MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Cape Cod Regional Vocational Technical
CPR Onsite Year: 2009-2010
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 08/23/2010.
Mandatory One-Year Compliance Date: 08/22/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 6
Criterion Title
Determination of transition services
SE 7
SE 14
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
Timeline for determination of eligibility and provision of
documentation to parent
Review and revision of IEPs
SE 18A
IEP development and content
SE 22
IEP implementation and availability
SE 24
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
SE 9
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 26
Criterion Title
Parent participation in meetings
SE 33
Involvement in the general curriculum
SE 43
Behavioral interventions
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 6 Determination of transition services
Partially Implemented
Department CPR Findings:
A review of
student records indicates that Transition Planning Forms are not individualized
and do not always address all required areas, including the student s preferences and
interests, the
desired outcomes for post-secondary education/training, employment, and adult living, as
well as community and/or adult living experiences
that will help the student reach his/her post-secondary vision. In addition, IEPs do not
contain transition goals.
Description of Corrective Action:
Two trainings were held. The first was with the Guidance Department regarding what
information is needed from them for TEAM meetings regarding documentation for
Transition Plan Forms. While many things pertaining to transition are happening for
students, (summer jobs, coop jobs, internships, senior project, etc) they are often not
documented and for that reason do not get included in the IEP. Guidance will now be
more inclusive with their information to TEAM chairpersons. The second training involved
the only two TEAM chairpersons - myself as Director of Special Education (I do half the
TEAMs) and the other TEAM chairperson. The training involved the section of the IEP that
relates to Transition Planning Goals in the "Disability Related Needs" section of the IEP.
We discussed the need to enter into the IEP the "disability related skills that require goals
and/or related services."
Anticipated Results:
The IEP will be more complete and parents and school will have a better knowledge of
how the school can assist and help define transition services. Students will also be
assisted through this change.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
Memo to Kate Clemens TEAM Chairperson from Gary Urgonski
Memo to Guidance Counselors regarding training done with them regarding transition
planning and information needed from them. Attached is an example of a Transition
Planning Form that TEAM chairs need to complete with information from Guidance (and
other areas of the school).
A newly written Transition Planning Form for Jesse R., a 9th grader (only one month into
school).
Also, a newly written Transition Planning Form for Zoe S.
Additionally, newly written TPFs on: Joao Motta, Richard Mendes and Nick Heaney.
Description of Internal Monitoring Procedures:
Both TEAM Chairs will monitor information coming from Guidance. Every IEP will be
submitted to the Director of Special Education. Director of Special Education will check
this area when IEPs are submitted to him.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 6 Determination of transition services
Status Date: 11/08/2010
Basis for Partial Approval or Disapproval:
The district held two trainings, one with the Guidance Department and the other with the
Team Chairpersons regarding Transition Planning Forms and IEPs. The district submitted
documentation of the trainings to the Department.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report of an internal review of
records that includes students who have had an IEP meeting since the training and are 14
years of age or older. The results will include the number of student records and grade
levels reviewed, and the number of student records in compliance. For all records not in
compliance with this criterion, determine the root cause(s) and indicate the corrective
action taken with regard to each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
A review of
student records indicates that one year prior to the student reaching age 18,
the district informs the student of his or her right at age 18 to make all
decisions in relation to special education programs and services as
required. However, in some cases, once
the student reaches age 18, there is no documentation or indication that the
student has chosen to share or delegate decision-making with the parent, but
the parent is continuing to sign the IEP.
Description of Corrective Action:
A list of students who turned 18 after their last TEAM meeting was generated. A meeting
was held with all of these students regarding their consent or not for the special education
services they are receiving. All students elected to continue the services and students
signed off and dated the signature pages of their IEPs. Additionally, a list was generated
of students who will be turning 18 prior to their next TEAM meeting. These students will
also have a meeting with either of the TEAM chairpersons to determine whether the
students want to continue their services or not.
Anticipated Results:
Not only is this the legal thing to do but it also empowers students in a good way and
puts them in the center of making the decisions. Students are informed of shared
decision making as well.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
A list of special education students was generated. The list contains the names and
birthdates of students who turned 18 since their last TEAM meeting, students who will be
turning 18 prior to their next TEAM meeting and students who will need to give their
approval (or not) for their IEP after the next meeting. STudents are color-coded and the
list contains not only birthdates but also the dates of their TEAM meeting.
Also included for documentation are the signature pages of those students who turned 18
since their last birthday with their signatures and the (recent) date. All students
approved of their current IEP and services.
Description of Internal Monitoring Procedures:
TEAM Chairpersons Gary URgonski and Kate Clemens will 1.) continue to be aware of
students who have reached the age of majority and the need to have them sign the IEP
and/or designate as shared decision making, and 2.) will follow up with those students
who will turn 18 prior to their next TEAM meeting and 3.) follow up with those students
who will turn 18 AFTER their next TEAM meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 7 Transfer of parental rights at age of
majority and student participation and
Corrective Action Plan Status: Approved
Status Date: 11/08/2010
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consent at the age of majority Basis for Partial Approval or Disapproval:
The district submitted a list that contains the names and birthdates of special education
students who turned 18 since their last Team meeting, students who will be turning 18
prior to their next Team meeting and students who will need to give their approval (or
not) for their IEP after the next meeting. Students are color-coded and the list contains
not only birthdates but also the dates of their Team meetings. Also included for
documentation are the signature pages of students who turned 18 since their last birthday
with their signature and the (recent) date.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report that includes the number
of students who are 18 years of age and have had an IEP meeting since the last record
review. The results will include the number of student records reviewed and the number
of student records in compliance. For all records not in compliance with this criterion,
determine the root cause(s) of the noncompliance and identify the corrective action taken
with each file.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9 Timeline for determination of eligibility and provision of
Partially Implemented
documentation to parent
Department CPR Findings:
A review of student records and interviews indicate
that evaluations are not consistently conducted within 30 school working days
and Team meetings are not held within 45 school working days of receipt of
parental consent to an evaluation. <![if !vml]><![endif]>
Description of Corrective Action:
A letter was sent and subsequent discussion held with the three outside psychologists who
do testing for three year re-evaluations for Cape Tech regarding the timelines that need
to be followed. Two of the psychologists (from Lightship Learning) will be planning in
more time for testing for CCT this year in response to the need to adhere to the legal
timelines. Additionally, an initial evaluation which was started this summer with the
receipt of permission to test in July. Testing was completed September 7 and a meeting
held with parent September 23 for Susannah H. Additionally, an 8th grade student
coming to our high school had an initial evaluation started at the end of last year in
Mashpee but not testing was not completed by them. CapeTech completed the testing in
August and held a TEAM meeting September 15, 2010 keeping well within the guidelines
for student Dakota D. Another student, Zoe S. asked for testing at the end of last year,
well prior to her October, 2010 three year re-evaluation. Parent signed permission and
testing was started and completed two weeks prior to the end of school. However, the
student transferred to Nauset Regional before school was over. Testing was sent to
Nauset. The student returned to Cape Tech however three days into the school year. A
meeting was scheduled and held October 7, 2010, a week prior to the expiration of her
current IEP and also well within the timelines for testing.
