updated
courses and course combinations to the Director of Student Data Services. Reports were generated to
identify current CVTE students in 02, 04, and 14 against student transcripts (checking current and
future scheduled courses for next semester). Data was validated with two errors that were detected and
corrected.
45
Description of Internal Monitoring Procedures: The Director works closely with the School Data
Services Department to ensure that student records are accurate and up-to-date. A nightly procedure
has been created and runs so that data is updated and is as accurate as possible. As the DESE begins to
collect student course data, it will be another check and balance on our system of student reporting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s): None required. Action already taken is sufficient.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 9
Rating: Partially Implemented
Department CPR Finding: The district does not have representatives of local business/industry,
organized labor, registered apprenticeship programs, postsecondary institutions (including registered
apprenticeship programs), special populations, parents/guardians, or students on all advisory
committees for its Chapter 74-approved vocational technical education programs. There is no general
advisory committee. Consequently, general advisory committee members do not meet at least once a
year with the school committee. Non-Chapter 74 career and technical education programs do not have
advisory committees.
Narrative Description of Corrective Action: The Director will meet with all staff members to request
assistance on recruiting representatives from business and industry, postsecondary institutions, and
apprenticeship programs for the purpose of expanding each of the advisory committees. When we meet
in November, the Director will also request that the chairpersons of each program advisory committee
also participate in the General Advisory Committee. The Director will also expand the recruitment to
the South Shore Chamber of Commerce which is very active in the city of Brockton, will reach out to
the Workforce Investment Board to identify local labor representatives, and recruit additional
professionals from the health related fields from the 3 hospitals located in Brockton to assist in the
expansion of our Nursing program to include other health-related courses.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: General Advisory
Implementation: Donna Burrill
Committee Meeting is scheduled for November.
The Chamber of Commerce will be actively
recruited in November for our General
Advisory meeting, and meetings are ongoing
with the health care facilities for expansion in
the spring.
Evidence of Completion of the Corrective Action: Agenda, minutes, and Advisory Committee
booklets will be completed at the November meeting. Letters of recruitment to new members, parents,
students will be on file. A list of people that have been identified by faculty will be contacted
personally by the Director to encourage greater participation. We will also actively recruit interested
persons on the BPS website.
46
Description of Internal Monitoring Procedures: By evaluating the results of the General Advisory
Committee meetings next month, the Director works with the staff and district personnel to follow
through on the recommendation established by the Advisory Committee that will inform and improve
the quality of the programs in the Business, Technology, Vocational, and Career Education program at
Brockton High School. The follow-up meetings with the Advisory Committees in May are designed to
address issues identified during the fall meetings. The dialog between committee member and staff
should be ongoing and all corrective actions must be approved by the Director before implementation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 9
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s):
Progress Report #1: Submit evidence of efforts to recruit required membership for Program Advisory
Committees. Report on the development of a General Advisory Committee.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 16
Rating: Partially Implemented
Department CPR Finding: Reviewers found that not all students acquire technological (computer,
etc.) knowledge and skills.
Narrative Description of Corrective Action: School Data Services had been contacted and
computers, overhead projectors, and Smartboards were added to several classrooms to increase student
access.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill / Dan Vigeant,
Corrective Action Activity: Completed during
Director of Instructional Technology Services
the summer of 2010.
Evidence of Completion of the Corrective Action:
The following technology has been added:
Construction Technology: Three new computers for students use, configured with the software for
using the CNC machines;
Engineering Technology: An overhead project added to the classroom and the students have access to
the computer lab that abuts the lab;
Several computer labs had additional computers added;
Auto Tech had 6 computers added;
AutoCAD lab had 6 computers added;
Electronics had 10 new computers added and an overhead projector and Smartboard.
Description of Internal Monitoring Procedures: Teachers will continue to incorporate and expand
the use of technology in their courses. Teachers that need access to technology are provided with
access to labs, the Instructional Resource Centers through the buildings, or the Occupational Resource
Center is made available upon request. The Director monitors and organizes lab use as the need arises.
47
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 16
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s): See CVTE 3.
Progress Report Due Date(s): See CVTE 3.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 17
Rating: Partially Implemented
Department CPR Finding: Reviewers found that articulation agreements are not updated annually as
required by the Perkins Act. Some programs lack articulation agreements.
Narrative Description of Corrective Action: The present articulation agreements have already been
reviewed by the Director and with the assistance of the vocational guidance counselor and the Assistant
Director of Special Projects. We have already contacted those institutions that need updating and the
process is underway. The department has Articulation Agreements with the following institutions:
Massasoit Community College (need to be updated)
Bristol Community College
Universal Technical Institute
Ben Franklin Institute
Johnson & Wales (needs to be updated)
New England School of Technology (needs to be updated)
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill
Corrective Action Activity: June 2011 – once
the curriculum is updated in the department.
Evidence of Completion of the Corrective Action: Department will produce updated articulation
agreements aligned with our curriculum.
Description of Internal Monitoring Procedures: Vocational teachers and other staff wishing to
create an articulation agreement in their courses may work with the Director and the Tech Prep
Consortium to create new (updated) articulations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s):
Progress Report #1: Submit policies and procedures to review and update (as needed) articulation
agreements annually.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
48
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 27
Rating: Partially Implemented
Department CPR Finding: One technical teacher in a non-Chapter 74 career and technical
education program is not appropriately licensed or under a current waiver issued by the Department.
Narrative Description of Corrective Action: Teacher was notified by human resources that her
continued employment was in jeopardy unless she passed the subject matter test.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Human Resources
Corrective Action Activity: June 2010.
Evidence of Completion of the Corrective Action: Teacher’s contract was not renewed.
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 27
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s): None required.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 31
Rating: Partially Implemented
Department CPR Finding: A safety expert from the Division of Occupational Safety (DOS) inspected
the school facilities and shop equipment. The Office for Career/Vocational Technical Education sent
the Safety Survey Report on the inspections to Superintendent Malone on November 27, 2009.
Narrative Description of Corrective Action: The safety results were reviewed with the Director and
a plan of corrective action was established with appropriate personnel in the district.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill
Corrective Action Activity: September 2010.
Evidence of Completion of the Corrective Action: Forty-seven items were identified as a result of
the DOS inspection in the spring of 2010 as part of the Coordinated Program Review. All items have
been corrected, the report filed with the DESE, and on September 30, 2010, Mr. David Edmonds
conducted an on-site visit. There were four minor corrections to be made, and all have been
completed.
Description of Internal Monitoring Procedures: The Director worked with the Facilities
Department over the period of five months to ensure that all safety violations were corrected.
49
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 31
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Required Elements of Progress Report(s): A letter sent from David Edmonds to Superintendent
Malone on November 2, 2010 indicates Brockton has addressed all of its safety findings.
Progress Report Due Date(s): None required.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 32
Rating: Partially Implemented
Department CPR Finding: See CVTE 31.
Narrative Description of Corrective Action: PLEASE SEE ABOVE
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: CVTE 32
Status of Corrective Action:
Approved
Partially Approved
Required Elements of Progress Report(s): Refer to CVTE 31.
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Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 33
Rating: Partially Implemented
Department CPR Finding: Reviewers found that the district’s performance was as follows:
For Perkins Performance Two (2008-2009), the district did not meet at least 90% of the performance
level for populations with 16 or more students for the following core indicators:
1S1 - Academic Attainment English Language Arts Core Indicator (required = 46.25%):
Student with disabilities - actual = 5.88%
1S2 - Academic Attainment Mathematics Core Indicator (required = 41.06%):
Student with disabilities - actual = 29.41%
4S1 – Graduation Rate Core Indicator (required = 84%):
Student with disabilities = 72.73%
6S1 – Nontraditional Participation Core Indicator (required =10.4%):
Females – actual = 7.71 %; Limited English Proficient – Actual = 4.88 %
For the Class of 2008 (the most recent data available at the time of the report), the district did not meet
the required performance level for positive placement under Chapter 74 in the following Chapter 74approved vocational technical education programs: Carpentry-50.0% and Graphic Communications33.3%
Narrative Description of Corrective Action: The Director was notified in December of the indicators
that did not meet the 90% performance level and wrote Improvement Plans in each of the four areas
indicated above. The department recognizes that we need to complete one for carpentry and graphics
and will be working with the instructors, guidance counselors, and middle school guidance counselors
to increase participation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Donna Burrill
Corrective Action Activity: The department
will create Improvement plans during this
school year to address the participation levels in
the carpentry and graphics vocational programs.
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Evidence of Completion of the Corrective Action: The following Improvement Plans were
developed and accepted by the DESE earlier this spring.
Core Indicator: Graduation 4S1
The CTE Director, CTE Vocational Guidance Counselor, SPED Teacher/Liaison, Co-operative Education Teacher, Bi-lingual TeacherLiaison, and the Occupational Education Resource have reviewed the previous improvement plan, which addresses the issue of students with
disabilities graduating on time and completing their CTE Programs. They are in agreement that the following approach is sound and should be
continued. This is in addition to other school-wide support for NCLB results.
All students with disabilities will monitored during these key phases of the students’ high school experience specifically by the CTE
Counselor and the SPED Teacher/Liaison:








