MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Dartmouth
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 03/09/2011.
Mandatory One-Year Compliance Date: 03/08/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 25
Criterion Title
Parental consent
SE 29
SE 32
Communications are in English and primary language of
home
Parent advisory council for special education
SE 54
Professional development
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
Interviews indicated that there have been instances when IEP services were initiated by a
parent giving verbal permission at the IEP Team meeting.
Description of Corrective Action:
In accordance with State and Federal law, the Dartmouth Public School District will obtain
informed, written parental consent before providing IEP services proposed and verbally
agreed upon at the child's IEP Team meeting. State and Federal regulations will be
reviewed during orientation meetings at the beginning of each new fiscal year and at
subsequent monthly special education meetings.
Anticipated Results:
Dartmouth Public School District will remain in compliance with State and Federal laws
regarding written parental consent prior to providing IEP services to students.
Title/Role(s) of responsible Persons:
Expected Date of
Linda M. Maniglia
Completion:
Pupil Support Services Administrator
10/31/2011
Evidence of Completion of the Corrective Action:
All special education staff are required contractually, to attend orientation and monthly
special education meetings. They must sign in by printing their first and last names, and
indicating their role in the district. They will also be asked for their signature, so the
district will have documentation that they've both attended the meeting and understand
State and Federal law regarding written consent being obtained prior to implementing IEP
services.
Description of Internal Monitoring Procedures:
The Pupil Support Services Administrator, along with the special education administrative
secretaries, will conduct quarterly monitoring student file checks to ensure that IEP's have
been signed by parents prior to providing services proposed and agreed upon at the IEP
Team meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Approved
Status Date: 05/03/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By September 12, 2011, the district will submit evidence of training (training materials,
agenda, signed attendance sheet that includes title/role of staff member) to indicate that
the special education staff have received training on the requirement to obtain written
parental consent prior to the provision of IEP services.
By December 16, 2011, the district will submit the results of an internal review of student
records from all levels to ensure that IEPs have been signed by parents prior to providing
services proposed and agreed upon at the IEP Team meeting. Submit the number of
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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records reviewed since the training, the number of IEPs in compliance, a description of
the root cause(s) for any noncompliance, and specific action taken by the district to
remedy any noncompliance.
*Please note when conducting internal monitoring that 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 for the records reviewed; b) Date of the review; c)
Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
09/12/2011
12/16/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
A review of documentation, student records and interviews indicated that translated
communications are not consistently provided if the primary language of the home is
other than English, and there is no process in place for staff to request translations or
translation services for families who are speakers of languages other than English.
Description of Corrective Action:
Communications with parents are in simple and commonly understood words in both
English and the primary language of the home. A process has been developed by the
Dartmouth Public School district, that staff can request translations or translation services
for families who are speakers of languages other than English, by filling out a translation
request form and submitting it to the special education secretaries at the administration
building on 8 Bush Street Dartmouth, Ma 02748.
Anticipated Results:
Families of Dartmouth Public School district will receive translation services in the
language of their home during the IEP team meeting. In addition, families will also receive
all paperwork as a result of the team meeting in the primary language of the home.
Title/Role(s) of responsible Persons:
Expected Date of
Linda Maniglia
Completion:
Pupil Support Services Administrator
03/08/2012
Evidence of Completion of the Corrective Action:
The evidence that translated communications are consistently provided to families when
the primary language of the home is a language other than English will be as follows: The
Pupil Support Services Administrator and the special education secretaries will conduct
quarterly, random monitoring of ELL student files to ensure that documents and additional
correspondence has been written in the primary language of the home, and that copies
have been given to the family during IEP meetings and/or mailed to their home.
Description of Internal Monitoring Procedures:
The Pupil Support Services Administrator, along with the special education administrative
secretaries, will conduct quarterly monitoring of the ELL student files to ensure that
translation services have been provided to families who are speakers of languages other
than English.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 05/03/2011
primary language of home
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By September 12, 2011, submit evidence of training of Team chairpersons on the steps to
be taken to ensure that translations and translation services are provided for families who
are speakers of languages other than English. Submit the training materials, agenda and
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signed attendance sheet that includes role of staff.
By December 16, 2011, submit the results of an administrative review of special
education student records from all schools to ensure that IEPs and accompanying notices,
as well as other special education documentation, are provided in English and the primary
language of the home, if requested by the parent. Also include in the internal review
whether interpreting services have been provided when requested by the parent. Report
on the number of records reviewed in which parents require translated materials or an
interpreter, the number of records in which IEPs, notices and other special education
documents were translated and/or interpreters were provided, root cause(s) of any
noncompliance found and report on corrective action taken to remedy any noncompliance.
*Please note when conducting internal monitoring that 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 for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
09/12/2011
12/16/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 32 Parent advisory council for special education
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that the school district has had
meetings with parents of special education students to form a parent advisory council
(PAC), but at the present time the PAC lacks established by-laws, officers, and operational
procedures. The PAC is not advising the district on matters that pertain to the education
and safety of students with disabilities or participating in the planning, development or
evaluation of the school district?s special education programs. Some training has been
provided to parents, but a workshop on the rights of students and their parents and
guardians under state and federal special education laws has not been conducted
annually.
Description of Corrective Action:
The Pupil Support Administrator along with the Early Intervention Coordinator and the Out
of District Coordinator will schedule monthly coffee hours at various times ( morning,
afternoon, evening ) and invite parents, guardians and Community Stakeholders to join
them in discussing matters that pertain to the education, and safety of students with
disabilities and in the planning, development or evaluation of Dartmouth Public Schools
Districts special education programs. In addition, training will be provided annually on
the rights of the students and their parents and guardians under state and federal special
education laws. Attendees will be informed about becoming members of the Parent