Anticipated Results:
Psychologists and TEAM Chairpersons will have testing results within the time lines.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
Letter to Dr. Robert Aron and Psychologists Beth Crowell and Karen O'Connor of Lightship
Learning reminding them of timelines that need to be followed.
N-1 form for Susannah Huskins sent in July with testing completed in early September
and a TEAM meeting held shortly after in compliance with timelines.
Testing on Dakota Duvall-Kelley done in August, 2010 and letter to parent sending the
testing to parent in early September along with an N-2 sent to parent on September 15,
2010 after the TEAM meeting.
N-1 sent to Mrs. Smith regarding her daughter Zoe on May 28, 2010. (Student withdrew
prior to the testing being discussed.) Invitation to Zoe and MRs. Smith for a Reevaluation TEAM meeting when Zoe re-enrolled three days after school started this year.
Description of Internal Monitoring Procedures:
All testing permission forms will continue to be date stamped upon their return with
approval. A log is now being kept of when testing permissions return approved and all
permissions are given to the Director of Special Education. He will make the referral
immediately upon receiving the permission and will check the timeline when testing is
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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completed. All testing will continue to be sent directly to him for this monitoring.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9 Timeline for determination of
Status Date: 11/08/2010
eligibility and provision of documentation
to parent Basis for Partial Approval or Disapproval:
The district submitted a copy of a letter sent to their service providers for psychological
evaluations reminding them of timelines that need to be followed. The district submitted
evidence from three students who had parent consent for testing since the letter sent to
the evaluators. The testing was completed and Team meetings were schedule within the
timelines. A log is now being kept of when testing permissions return approved and all
permissions are given to the Director of Special Education, who will check the timeline
when testing is completed. All testing will continue to be sent directly to him for
monitoring.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report that includes the number
of students whose parents have requested an evaluation since the letters were sent out to
the psychological service providers. The results will include the number of student records
and grade levels reviewed, and the number of student records in compliance for
conducting evaluations within 30 school working days and holding Team meetings within
45 school working days. For all records not in compliance with this criterion, determine
the root cause(s) of the noncompliance and indicate the specific corrective action taken
with regard to each file.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
A review of student records indicates that IEP
Team meetings are not routinely held on or before the anniversary date of the
IEP. <![if !vml]><![endif]>
Description of Corrective Action:
At times, TEAM meetings were delayed because the parent could not attend until after the
meeting date and expiration of the IEP had passed. TEAM Chairpersons changed this last
year after discussing the initial findings with the DESE PQA team. Addtionally, meetings
have been held already this year which are on or before the anniversary date of the IEP.
Anticipated Results:
IEP meetings will be held in a more timely manner.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
Timely TEAM meetings already held this school year on the following students: Zoe Smith,
Dakota Duvall-Kelley, Jesse Rodriguez. Also, meetings coming up in October PRIOR TO
the IEPs expiring are: Kelly Crahan, Jasmine Squires, Joao Motta, Taylor Holmes, Richard
Mendes, Anthony Civetti, Scott Lima, Nick Heaney and Caydence Lus. A copy of each of
the N-1 invitations is the documentation.
Description of Internal Monitoring Procedures:
Gary Urgonski will review and sign off on all completed IEPs and the records associated
with the meeting including the N-1 forms.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs -
Corrective Action Plan Status: Approved
Status Date: 11/08/2010
Basis for Partial Approval or Disapproval:
At times, Team meetings were delayed in the past because parents could not attend and
the date of the IEP had expired. Team chairpersons have changed this practice after
discussions with the DESE PQA team. The district submitted documentation that IEP
Team meetings for Z.S., D.D-K., and J.R. were held on or before the anniversary date of
the IEP.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report that includes the number
of records of students who had IEP meetings held since the discussions with Team
chairpersons and DESE PQA staff on meeting regulatory timelines. The results will include
the number of student records and grade levels reviewed, and the number of student
records in compliance. For all records not in compliance with this criterion, determine the
root cause(s) of the noncompliance and indicate the specific corrective action taken with
regard to each record.
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The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
A review of
student records indicates that IEPs do not always address all required elements.
Specifically, service delivery grids often contained blank focus goal numbers
and service delivery dates, and in the Current Performance Levels/Measurable
Annual Goals section the IEPs did not indicate how the Team would know that the
student has reached the IEP goal. At times, the school assurance section of the
IEP, while signed, was not dated by either the LEA or the parent.<![if !vml]><![endif]>
Description of Corrective Action:
A checklist was developed which, while not inclusive of everything that needs to be talked
about or completed at a TEAM meeting, does address the immediate concerns of the CPR.
This is posted next to the computer in each TEAM Chairperson's office. An in-service
presentation was completed by the TEAM Chairpersons with the Special Education
Department regarding the Current Performance Section of the IEP. Also, all special
education teachers were emailed a powerpoint presentation from DESE regarding same
and the powerpoint was also printed off and given to special education teachers along
with a follow up memo.
Anticipated Results:
Goals will be tied to services with the appropriate number. IEP's will be more accurate
and helpful when measureable goals are able to be quantified regarding how the TEAM
will know when the goal has been achieved.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski, Director Special Education and TEAM Chairperson Completion:
Kate Clemens, TEAM Chairperson
10/12/2010
Evidence of Completion of the Corrective Action:
A (non-inclusive of all elements but just those pertaining to issues on the CPR) checklist
has been developed and is a reference for both TEAM Chairpersons. Additionally, an
professional development in-service was held with all special needs teachers by the two
TEAM Chairpersons - the Director of Special Education Gary Urgonski and by Kate
Clemens. Special needs teachers were shown what needs to be done and how to do it.
See follow up memo to Special Education Staff with examples of measurable goals and
Current Performance section of the IEP.
Also Current Performance Levels on recently written IEPs for: Joao Motta, Richard
Mendes, Nick Heaney and Jesse Rodriguez.
Description of Internal Monitoring Procedures:
Both TEAM Chairpersons will be looking at all goals and performance areas of each IEP
after special needs teachers submit the goals.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content -
Corrective Action Plan Status: Approved
Status Date: 11/08/2010
Basis for Partial Approval or Disapproval:
The district submitted a checklist of elements that relates to this finding for Team
chairpersons when reviewing IEPs. The district held a training with special needs teachers
with examples of measurable goals and Current Performance sections of the IEP. Also
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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current Performance Levels on recently written IEPs for J.M., R.M., N.H. and J.R. were
submitted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report, that includes a random
sample of students who have had an IEP meeting since the checklist was implemented.