exploratory progress & compatible choice,
completion of realistic four year career plan with parental support,
complete a least two meetings per year with the CTE Counselor, other teachers, and parents/guardians to review progress (failing
majors),
schedule student for special education tutorial assistance in their CTE Program and other subjects,
investigate a professional mentor from business/industry and match to student in need,
monitor excessive tardies/absences.
continue to recommend students to the in-school special education classes, tutoring, and/or any needed summer or night school course to
make up failed work and/or consider a re-assessment for a students’ exhibiting particular needs, which the regular education process
even with accommodations cannot seem to help the student, and/or
tie-in with the regular high school Student Study Team and with the Special Education Progress Monitoring System will carried out as
needed, and
Additionally, the special education teacher and counselor will connect the student with disabilities with a co-operative work experience
because such an experience is a valuable vehicle in assisting the student to stay in school and be successful in graduating on time. The
hours on the job will monitored to ensure that the student does not jeopardize graduating on time by working too much.
The CTE Counselor will maintain a comprehensive checklist to ensure that each student is aware of the requirements for each year (freshman,
sophomore, junior, and senior) and graduation. Through required meetings the student reviews his/her progress and is prompted to take
specific action. The student’s parent/guardian is contacted, apprised of the student’s status and asked to become involved and is offered
specific strategies to help their child.
Core Indicator: Academics – MATH – IS2
The CTE Director, CTE Vocational Guidance Counselor, Co-operative Education Teacher, Bi-lingual Teacher-Liaison, and the Occupational
Education Resource have reviewed the previous improvement plan, which addresses students’ performance on the Math MCAS scores. They
are in agreement that the following approach is sound and should be continued. This is in addition to other school-wide support for NCLB.