The results will include the number of student records and grade levels reviewed, and the
number of students records in compliance. For all records not in compliance with this
criterion, determine the root cause(s) of the noncompliance and indicate the corrective
action taken with regard to each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 22 IEP implementation and availability
Partially Implemented
Department CPR Findings:
A review of student records and staff interviews
indicate that the IEP is not always implemented as written and as accepted by
parents. IEP service delivery c grids (special education and related services
in other settings) are not always indicative of what students are actually
receiving. In some cases, the student is receiving services more frequently
than the grid indicates and in other cases, students are not receiving any of
the services the grid indicates. In addition, service delivery grids often
times do not accurately identify the service provider. There is consistent
confusion between tutorial teachers, academic support teachers, reading
teachers and special education teachers. <![if !vml]><![endif]>
Description of Corrective Action:
A random survey of 13 new 9th grade special needs students was taken which compared
the services listed on the IEP service delivery grid to the services actually being received.
The services ranged from occupational therapy, special needs classes (CP-3), Wilson
Reading, Speech/Language and physical therapy. All students were receiving the services
that were required under their IEP. One reason that all services were correct is that for
the first time last summer, contact persons were paid to come in after schedules were set
and they were to compare the IEP with the schedules. When there was a discrepancy
found, this was corrected prior to the beginning of school. We believe that this is a best
practice which we will do now every summer. Regarding "..confusion between tutorial
teachers, academic support teachers....." When the CPR was done last year, Cape Tech
was in the middle of changing the title and definition of a service from "tutorial" to
"academic support." This was more than a name change but also had some changes in
expectations associated with it. Future confusion has been rectified by deleting the
service term "tutorial" from ESped so that TEAM Chairpersons cannot now incorrectly
select it. Addtionally, a checklist (not inclusive of all things required at TEAM meetings)
was generated to remind TEAM Chairpersons to ensure that any 11th or 12th grade
student who receives special needs English or math (which is weekly for 9th and 10th
graders but every other TWO weeks for 11th and 12th graders) is listed correctly in terms
of amount of service delivery and time frame.
Anticipated Results:
TEAM Chairpersons will not be confused by a wide assortment of similar services to
choose from when writing IEPs.
Students will have the services that are agreed upon.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
Grid pages of above students along with their schedule of classes and any schedule of
other types of services like OT, PT, Speech/Language or Wilson Reading.
Description of Internal Monitoring Procedures:
Both TEAM Chairpersons will be looking at the service delivery in the IEP and the actual
services the student receives. Additionally, the contact persons will continue to monitor
each of their students for compliance with the IEP regarding services.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 22 IEP implementation and
Status Date: 11/10/2010
availability Basis for Partial Approval or Disapproval:
The district submitted a checklist (not inclusive of all things required at TEAM meetings)
for Team Chairpersons when monitoring IEPs. The district provided the results of a
random survey of 13 new 9th grade special needs students which compared the services
listed on the IEP service delivery grid to the services actually being received. The results
yielded 12 records in compliance and one that was corrected before the start of the school
year. There was 100% compliance before September 2010.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit a summary report, that includes a random
sample of students who have had an IEP meeting since the checklist was implemented.
The results will include the number of student records and grade levels reviewed, and the
number of students records in compliance. For all records not in compliance with this
criterion, determine the root cause(s) of the noncompliance and indicate the corrective
action taken with regard to each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
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Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
A review of student records indicates that the Notices
of Proposed School District Action (N1) were not
comprehensive and did not respond to all questions on page 2 of the form, as
required by federal regulation.
Specifically, N1 notices did not consistently include an explanation of
why the agency is proposing to act; other options that were considered and the
reasons why those options were rejected; what evaluation procedure, test,
record, or report was used as a basis for the proposed action; and a
description of other factors that were relevant to the agency s decision.
Description of Corrective Action:
The district has sent out several N-1 forms this year from both TEAM Chairpersons. These
forms include the required responses to the questions on the second page of the N-1.
Anticipated Results:
Parents and district will be clear regarding what is being requested and why.
Documentation will be more clear regarding anything that was rejected by the district and
why.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
See N-1 forms for Susannah Huskins, Dakota Duvall-Kelley, Justin Sweezy, Breanna
Walker, Jasmine Squires, Kelly Crahan. Also see S.E. #14 for further documentation.
Description of Internal Monitoring Procedures:
Director of Special Education will continuously review records pertaining to recent TEAM
meetings on an on-going basis and will sign off on each IEP after reviewing.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 11/10/2010
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE Basis for Partial Approval or Disapproval:
The district submitted N-1 forms for S.H., D.D-K., J.S., B.W., J.S., K.C. The N-1 notices
did contain consistent explanation of why the agency was proposing to act; other options
that were considered and the reasons why those options were rejected; what evaluation
procedure, test, record, or report was used as a basis for the proposed action; and a
description of other factors that were relevant to the agency's decision.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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By January 31, 2011, the district will submit to the Department a summary report from a
random sample of student records in which N1 forms were sent since the last internal
review. The results will include the number of student records and grade levels reviewed,
and the number of student records in compliance. For all records not in compliance with
this criterion, determine the root cause(s) of the noncompliance and indicate the specific
corrective action taken with regard to each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 26 Parent participation in meetings
Partially Implemented
Department CPR Findings:
Interviews
and a review of student records indicate that in cases where the district,
after reasonable efforts, is unable to obtain the parents participation in the
Team meeting, the district continuously postpones the meeting instead of
conducting the meeting without the parents and documenting its attempts to
facilitate the parents participation.
Description of Corrective Action:
After the CPR, both TEAM Chairpersons met and discussed this. While the TEAM
Chairpersons will give parents adequate notice of meetings, meetings will not be
postponed past their due date when parents cannot (or will not) attend. TEAM meetings
will be held prior to or on their due date. Notice will be sent to BSEA when parents are
unwilling to attend or at least respond.
Anticipated Results:
Some parents will not be pleased by the TEAM going forward but the IEP meeting will be
held in a timely fashion prior to the expiration of the current IEP. IEP's will be completed
rather than not being done waiting and waiting for parental response or participation.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
See N-1 letters and other documentation for Zoe Smith, and Josh Granquist. See also a
schedule of upcoming TEAM meetings which will take place regardless of whether or not a
parent can be present.
Description of Internal Monitoring Procedures:
Director of Special Education and TEAM Chairperson will continuously review the due
dates of TEAM meetings and will ensure that all meetings happen on or before the
expiration of the IEP.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 26 Parent participation in meetings -
Corrective Action Plan Status: Approved
Status Date: 11/10/2010
Basis for Partial Approval or Disapproval:
The district submitted N-1 notices and other documentation for students Z.S. and J.G.