CTE Program teachers will continue their approach of embedding literacy “power” standards into their day-to-day curriculum; this
refers to the school-wide focus on literacy integrated in to all subjects and the focus on technical literacy standards (see attached)
Continue specialized support to students with linguistic difficulties in their shops/labs by a certified bi-lingual teacher-liaison who will
help improve their Math achievement through small group and individualized instruction.
Increase the number of teachers who have aligned their curriculum to the MA CTVE Frameworks and who are becoming more adept at
designing lessons, which are integrated with academics and take extra steps in clarifying terms, idiomatic expressions and concepts,
which may not come easy to a student from a different linguistic country and culture.. This is part of the multi-year professional
development process of learning (1) how to teach the “power standards” as a set of
skills that support success in teaching the frameworks/standards leading to technical literacy, (2) how to unpack the frameworks or
standards i. e. determine whether the work connected with aligned framework or standard is at a basic, proficient, or advanced level, and
(3) how to “re-do” the work involved in the standard from basic, to proficient, to advanced leading to a command of technical literacy.
In addition, if a student is determined to be “at-risk” because of linguistic difficulties, a personal Student Success Plan (SSP) will be devised
within which a team “safety-net” will implement additional support instruction focused in the area of need, such as, doubling-up of math
instruction. Parents will be contacted and involved in the team. The counselor, who is tri-lingual. will connect the student’s difficulty in
Mathematics to the student’s Career Plan, pointing out how a poor showing in Math can affect his/her performance overall, and thus, limit the
chances of attaining the student’s career goal. A feature of this process will be student self-reflection, which will center on having the student
realize the need for effort, focus, desire, and motivation to succeed despite the obstacles.
52
The CTE Director, CTE Vocational Guidance Counselor, Co-operative Education Teacher, Bi-lingual Teacher-Liaison, and the Occupational
Education Resource have reviewed the previous improvement plan, which addresses students’ performance on the Math MCAS scores. They
are in agreement that the following approach is sound and should be continued. This is in addition to other school-wide support for NCLB.

CTE Program teachers will continue their approach of embedding literacy “power” standards into their day-to-day curriculum; this
refers to the school-wide focus on literacy integrated in to all subjects and the focus on technical literacy standards (see attached)

Continue specialized support to students with linguistic difficulties in their shops/labs by a certified bi-lingual teacher-liaison who will
help improve their Math achievement through small group and individualized instruction.

Increase the number of teachers who have aligned their curriculum to the MA CTVE Frameworks and who are becoming more adept at
designing lessons, which are integrated with academics and take extra steps in clarifying terms, idiomatic expressions and concepts,
which may not come easy to a student from a different linguistic country and culture.. This is part of the multi-year professional
development process of learning (1) how to teach the “power standards” as a set of skills that support success in teaching the
frameworks/standards leading to technical literacy, (2) how to unpack the frameworks or standards i. e. determine whether the work
connected with aligned framework or standard is at a basic, proficient, or advanced level, and (3) how to “re-do” the work involved in
the standard from basic, to proficient, to advanced leading to a command of technical literacy.
In addition, if a student is determined to be “at-risk” because of linguistic difficulties, a personal Student Success Plan (SSP) will be devised
within which a team “safety-net” will implement additional support instruction focused in the area of need, such as, doubling-up of math
instruction. Parents will be contacted and involved in the team. The counselor, who is tri-lingual. will connect the student’s difficulty in
Mathematics to the student’s Career Plan, pointing out how a poor showing in Math can affect his/her performance overall, and thus, limit the
chances of attaining the student’s career goal. A feature of this process will be student self-reflection, which will center on having the
student realize the need for effort, focus, desire, and motivation to succeed despite the obstacles .
Technical Literacy “power standards” for Career & Technical Courses
1.
Read comprehend and synthesize information from a wide range of sources within the technical field.
Proficient performance would include:

Reads and clearly communicates and understanding of what s read.

Researches and synthesizes information from a variety of sources—traditional print documents (technical
manuals)as well as electronic sources
2. Write and speak clearly using language of the field to communicate effectively to a variety of audiences
Proficient performance would include:

Communicates in writing for a variety of purposes

Present an effective oral report

Uses technology such a sword processing, presentation software and desktop publishing to communicate to a
variety of audiences
3. Gather, evaluate and synthesize technical information fro a variety of sources
Proficient performance would include:

Identifies and uses a variety of sources of information

Organizes information into a written or an oral report

Gives precise credit for information using accepted documentation style
4. Use technology in work-related situations
Proficient performance would include:

Use database and spreadsheet software

Access/transmit information using electronic communication systems

Use presentation software

Use word-processing software
5. Demonstrate mathematical reasoning and numeracy skills, mathematics procedures, and an understanding of major concepts
that underlie a career field. (SEE BELOW – CONTINUED)
Proficient performance would include:

Model, order, estimate and compute with real numbers

Measure and determine precision, accuracy and error of measurements

Represent geometric figures and properties

Use data analysis, statistics, and probability to make predictions and decisions

Solve equations and inequalities algebraically and graphically

Solve technical problems using mathematical reasoning and procedures
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Core Indicator: Academics – ELA - IS1
The CTE Director, CTE Vocational Guidance Counselor, Co-operative Education Teacher, SPED Teacher-Liaison, and the Occupational
Education Resource have reviewed the previous improvement plan, which addresses students’ performance on the MCAS ELA scores. They
are in agreement that the approach is sound and should be continued, in addition to other school-wide support to improve NCLB results.

Have CTE Program teachers continue their approach of embedding literacy “power” standards into their day-to-day curriculum; this
refers to the school-wide focus on literacy integrated in to all subjects and the focus on technical literacy standards (see attached)

Continue specialized support to students with disabilities in their shops/labs by a certified special education teacher who will help
improve their English Language Arts (ELA) achievement through small group and individualized instruction.

Increase the number of teachers who have aligned their curriculum to the MA CTVE Frameworks and who are becoming more adept at
designing lessons, which are integrated with academics. This is part of the multi-year professional development process of learning (1)
how to teach the “power standards” as a set of skills that support success in teaching the frameworks/standards leading to technical
literacy, (2) how to unpack the frameworks or standards i. e. determine whether the work connected with aligned framework or standard
is at a basic, proficient, or advanced level, and (3) how to “re-do” the work involved in the standard from basic, to proficient, to
advanced leading to a command of technical literacy.
obstacles
Note: The first phase of working towards improving the CTE students Reading and Language ability through “Power Standards” will be
based on the professional development materials developed by Dr. Heather Boggs-Sass an HSTW Consultant.
In addition, if a student is determined to be “at-risk”, a personal Student Success Plan (SSP) will be devised within which a team “safety-net”
will implement additional support instruction focused in the area of need. Parents will be contacted and involved in the team. The counselor
will connect the student’s difficulty in English Language Arts to the student’s Career Plan, pointing out how a poor showing in ELA can
affect his/her performance overall, and thus, limit the chances of attaining the student’s career goal. A feature of this process will be student
self-reflection, which will center on having the student realize the need for effort, focus, desire, and motivation to succeed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 33
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide improvement plans designed
to improve the Chapter 74 placement outcome in the carpentry and graphics programs
Department Order of Corrective Action: The district will provide improvement plans designed to
improve Chapter 74 placement outcomes in the carpentry and graphics programs.
Required Elements of Progress Report(s):
Progress Report #1: Submit improvement plans designed to improve Chapter 74 placement outcomes
in the carpentry and graphics programs.
Progress Report #2: If Progress Report #1 is approved; a second Progress Report will not be required.
Progress Report Due Date(s):
Progress Report #1: January 21, 2011
Progress Report #2 (if required): May 27, 2011
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