Also submitted was a schedule of upcoming TEAM meetings. The district provided
evidence that TEAM meetings are being held where, after reasonable efforts, the district is
unable to obtain the parent's participation in the TEAM meetings.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit to the Department a summary report that
includes a random sample of students who had IEP Team meetings this school year. The
results will include the number of student records and grade levels reviewed, and the
number of student records in compliance. For all records not in compliance with this
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criterion, determine the root cause(s) of the noncompliance and provide the specific steps
taken to remedy the non-compliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 33 Involvement in the general curriculum
Partially Implemented
Department CPR Findings:
A review of student records indicates that the
district does not always accurately document the student´s participation in the
general curriculum in the Present Levels of Educational Performance A: General
Curriculum (PLEP A) section of the IEP.
Description of Corrective Action:
Recently completed PLEP A forms this year show the student's participation in the general
curriculum.
Anticipated Results:
The IEP will more completely reflect the whole student and their participation in not only
special services but also in the mainstream as well.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
PLEP A forms for the only two newTEAM meetings held prior to sending off this
documentation - Jesse Rodriguez and Zoe Smith. Also PLEP A forms from the end of last
year after CPR on Rebecca Latimer and Chris Billings.
Additionally, very recently completed PLEP A forms on Nicholas Heaney, Joao Motta and
Richard Mendes.
Description of Internal Monitoring Procedures:
Special Education Director will be monitoring all IEPs for completeness.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 33 Involvement in the general
Status Date: 11/10/2010
curriculum Basis for Partial Approval or Disapproval:
The district submitted evidence of completed PLEP A forms for students J.R., Z.S., R.L.,
C.B., N.H., J.M. and R.M.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit to the Department a summary report that
includes a random sample of students who had Team meetings this school year. The
results will include the number of student records and grade levels reviewed, and the
number of student records in compliance. For all records not in compliance with this
criterion, determine the root cause(s) of the noncompliance and provide the specific
corrective action taken with regard to each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
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01/31/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 43 Behavioral interventions
Partially Implemented
Department CPR Findings:
A review of student records and interviews indicate
that for a student whose behavior impedes their learning or the learning of
others, Teams do not routinely consider the student´s behavior and the possible
need for a functional behavioral assessment and positive behavioral
interventions, including behavior supports, counseling services or goals in the
IEP.
Description of Corrective Action:
For over a year, Cape Tech has paid for a Board Certified Behavioral Analyst (BCBA) to do
consulting with the one to one aide and teachers of an autistic student who has had some
behavioral difficulties, one incident of which was severe. TEAMs will more regularly
consider an FBA even when not mandated by a Manifestation Determination.
Additionally, many behavioral interventions, both positive and negative, take place but
are not documented as such. Cape Tech has had a student support team known as the
"Pre-Screening Committee" run by the Director of Special Education for the last 24 years.
The support team often makes suggestions for behavioral interventions though these
recommendations do not make their way into IEPs. Behavioral interventions and supports
will now be documented and put into the IEP when the student is a special needs student.
Anticipated Results:
By referring a student with behavioral problems to a BCBA for an FBA, the district will be
able to get a more complete picture of why a student may be having behavioral problems.
Additionally, including information and interventions both positive and negative for
students into their IEP makes for a better plan for student success.
Title/Role(s) of responsible Persons:
Expected Date of
Gary Urgonski
Completion:
Director, Special Education
10/12/2010
Evidence of Completion of the Corrective Action:
Documentation of last year's efforts to help students with academic, behavioral, emotional
and/or attendance problems which, though not documented in the IEPs at that time will
now be documented in the future. (Students are Tailah Soares, Ethan Hoover, Tucker
Mabile, Shara Kibabu, and Cody Brian).
Bills from Simone Byrne, a BCBA, from last year regarding her consultations with Cape
Cod Tech around behavioral issues for an autistic student.
Documentation from the current IEP for Patrick Ohman showing information on his PLEP A
that regards behavioral interventions, and positive and negative consequences.
Description of Internal Monitoring Procedures:
Director of Special Education will monitor all IEPs.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 43 Behavioral interventions -
Corrective Action Plan Status: Approved
Status Date: 11/10/2010
Basis for Partial Approval or Disapproval:
The district will refer students with behavioral issues to a Board Certified Behavioral
Analyst for a Functional Behavioral Analysis. The district has had a student support team
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known as the "Pre-Screening Committee," which makes suggestions for behavioral
interventions. Additional information and interventions for students, both positive and
negative, will be documented in the IEPs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 31, 2011, the district will submit to the Department a summary report that
includes records of students with behavioral issues who had Team meeting this year. The
results will include the number of student records and grade levels reviewed, and the
number of student records in compliance. For all records not in compliance with this
criterion, determine the root cause(s) of the noncompliance and provide the corrective
action for each record.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of the student names and grade levels of the records
reviewed; b) Date of the review; c) Names of the person(s) who conducted the review,
their role(s) and their signature(s).
Progress Report Due Date(s):
01/31/2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Cape Cod Regional Technical High School
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Cape Cod Regional Technical High School
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be
Rating: Partially Implemented
translated into languages other than English
Department CPR Finding: A review of student records, documentation, and interviews indicate that
the district does not translate important information, such as the student handbook and code of
conduct, into the major languages spoken by parents or guardians with limited English skills. In
addition, the district does not disseminate translated recruitment and promotional materials to
residents in the areas served by the school who have limited English skills.
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Narrative Description of Corrective Action: Cape Cod Regional Technical High School conducts a
home language survey and other initial identification procedures (see hardcopy of this documentation)
parents who need information sent to them in their native language are identified. Key school
personnel are then told which parents need this. The Superintendent, Principal, Dean of Students,
Guidance, and Athletic Director among others are notified of these students and their parents’ needs.
Special Education IEPs have been translated for several years. This documentation was seen by DESE
during the CPR.
After reviewing the Home Language Survey, the school then sends translated copies of the Code of
Conduct, Acceptable Use of Technology and Family Education Rights and Privacy Acts to the
individual families that requested such items. We also provide translated report cards and progress
reports at the respected marking periods. Cape Cod Tech also offered a Portuguese and Spanish
translator for the Ninth Grade Parent Night held on September 9, 2010.
At our breakfast for guidance counselors, we request from our sending districts a listing of any students
or parents who are have limited English skills. This will occur on October 26, 2010. We will have
applications and other recruitment material translated to individuals or families that require them in
their home language.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal, Dean of Students,
Corrective Action Activity: November 1st and
Special Needs Director, Athletic Director,
On going
Evidence of Completion of the Corrective Action: : As school information needs to be sent out to
parents who require it in their native language, it will be translated and sent by the person responsible.
We can provide P.O. for translating services when we receive the lowest bid for these services.
Translated copies of the Code of Conduct, Acceptable Use of Technology and Family Education
Rights and Privacy Acts will be available when translated. Progress Reports and Report Cards can also
be available during their respected date of completion.
Description of Internal Monitoring Procedures: Each Supervisor will monitor the personnel and
records in his or her own area and provide feedback to those supervised.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
translated into languages other than
English
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit copies of the translated student handbook, code of
conduct, as well as recruitment and promotional materials.
Progress Report Due Date(s): January 31, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CR 7B Structured learning time
Department CPR Finding: A review of documentation, student records and interviews indicate that
physical education is not taught as a required subject in all grade levels.
Narrative Description of Corrective Action: During the 209-2010 school year Cape Cod Regional
Technical High School developed a teacher facilitated Scheduling Committee. This committee looked
at implementing several ways to meet the M.G.L. physical education requirement such as a seven
period schedule, moving related classes, extended school day, trimester courses and other ideas.
For the 2010-2011 school year, Cape Cod Regional Technical High School has scheduled more
students into physical education courses. Cape Cod Tech has gone to a five day schedule. Through the
utilization of online course work in English, Cape Cod Tech developed a 3day/2 day split between CP1
English courses and physical education. This occurs in the eleventh and twelfth grades.
For the 2011-2012 school year, Cape Cod Regional Technical High School will require that all
students in all grade levels be scheduled in a physical education course. These courses will be
scheduled by utilizing a five day schedule. Students would be scheduled for physical education in
accompaniment to another course. The following bullets are the plan for each grade:
 In ninth grade, students who are scheduled for Spanish, Academic Support and Computer
Applications will be scheduled and meet for one period at a minimum once a cycle in a
physical education course during their academic cycle.
 In tenth grade students who are scheduled for Spanish, Academic Support, Computer
Applications and theory classes that have two hour block will be scheduled and meet for one
period at a minimum once a cycle in a physical education course during their academic cycle.
 In eleventh grade students who are scheduled for Spanish, College Prep I English, Academic
Support, Computer Applications and theory classes that have two hour block will be
scheduled and meet for one period at a minimum once a cycle in a physical education course
during their academic cycle. Eleventh grade Anatomy and Physiology will also contain a
physical education exercise component.
 In twelfth grade students who are scheduled for Spanish, College Prep I English, Academic
Support, Computer Applications and theory classes that have two hour block will be
scheduled and meet for one period at a minimum once a cycle in a physical education course
during their academic cycle. Twelfth grade Anatomy and Physiology will also contain a
physical education exercise component.
Title/Role of Person(s) Responsible for
Implementation: Principal
Expected Date of Completion for Each
Corrective Action Activity: Partial completion
September 2010, Completed September 2011
Evidence of Completion of the Corrective Action: Cape Cod Regional Technical High School
currently has courses that meet three times a week in English and two times a week in physical
education. A student schedule documenting the 3day/2 day split between CP1 English courses and
physical education is verification for this year’s changes. Also a class roster documenting students in
physical education courses.
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Description of Internal Monitoring Procedures: Guidance Counselors will monitor that all students
are scheduled for a physical education course.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Pursuant to the plan set forth in the Corrective Action
Plan, the district will submit evidence of the steps taken thus far to ensure that physical education is
taught as a required subject in all grades.
Progress Report Due Date(s): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks Rating: Partially Implemented
and codes of conduct
Department CPR Finding: A review of documents and interviews indicate that the district does not
translate the student handbook or code of conduct at the request of a parent or student whose primary
language is not English.
Narrative Description of Corrective Action:
Cape Cod Regional Technical High School conducts a home language survey and other initial
identification procedures (see hardcopy of this documentation) parents who need information sent to
them in their native language are identified. Key school personnel are then told which parents need
this. The Superintendent, Principal, Dean of Students, Guidance, and Athletic Director among others
are notified of these students and their parents’ needs. Special Education IEPs have been translated for
several years. This documentation was seen by DESE during the CPR.
After reviewing the Home Language Survey, the school then sends translated copies of the Code of
Conduct, Acceptable Use of Technology and Family Education Rights and Privacy Acts to the
individual families that requested such items. We also provide translated report cards and progress
reports at the respected marking periods. Cape Cod Tech also offered a Portuguese and Spanish
translator for the Ninth Grade Parent Night held on September 9, 2010.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal, Dean of Students,
Corrective Action Activity: November 1st and
Special Needs Director, Athletic Director,
Ongoing
Evidence of Completion of the Corrective Action: As school information needs to be sent out to
parents who require it in their native language, it will be translated and sent by the person responsible.
We can provide P.O. for translating services when we receive the lowest bid for these services.
Translated copies of the Code of Conduct, Acceptable Use of Technology and Family Education
Rights and Privacy Acts will be available when translated. Progress Reports and Report Cards can also
be available during their respected date of completion.
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Description of Internal Monitoring Procedures: Each Supervisor will monitor the personnel and
records in his or her own area and provide feedback to those supervised
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:
Approved
Partially Approved
Disapproved
Basis for Partially Approval or Disapproval: See CR 7
Department Order of Corrective Action: See CR 7
Required Elements of Progress Report(s): See CR 7
Progress Report Due Date(s): See CR 7
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Cape Cod Regional Technical High School
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Gary Urgonski Cape Cod Tech
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 22, 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.
A review of district documents shows that the district does have an ESL curriculum based on the
Massachusetts English Language Proficiency Benchmarks and Outcomes.
The number of hours of direct ESL instruction for LEP students is consistent with the 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.”
Content instruction is based on the appropriate Massachusetts Curriculum Framework. Although not
all staff members have completed all four Categories of training as described in the Commissioner’s
Memorandum of June 2004, district staff have clearly completed several of the Category trainings,
primarily Categories 1 and 4.
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Title/Role of Person(s) Responsible for
Implementation: Gary Urgonski
Expected Date of Completion for Each
Corrective Action Activity: April, 2011
Evidence of Completion of the Corrective Action: With this year’s completion of Category 2
training, the only category remaining to be completed is Category 3. See email to Hampshire
Collaborative scheduling this year’s Category 2 training. This has been on-going in a regularly
scheduled manner with the acceptance of DESE two years ago. This has been mailed to Cori McCarter
along with hardcopies of Special Education Documentation.
Description of Internal Monitoring Procedures: Gary Urgonski, ELL Supervisor attends all inservice trainings and schedules them with the Hampshire Collaborative.
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: The district states that it has been working toward
completion of the four categories of Professional Development (PD) in Sheltered English
Immersion (SEI) for all staff and that it has only one of the four categories of training still
pending completion.
The district does not address plans for ensuring completion of the four categories of SEI
training for all content teachers who instruct English language learners (ELLs), as well as a
plan that demonstrates how the district will ensure that all ELLs are placed with content
teachers who have been trained in all four SEI categories.
Internal monitoring procedures do not specifically address the means of ensuring that the
district will continue to monitor all SEI PD training. Also, the district does not address the
following:
 Tracking of the four SEI category trainings that have been completed by content
teachers in the district in order to ensure that content teachers instructing ELLs
have been trained, and
 Placement of ELLs with content teachers who have received all four category
trainings.
Department Order of Corrective Action: Provide the district’s plan for tracking how many of
the four categories of SEI professional development content teachers instructing ELLs have
completed by March 31, 2011. Provide the district’s plan to ensure that ELLs are placed with
content teachers who have been trained in SEI. Provide these plans by March 31, 2011.
Provide sample schedules of ELLs from all grades to show placement with content teachers
who have been SEI trained by March 31, 2011. Submit an update by June 30, 2011.
Provide evidence of the most recent internal monitoring report; include staff responsible,
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results of internal monitoring and actions taken to remedy any areas of noncompliance by June
30, 2011.
Required Elements of Progress Report(s): Provide evidence of completed SEI PD Category
Training, including; attendance sheets that indicate grades/subjects taught, and dates of
training. Provide this evidence by March 31, 2011. Provide an update by June 30, 2011.
Progress Report Due Date(s): 3/31/11; 6/30/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 7 Parent Involvement
Rating: Partially Implemented
Department CPR Finding: A review of documentation and interviews indicate that the district does
not translate invitations and communications sent to parents who are limited English proficient to
involve them in matters pertaining to their children’s education.
Narrative Description of Corrective Action: Through the home language survey and other initial
identification procedures (see hardcopy of this documentation) parents who need information sent to
them in their native language are identified. Key school personnel are then told which parents need
this. The Superintendent, Principal, Dean of Student, Guidance, and Athletic Director among others
are notified of these students and their parents’ needs. Special Education IEPs have been translated for
several years. This documentation was seen by DESE during the CPR for Special Education.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent, Principal, Dean
Corrective Action Activity: October 12, and
of Students, Special Needs Director, Athletic
on-going.
Director, et. al.
Evidence of Completion of the Corrective Action: As school information needs to be sent out to
parents who require it in their native language, it will be translated and sent by the person responsible.
Cape Tech recently had a 9th grade parent night and had a Portuguese translator on hand. IEP meetings
have used translators, and the Director of Special Education speaks Spanish and is able to translate at
meetings or other times. Our Spanish teacher has also assisted with translations for parents who need a
translator at meetings or documents translated in the past. See also “Identification Procedures.”
Description of Internal Monitoring Procedures: Each Supervisor will monitor the personnel and
records in his or her own area and provide feedback to those supervised.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 7
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide copies of translated invitations and
communications that have been sent to parents who are limited English proficient to involve them in
matters pertaining to their children’s education. Submit copies sent in both English and translation.
Progress Report Due Date(s): 3/31/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 10 Parental
Notification
Department CPR Finding: A review of student records, documentation and interviews indicate that
the district’s parent notification letter only contains an option for parents to apply for a waiver. The
letter does not inform parents of their right to decline to enroll their child in the program. In addition,
parent notification letters are not sent out annually.
Narrative Description of Corrective Action: Notification letter revision
Title/Role of Person(s) Responsible for
Implementation: Kendra Sarabia
Expected Date of Completion for Each
Corrective Action Activity: October 12, 2010
Evidence of Completion of the Corrective Action: Notification letters with all elements recently sent
to the parents of Guoyuan Meservy, Isabella Simao, Marco Camas, Joyce Higashi, and Joao
Cavalcanti.
Description of Internal Monitoring Procedures: Gary Urgonski will monitor that letters are sent out
yearly by reviewing records with the ELL teacher at the beginning of each year and if any new students
start after September.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): None
Progress Report Due Date(s):
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: A review of the documentation indicates that classroom teachers are not
sufficiently trained in sheltering English content. Therefore, students with limited English proficiency
are not taught to the same academic standards and curriculum as all students and are not provided
with the same opportunities to master such standards.
Narrative Description of Corrective Action: See ELE # 5
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Title/Role of Person(s) Responsible for
Implementation: Gary Urgonski
Expected Date of Completion for Each
Corrective Action Activity: October 12, 2010
Evidence of Completion of the Corrective Action: See ELE # 5
Description of Internal Monitoring Procedures: See ELE # 5
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 regarding SEI training.
Department Order of Corrective Action: See ELE 5 regarding SEI training.
Required Elements of Progress Report(s): See ELE 5 regarding SEI training.
Progress Report Due Date(s): 3/31/11; 6/30/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Follow-up Support
Rating: Partially Implemented
Department CPR Finding: A review of student records indicated that the district is not actively
monitoring students who have exited the English learner education program for two years, as required.
Narrative Description of Corrective Action: Students who are “FLEP” are now being monitored.
Title/Role of Person(s) Responsible for
Implementation: Kendra Sarabia, ELL teacher
Expected Date of Completion for Each
Corrective Action Activity: October 12, 2010
Evidence of Completion of the Corrective Action: Content teachers’ reports on the two FLEP
students as requested by and received by the ELL Teacher Kendra Sarabia.
Description of Internal Monitoring Procedures: Gary Urgonski will review these with Ms. Sarabia
after every marking period.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): None
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 15
Professional Development
Requirements
Department CPR Finding: Content instruction is based on the appropriate Massachusetts
Curriculum Framework. Although not all staff members have completed all four Categories of training
as described in the Commissioner’s Memorandum of June 2004, district staff have clearly completed
several of the Category trainings, primarily Categories 1 and 4. The district has a detailed SEI PD
plan for the completion of the remaining Category trainings.
Narrative Description of Corrective Action: See ELE # 5
Title/Role of Person(s) Responsible for
Implementation: Gary Urgonski
Expected Date of Completion for Each
Corrective Action Activity: April, 2011
Evidence of Completion of the Corrective Action: See ELE # 5
Description of Internal Monitoring Procedures: See ELE # 5
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 regarding SEI training.
Department Order of Corrective Action: See ELE 5 regarding SEI training.
Required Elements of Progress Report(s): See ELE 5 regarding SEI training.
Progress Report Due Date(s): 3/31/11; 6/30/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP
Students
Rating: Partially Implemented
Department CPR Finding: A review of student records indicates that the following required
documents were not consistently included in the student records: home language surveys, parent
notification letters, and progress reports.
Narrative Description of Corrective Action: All of the above were completed in a timely fashion but
may not all have been consistently filed in the cumulative files. All files above for LEP students have
been consistently filed in a YELLOW folder in the front of each student’s cumulative files.
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Title/Role of Person(s) Responsible for
Implementation: Kendra Sarabia
Expected Date of Completion for Each
Corrective Action Activity: October 12, 2010
Evidence of Completion of the Corrective Action: A records review was completed and the seven
LEP students all had home language surveys, parent notification letters, and (when the student was at
Cape Tech last year) Progress reports from last year filed in the YELLOW folder in the front of their
cumulative files.
Description of Internal Monitoring Procedures: Gary Urgonski will do a record review regularly to
ensure that this is completed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): None
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Cape Cod Regional Technical High School
Corrective Action Plan Forms
Program Area: Career/Vocational Technical 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: August 22, 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.
Narrative Description of Corrective Action: All shops at Cape Cod Tech are monitored for
instruction in All Aspects of The Industry through our CSAD system (Curriculum and Student
Assessment Database). This data is accurately graded by all shop teachers as to the progress in each
area that has been made trough out all four years for each student. This document is sent home twice
per year to parents for their review. This is all overseen by the Technical Studies Director.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Technical Studies Director, all
Corrective Action Activity: Parents receive
Vocational teachers
CSAD documentation in February and June.
Evidence of Completion of the Corrective Action: Completed CSAD forms of student achievement
in All Aspects of The Industry.
Description of Internal Monitoring Procedures: Each shop instructor submits copies of all their
student CSAD to the Technical Studies Director for review before being sent home.
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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
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Progress Report #1: Submit one sample of a CSAD with student’s name redacted.
Progress Report #2: If Progress Report #1 is approved, a second Progress Report may not be required.
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 4
Department CPR Finding: See CR 7 and ELE 7 regarding the provision of translated
information to parents/guardians and students.
Narrative Description of Corrective Action: At the present time there are only two students who
want school information sent home in their native language per discussion with our ELE teacher. One
student is sent in Portuguese and the other in Spanish.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Gary Urgonski, ELL Supervisor
Corrective Action Activity: Ongoing as
translation is needed with information being
sent home.
Evidence of Completion of the Corrective Action: Data documentation of all communications sent
home in either Portuguese and or Spanish on file in Guidance and with teacher.
Description of Internal Monitoring Procedures: All communications will be monitored by the ELL
Supervisor as well as the ELE teacher for understanding and comprehension.
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
Basis for Partial Approval or Disapproval: Refer to CR 7 and ELE 7.
Department Order of Corrective Action: Refer to CR 7 and ELE 7.
Required Elements of Progress Report(s): Refer to CR 7 and ELE 7.
Progress Report Due Date(s): Refer to CR 7 and ELE 7.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 9
Department CPR Finding: Representation on the General Advisory Committee and Program
Advisory Committees are not race, linguistic, disability and nontraditional by gender inclusive and
there is no plan (formal recruitment process) to make them inclusive. Three Program Advisory
Committees (Culinary Arts, Early Education and Care, and Health Assisting) include teachers or other
district staff as members. In addition, the following Program Advisory Committees lack required
membership: Plumbing (college, representative from registered apprenticeship program); Marine
Service Technology (college), Heating, Ventilation and Air Conditioning (college, representative from
registered apprenticeship program), Horticulture (college, parent/guardian), Carpentry (college,
representative from registered apprenticeship program), Health Assisting (college), Graphic
Communications (college), Automotive Collision Repair and Refinishing (college), Metal Fabrication
& Joining Technologies (college, representative from registered apprenticeship program,
parent/guardian), Electricity (apprenticeship, parent/guardian), Information Support Services and
Networking (parent/guardian), and Automotive Technology (student).
Narrative Description of Corrective Action: In order to comply with the DESE required
representation on the General Advisory Committee, and Program Advisory Committee’s the following
names have been added from Cape Cod Community College: Lisa J. Fedy, Director of College
Connection Program, Kurt Lawson, Outreach Counselor, College Connection Program, Gail Guarino,
Information Technology Coordinator, Debra Murphy, Early Childhood Education Program
Coordinator, Barbara Murphy, Dept. of Nursing Chairperson, and Don Witkoski, Professor of
Hospitality and Culinary Arts. Our apprenticeship connections are as follows: Robert Haynes,
President, Teamsters Local 125, Sheet Metal Workers Local 17 & 63 Joint Apprenticeship,
Construction Craft Laborers Apprenticeship, Boston Carpenters Apprenticeship and Training and
Electrical Apprenticeship, Local 103.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Paul F. Smith, Technical Studies
Corrective Action Activity: Presently in place.
Director
Evidence of Completion of the Corrective Action: Members names currently active on General and
Program Advisory Committees
Description of Internal Monitoring Procedures: Letters, invitations sent out with dates of program
committee meetings
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
Basis for Partial Approval or Disapproval: There is no plan to provide linguistic minority, disability
and nontraditional by gender representation on the General Advisory Committee and Program
Advisory Committees. The district does not provide assurances that teachers and other staff members
will not be advisory committee members. The district does not address the need to add
parents/guardians or students to some committees.
Department Order of Corrective Action:
The district must submit in Progress Report #1:
1) a plan to provide linguistic minority, disability and nontraditional by gender representation on the
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General Advisory Committee and Program Advisory Committees,
2) assurances that no district teachers or other staff will be members of Program Advisory Committees,
and
3) a plan to include parents/guardians and students on every Program Advisory Committee.
Required Elements of Progress Report(s):
Progress Report #1: Submit the information specified above under Department Order of
Corrective Action.
Progress Report #2: If Progress Report #1 is approved a second progress report may not be required.
Progress Report Due Date(s):
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 10
Rating: Partially Implemented
Department CPR Finding: While Career Plans are developed with students, they are not developed
with the involvement of parents/guardians.
Narrative Description of Corrective Action: An addition to the Career Cruising Career Plan will be
made that will be mandatory for students to complete and require a parent signature. This document
will be accessed through Career Cruising, which parents can review with their child at home, as well as
be mailed home with report cards.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Guidance Department Chair
Corrective Action Activity: November 2010
Grade 9 students, March 2011 for students in
Grades 10-12
Evidence of Completion of the Corrective Action: Evidence will be provided through completion of
the form that will be signed by a parent. A cover letter describing the Career Plan review by parents
will be sent along with the form.
Description of Internal Monitoring Procedures: The Guidance Department will be responsible for
monitoring of the Career Plans. Returned signed copies from parents will be collected and filed in the
student’s cumulative record in their Career File. Parents who do not return the form in a timely fashion
will be contacted to do so.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Progress Report #1:
Submit a copy of the form that will be signed by the parent/guardian and the cover letter describing the
Career Plan parent/guardian review process.
Progress Report #2: If Progress Report #1 is approved a second progress report may not be required.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Progress Report Due Date(s):
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 17
Department CPR Finding: Articulation agreements are not reviewed annually as required by the
Perkins Act. The district has no articulation agreements with registered apprenticeship programs.
Narrative Description of Corrective Action: We are currently looking for someone to fill the
position of Tech Prep Coordinator. This person once hired will be in charge of annual review of all
articulation agreements with Cape Cod Tech. Currently we are looking into the possibility of an
articulation agreement with the Carpenter’s union.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal
Corrective Action Activity: By November
2010
Evidence of Completion of the Corrective Action: A Tech Prep Coordinator will be hired and in
place.
Description of Internal Monitoring Procedures: The Principal and Technical Studies Director will
both review and recommend any Articulation agreements.
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
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Progress Report #1: Provide copy of a policy that is developed to ensure that articulation agreements
are reviewed annually. Also, report on activities leading to articulation agreements with registered
apprenticeship programs.
Progress Report #2: If Progress Report #1 is approved a second progress report may not be required.
Progress Report Due Date(s):
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE
31
Department CPR Finding: A safety expert from the Division of Occupational Safety (DOS)
inspected the school facilities and shop equipment. The Office for Career and Vocational
Technical Education will send the Safety Survey Report on the inspections to Superintendent
Fisher.
Narrative Description of Corrective Action: I have been giving Dave Edmonds from the DESE
progress updates once a month since June 2010.I will be contacting Dave for the next update of
progress on 9/3. Upon total completion of the Safety Survey Report, Mr. Edmonds will return to Cape
Cod Tech in order to check all completed items.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Paul F. Smith, Technical Studies
Corrective Action Activity: September /
Director
October 2010
Evidence of Completion of the Corrective Action: The correction made will be clearly visible
Description of Internal Monitoring Procedures: Monthly reporting to Dave Edmonds, DESE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE
Status of Corrective Action:
Approved
Partially Approved
31
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): The district will continue to submit a Progress Report on
safety issues every thirty days, to David Edmonds in the Office for Career/Vocational Technical
Education, until all safety issues have been mitigated.
Progress Report Due Date(s): Every thirty days until all safety issues have been mitigated.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE
32
Department CPR Finding: See CVTE 31.
Narrative Description of Corrective Action: See responses to CVTE 31
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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
Status of Corrective Action:
Approved
Partially Approved
32
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Refer to CVTE 31.
Progress Report Due Date(s): Refer to CVTE 31.
CCORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE
33
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 = 20.59%
1S2 - Academic Attainment Mathematics Core Indicator (required = 41.06%):
Student with disabilities - actual = 21.21%
6S1 – Nontraditional Participation Core Indicator (required =10.4%):
Males – actual = 6.17%; Black or African/American – Actual = 5.56%
6S2 – Nontraditional Participation Core Indicator (required = 9.83%)
Males – actual = 4.35%
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 74-approved vocational technical education programs: Automotive
Collision Repair and Refinishing -58.33%; Automotive Technology-66.67%; Carpentry60.0%; Early Education and Care-50%; and Graphic Communications-64.29%.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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Narrative Description of Corrective Action: Please see Appendix G and Appendix E in the
Annual Perkins Report 2010 Chart that has been previously submitted and accepted by Gary
Gomes. This addresses 1S1 and 1S2 as well as 6S1 and 6S2.
In order to reach the required performance levels for positive placement Cape Cod Tech will
be soliciting for new partnerships in the above areas, i.e., local garages, greater coop
opportunities, along with more trade specific training. Instead of just one Tech Night we are
now holding a second Tech Night with invitations sent to all local area business’ and industry
inviting them in to see what our students are all about and there levels of achievement. This
is also done for judges for our Senior Project Showcase at the end of the year.
Title/Role of Person(s) Responsible for
Implementation: Technical Studies Director
Expected Date of Completion for Each
Corrective Action Activity: September 2010
Evidence of Completion of the Corrective Action: Negotiated numbers will meet requirement
Description of Internal Monitoring Procedures: The SPED Director and Technical Studies Director
will follow up with all aspects of the performance improvement plans
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: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Progress Report #1: Report on activities undertaken to improve placement in the following programs:
Automotive Collision Repair and Refinishing, Automotive Technology, Carpentry, Early
Education and Care, and Graphic Communications.
Progress Report #2: If Progress Report #1 is approved a second progress report may not be required.
Progress Report Due Date(s):
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CVTE 36
Department CPR Finding: Appropriate back-up documentation such as a log is not developed and
maintained by the district. The log would show the date of contact with the graduate, method of
contact with the graduate, and the school staff who made the contact with the graduate.
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Narrative Description of Corrective Action: All shops are now responsible for their specific
graduate contact. This will be provided by each vocational lead teacher, first attempting contact by
telephone, secondly by e-mail. Shops will be charged with accurate contact documentation data to be
forwarded to the Technical Studies Director.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Technical Studies Director, Paul
Corrective Action Activity: By January for
F. Smith
each graduate from previous year.
Evidence of Completion of the Corrective Action: The graduate contact sheet data will be on file
with Technical Studies Director and Guidance Department.
Description of Internal Monitoring Procedures: The Technical Studies Director will be responsible
for monitoring each shop for compliance through the lead teachers.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CVTE 36
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s):
Progress Report #1: Submit a copy of the graduate contact data sheet (without student names) and
instructions provided to teachers for its use.
Progress Report #2 (if required): If Progress Report #1 is approved a second progress report may not
be required.
Progress Report Due Date(s):
Progress Report #1: January 31, 2011
Progress Report #2 (if required): March 31, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 38
Rating: Partially Implemented
Department CPR Finding: Reviewers did not find adequate documentation that would verify
that four (4) positions partially funded with Perkins funds supplement and not do not supplant
non-federal (district) funds. It appeared that these positions would be funded with non-federal
(district) funds if Perkins funds were not received.
Narrative Description of Corrective Action: After speaking with Gary Gomes (DESE), Cape Cod
Tech has been given one more school year (010’-011) leaving the 2 of the positions in question as is
for another year and the other 2 are now being funded fully by the district. However, the next school
year (011’-012) all 4 positions will be fully funded by the district.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Paul F. Smith, Technical Studies
Corrective Action Activity: 2 fully funded
Director
presently by the District, 2 more to be fully
funded by the District by July, 2011
Evidence of Completion of the Corrective Action: Documentation in the school Business Office
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Description of Internal Monitoring Procedures: Business Office will include all 4 positions in new
Budget.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 38
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): None required for this criterion.
Progress Report Due Date(s): Not applicable.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Cape Cod Regional Vocational Technical CPR Corrective Action Plan
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