Advisory Council ( PAC ) establishing by laws, electing officers, developing operational
procedures, and seeking assistance from the school committee.
Anticipated Results:
Dartmouth Public School District will have a PAC with elected officers, established by laws,
and operational procedures.
Title/Role(s) of responsible Persons:
Expected Date of
Linda Maniglia
Completion:
Pupil Support Services Administrator
03/08/2012
Evidence of Completion of the Corrective Action:
The PAC will meet regularly, attend training provided for them and advise the district on
matters that pertain to the education and safety of students with disabilities as well as
participate in the planning, development or evaluation of Dartmouth Special Education
Programs. A work shop on the rights of students and parents will be conducted annually.
Description of Internal Monitoring Procedures:
A list of the PAC's officers and a copy of the PAC bi-laws and operational procedures will
be available for review. A copy of the flyer sent home to parents indicating meetings,
training, workshops, social activities will also be available for review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 32 Parent advisory council for special
Status Date: 05/03/2011
education
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
By September 12, 2011, submit a list of the PAC officers, by-laws, operational
procedures, PAC meeting dates scheduled for the 2011-2012 school year, and the date
planned for the workshop on the rights of students and their parents and guardians under
state and federal special education laws for the 2011-2012 school year.
By December 16, 2011, submit the agenda, training materials, and sign-in sheet from the
workshop conducted on the rights of students and their parents and guardians under
state and federal special education laws. Submit evidence indicating that the PAC has
had opportunities to advise the district on matters that pertain to the education and
safety of students with disabilities as well as participate in the planning, development or
evaluation of the district's special education programs.
Progress Report Due Date(s):
09/12/2011
12/16/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that the district has not provided
training to both special education and general education staff on state and federal special
education requirements and related local special education policies and procedures.
Paraprofessionals also lack training on accommodating diverse learning styles of students
in the general education classroom.
Description of Corrective Action:
The Dartmouth Public School District will consider the needs of all district staff and
provide them with a variety of training opportunities to include:
1. State and federal requirements and related local special education policies and
procedures.
2. Analyzing and accommodating diverse learning styles of all students and promote
inclusion in the regular classrooms of students with a wide range of learning styles.
3. Collaboration among all staff teachers paraprofessionals, related service providers.
4. Training for locally hired and contracted transportation providers, followed up with
written procedures for students requiring emergency/safety measures to support their
special needs.
Anticipated Results:
All staff/ transportation providers will receive training necessary in order for them to
understand and support the indivual needs of the students with disabilities.
Title/Role(s) of responsible Persons:
Expected Date of
Linda Maniglia
Completion:
Pupil Support Services Administrator
03/08/2012
Evidence of Completion of the Corrective Action:
The Pupil Support Services Administrator will keep flyers, sign in sheets, and agendas on
file of all professional development offered to staff/transportation providers on file for
review.
Description of Internal Monitoring Procedures:
Conduct needs assessments of all staff in the district. Maintain documentation/ sign in
sheets of training offered throughout the school year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Partially
Approved
Status Date: 05/03/2011
Basis for Partial Approval or Disapproval:
The school district did not address the requirement for paraprofessional training on
accommodating diverse learning styles of students in the general education classroom.
Department Order of Corrective Action:
Conduct training for paraprofessionals on accommodating diverse learning styles of
students in the general education classroom.
Required Elements of Progress Report(s):
By September 12, 2011, submit evidence indicating that both special education and
general education staff have received training on state and federal special education
requirements and related local special education policies and procedures. Include the
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agenda, training materials and signed attendance sheet.
By September 12, 2011, submit evidence indicating that paraprofessional staff have
received training on accommodating diverse learning styles of students in the general
education classroom. Include the agenda, training materials and signed attendance sheet.
Progress Report Due Date(s):
09/12/2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Dartmouth Public School District
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Dartmouth Public Schools/Ana C. Riley, Assistant Superintendent
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: March 9, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CR 7
Information to be translated into languages other
than English
Department CPR Finding: A review of the documentation and interviews indicated that handbooks
and codes of conduct are not readily available in the major languages spoken by parents or guardians
with limited English skills. The district has a form to request special translations; however, the district
has not established a system of oral interpretation to assist parents/guardians with limited English
skills, including those who speak low-incidence languages.
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Narrative Description of Corrective Action:
The district will review the home language surveys to determine which major languages are in need of
having our materials, including handbooks, release day notices, etc., translated into the appropriate
major non-English languages. ESL staff will notify the building principal and the Superintendent’s
Office in writing by using the request for translation form about which languages will be needed for
translation.
The district will use Google Translator as a way to translate our documents, and we will have it
verified by the appropriate staff for language consistency and clarity before distributing to the families.
The district will also conduct trainings on how to use Google Translator so that each building can be
responsible for translating documents. The district will include multi-lingual statements in recruitment
and promotional materials as well as in the student handbooks. We will also look into other
alternatives for translation as a backup, and then create a district-wide translation resource list.
The district will also create a district-wide translator list. Each building will send out surveys to staff
members to see if anyone can speak and/or write in a different language as well as be available to act as
an interpreter for parent/guardian meetings when needed. We will meet with the administration staff to
review the surveys, and to help designate translator(s) for each building. The list will be distributed to
all staff members as a reference. We have also created a “Translator Request” form so each building
can use to request a translator. This form will ensure that the parental/guardian needs have been met
for oral translation and keep the district in compliance with DESE. Copies of the Translator Request
Form will need to be sent to the Superintendent’s Office for monitoring purposes.
ESL staff will periodically check with building administrators to ensure that all appropriate
documentation are available in the parents/students’ native language.
We will include a translation link on our website so parents can translate website information into their
native language.
When staff positions become available, we will also focus on a candidate’s ability to speak other
languages to help the district communicate with their parents/students.
Attachments:
 ESL Translation Request
 Translator Request Form
 Memo to Staff about Interpretation
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
ESL Staff
December 2011
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Evidence of Completion of the Corrective Action:




ESL Translation Requests
Agendas for the Google Translator training
District-wide Translation Services Resource List
District-wide Translator List
Description of Internal Monitoring Procedures:




Building principals will follow up on requests to ensure that translation services have been met
and were satisfactory.
They will also notify the Superintendent’s Office in writing with their findings.
The Administrators can discuss concerns and/or suggestions at their monthly Administrators
Meeting.
ESL staff will check with building principals regularly to ensure that all materials are
translated into the appropriate language for parents/students.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 7
Information to be translated into
languages other than English
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By December 16, 2011, submit copies of translated
handbooks, codes of conduct and other important information and documents after the determination is
made of the major languages spoken by parents and guardians with limited English skills. Submit a
copy of the district-wide Translation Services Resource List and the district-wide Translator
(Interpreter) List created by the district.
Progress Report Due Date(s): December 16, 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 10A
Student handbooks and Codes of Conduct
Department CPR Finding: A review of the documentation and interviews indicated that the school
district does not have a code of conduct for teachers.
Narrative Description of Corrective Action:
The district will create a Staff Code of Conduct. We will review the code of conduct with the
Administration, Union Representatives, School Attorney, and then with School Committee for final
approval. Once approved, the Staff Code of Conduct will be shared with staff members at the annual
harassment trainings as a reminder of what is expected from staff.
Attachments:
 Draft Staff Code of Conduct
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
December 2011
Evidence of Completion of the Corrective Action:




Copies of the minutes of the Administrators’ Meeting(s)
Signed copy of the Union Approval
Copies of the minutes of the School Committee Meeting(s)
Copies of Harassment Trainings
Description of Internal Monitoring Procedures:
The district will review with the Administration staff annually for any changes or additions to the code
of conduct. We will also remind staff about code of conduct policy during the annual harassment
trainings.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 10A
Approved
Partially Approved
Disapproved
Student handbooks and codes of
conduct
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the school district’s code of conduct for
teachers (currently in draft form) with evidence indicating that this code of conduct has been
disseminated to staff.
Progress Report Due Date(s): December 16, 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 13
Availability of information and academic counseling
on general curricular and occupational/vocational
opportunities
Department CPR Finding:
A review of the documentation and interviews indicated that the district is not providing the same
information and academic counseling on the full range of general curricular and any
occupational/vocational opportunities to students who are limited English proficient as this information
is not translated for linguistic minority students.
Narrative Description of Corrective Action:
The district will meet with K-12 guidance staff to develop a procedure to ensure that all counseling
materials distributed to students and their families are translated into the appropriate home language. It
will include the use of the translation request form submitted by our ESL staff to determine which
languages will be needed to translate materials. We will use this information to create a multi-lingual
statement to be included in all promotional and recruitment materials.
Guidance staff will use Google Translator to translate documents, and if necessary, have translation
services including interpreters available at any parent meetings upon request. (All appropriate staff
will be provided with training on how to use Google Translator.) A list of building interpreters will be
created and distributed for staff as a reference.
Copies of translation requests and materials will be kept on file at each school for easy reference and
distribution.
When staff positions become available, we will also focus on a candidate’s ability to speak other
languages to help the district communicate with their parents/students.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
DHS Dean of Students for Student Services
Guidance Personnel
Ongoing for the 2011-12
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Evidence of Completion of the Corrective Action:





Agenda and Minutes of the Guidance Meetings
Google Translator Training Agenda
List of Translators
ESL Translation Request Forms
List of Students Needing Translation Services
Description of Internal Monitoring Procedures:



A copy of the translated counseling information will be kept on file at each school for easy
reference.
Follow up meetings with guidance personnel and administrators to ensure compliance with
translated counseling materials.
Guidance staff will follow up with parents to make sure that they have received the appropriate
translated documentation, and are aware of what’s happening with their child and school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 13
Availability of information and
academic counseling on general
curricular and occupational/
vocational opportunities
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By December 16, 2011, submit a description of the
information dissemination process, as well as the procedures and methods the district will use to ensure
that all counseling materials distributed to students and their families are translated into the appropriate
home language. Submit sample copies of any counseling materials on general curricular and
occupational/vocational opportunities that have been translated.
Progress Report Due Date(s): December 16, 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 14
Counseling and counseling materials free from bias
and stereotypes
Department CPR Finding:
A review of the documentation and interviews indicated that students with limited English proficiency
are not consistently provided with counseling and counseling materials in a language they understand
in order to facilitate their access to all programs and services offered by the district.
Narrative Description of Corrective Action:
In conjunction with CR#13, the district will meet with K-12 guidance staff to develop a procedure to
ensure that all counseling materials distributed to students and their families are translated into the
appropriate home language. It will include the use of the translation request form submitted by our
ESL staff to determine which languages will be needed to translate materials. We will use this
information to create a multi-lingual statement to be included in all promotional and recruitment
materials.
Guidance staff will use Google Translator to translate documents, and if necessary, have translation
services including interpreters available at any parent meetings upon request. (All appropriate staff
will be provided with training on how to use Google Translator.) A list of building interpreters will be
created and distributed for staff as a reference.
Copies of translation requests and materials will be kept on file at each school for easy reference and
distribution.
When staff positions become available, we will also focus on a candidate’s ability to speak other
languages to help the district communicate with their parents/students.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
DHS Dean of Students for Student Services
Guidance Personnel
Ongoing for the 2011-12
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Evidence of Completion of the Corrective Action:





Agenda and Minutes of the Guidance Meetings
Google Translator Training Agenda
List of Translators
ESL Translation Request Forms
List of Students Needing Translation Services
Description of Internal Monitoring Procedures:



A copy of the translated counseling information will be kept on file at each school for easy
reference.
Follow up meetings with guidance personnel and administrators to ensure compliance with
translated counseling materials.
Guidance staff will follow up with parents to make sure that they have received the appropriate
translated documentation, and are aware of what’s happening with their child and school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 14
Counseling and counseling materials
free from bias and stereotypes
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See CR 13.
Progress Report Due Date(s): December 16, 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 16
Notice to students 16 or over leaving school without
a high school diploma, certificate of attainment, or
certificate of completion
Department CPR Finding:
A review of the documentation and interviews indicated that the district provides the required written
notice to students age 16 or over and their parents/guardians, within ten days from the student’s
fifteenth consecutive unexcused absence. However, the district has not sent annual written notice to
former students who have not yet earned their competency determination and who have not transferred
to another school informing them of the availability of publicly funded post-high school academic
support programs and encouraging them to participate in those programs.
Narrative Description of Corrective Action:
The district will work with the high school guidance staff on establishing a system for notifying
students who have not received their GED. The district will create a student drop out log, and will use
this log as a way to monitor the notification process for each student.
Each guidance counselor will be responsible for monitoring his/her own former student’s progress
towards getting a GED. A copy of the letter will be attached to the log. A master student drop out log
will also be created and maintained for the Dean of Students for Student Services to ensure
compliance.
Letters informing students who have not received their competency determination and who have not
transferred to another school informing them of the availability of publicly funded post-high school
academic support programs and encouraging them to participate in those programs will be sent out
every December, and will be followed up with another letter in June if no communication has been
received. Each step will be documented for monitoring purposes. Former students will continue to
receive these notification letters until the student has reached 21 years of age.
Copies of the logs and notification letters will be kept on file at the guidance office.
Attachments:
 Sample Individual Student Drop Out Log
 Sample Master Student Drop Out Log
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Kerry Lynch, DHS Principal
Dean of Student for Student Services
Guidance Personnel
1st Round of Letters: December 2011
Follow Up Letters: June 2012
Evidence of Completion of the Corrective Action:



Copies of the Meeting Agenda and Minutes
Copies of Completed Drop Out Log with Letter(s)
Communication from Former Student Accepting into Participation in the Programs
Description of Internal Monitoring Procedures:


The high school principal will follow up with guidance personnel on a regular basis to ensure
compliance.
Guidance counselors will monitor and follow up with former students’ responses and
acceptance into the publicly funded programs.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 16
Notice to students 16 or over leaving
school without a high school diploma,
certificate of attainment, or
certificate of completion
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By December 16, 2011, submit a copy of the annual
written notice, sent to former students who have not yet earned their competency determination and
who have not transferred to another school, informing them of the availability of publicly funded posthigh school academic support programs and encouraging them to participate in those programs. Submit
a copy of the log that includes the initials of students and the date the letter was sent to them.
Progress Report Due Date(s): December 16, 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 17A
Use of physical restraint on any student enrolled in a
publicly-funded education program
Department CPR Finding:
Documentation and interviews indicate that the district has not developed and implemented annual
staff training on the use of physical restraint within the first month of each school year and, for
employees hired after the school year begins, within a month of their employment. In addition,
interviews indicate that staff are not aware of who the school-wide resources are in their buildings.
Narrative Description of Corrective Action:
The district will collaborate with the Special Education Director on establishing a procedure for
physical restraint training for new hires after the school year begins as well as creating annual refresher
trainings for all staff. The district will also incorporate the Crisis Prevention Plan as a resource for
physical restraint. The district will also look at purchasing some physical restraint videos for the
schools as a reinforcement tool. We will also use the DESE’s physical restraint PowerPoint
presentation as another resource tool.
The district will create a school-wide resource list for each building. This list will be included in the
annual trainings as well as posted on our website, teachers’ rooms, and main office.
To verify that all staff members have received the training on an annual basis, sign in sheets will be
kept on file at each school as well as the Superintendent’s office. Human Resources will update the
SPED Director of any new hires during the school year to ensure that the new hire receives physical
restraint training.
Trainings will be included with the annual harassment training. We will use the attendance sheets to
monitor staff members that have not received the training. The Principals will follow up with their
own staff members that missed the training, and will advise them of other scheduled training dates that
he/she must attend.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Linda Maniglia, SPED Director
Building Principals
December 2011
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Evidence of Completion of the Corrective Action:





Restraint Training Sign In Sheets (staff titles will be included on sign in sheets)
Presentation Materials (power points, handouts, etc.)
District-wide Resource List
Sign In Sheets
Copy of the Crisis Prevention Plan
Description of Internal Monitoring Procedures:


Conduct monthly checks with the appropriate administration team to make sure all new hires
have received the restraint training.
Review the sign in sheets and follow up with building principals to ensure that all personnel
have received the restraint training.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 17A
Use of physical restraint on any
student enrolled in a publicly-funded
education program
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By December 16, 2011, submit evidence that all
buildings conducted the required training on the use of physical restraint consistent with regulatory
requirements within the first month of the school year. Include the date of the training, the person
responsible for conducting the training, training materials used, and the staff attendance sign-in sheets
that include the name of the school and the role of staff. Also submit a copy of the school-wide
resource list for each building and indicate how this information will be disseminated to staff.
Progress Report Due Date(s): December 16, 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 25
Institutional self-evaluation
Department CPR Finding:
A review of the documentation and staff interviews indicated that the district has not evaluated all
aspects of its K-12 program annually to ensure that all students, regardless of race, color, sex, religion,
national origin, limited English proficiency, sexual orientation, disability, or housing status, have equal
access to all programs, including athletics and other extracurricular activities.
Narrative Description of Corrective Action:
The district will collaborate with the administrative team to develop a policy with timelines for
evaluating our programs, including athletics and extra-curricular activities, on an annual basis to ensure
that all students are participating equitably in programs. A sample policy is included as a reference.
Once a policy has been approved, the staff will be trained.
The district will send out surveys to parents, students, and staff at the end of each school year to help us
determine the effectiveness of the programs. These surveys will be used as an effective evaluation tool
for determining if any changes, additions, and/or improvements will be needed prior to the start of the
next school year.
The Assistant Superintendent will monitor the implementation of the evaluation policy, and will
periodically check with the administrators for feedback at their monthly Administrators’ meetings.
Attachments:




Sample Program Evaluation Policy
Parent Survey
Student Survey
Staff Survey
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
Administrators
Ongoing 2011-12 school year
Evidence of Completion of the Corrective Action:



Approved Program Evaluation Policy
Completed Surveys from Parents, Students, and Staff
Agendas/Minutes of Administrators’ Meetings
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Description of Internal Monitoring Procedures:



The district will start the survey process in June 2011 to help us determine what are focus
should be on for the new school year in September.
Completed surveys will be shared with all staff members including administration team in
September 2011 for further feedback and suggestions.
The Assistant Superintendent will monitor the implementation of the evaluation policy, and
will periodically check with the administrators for feedback at their monthly Administrators’
meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 25
Institutional self-evaluation
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By September 12, 2011 submit the results and
recommendations from the survey.
By December 16, 2011 submit the evaluation that includes the conclusions reached and resolution of
any identified issues that resulted from the district’s assessment of its K-12 program to ensure that all
students, regardless of race, color, sex, religion, national origin, limited English proficiency, sexual
orientation, disability, or housing status, have equal access to all programs, including athletics and
other extracurricular activities.
Progress Report Due Date(s): September 12, 2011 and December 16, 2011
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: Dartmouth Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Dartmouth Public Schools/Ana C. Riley, Asst. Superintendent
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: March 9, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 5
Program Placement and Structure
Department CPR Finding:
At the elementary, middle, and high school levels, the district submitted the number of hours that
students are receiving ELL instruction, but these amounts do not meet the minimum recommended
hours per week of instruction. Many of the students are receiving the same number of hours of
instruction per week regardless of their proficiency levels, and the district did not differentiate between
the different levels of content and ELL instruction for students at each level.
The district indicated that the “majority” of teachers have received training in sheltered English
instruction (SEI), but the listing provided indicated that there are no teachers who have completed all
four categories of training. This fact, in combination with the insufficient levels of ELL instruction,
indicates that the district is not offering limited English proficient (LEP) students a sheltered English
immersion program.
The district did not submit an ELL curriculum. The document entitled “The ELE Program,” if
intended to be a curriculum, is a synopsis of the highlights of the program and cannot be considered a
curriculum. More specifically, missing are essential questions, language and content objectives, and a
detailed analysis of activities and assessments.
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Narrative Description of Corrective Action:
The administrative team and the ELL staff will work together on creating staff/student schedules to
reflect the DESE’s recommended number of service hours based on students’ proficiency levels,
MEPA scores, other pertinent testing information associated with the students. When creating the
student schedules, the district will try to keep ELL students together in a particular block of teachers
who have had the trainings in order to align with the DESE’s category trained staff regulations. This
will be implemented for September 2011.
The district will seriously look into the possibility of moving the ELL program to either one or two
elementary locations in order for us to be in compliance with ELL service requirements. If the district
decides to move the elementary ELL program to either one or two locations, the move will be done
gradually, over a period of time, starting with the newest students first until all students are finally
placed at the new ELL location(s). This will help to ensure that the ELL students are not subjected to
any further undue stress or anxiety. As another alternative, the district will look into hiring an
additional ELL staff member, whether full time or part time, to help with the student caseload if funds
are available.
The district has a master list of teachers who have been trained in the Category trainings. The previous
list submitted did not reflect the entire district, just teachers associated with the 10 selected ELL
students. The district continues to send staff members to category trainings, and will seek to have the
category trainings held in our district, especially at the secondary levels where there’s the most need.
(The master list will be attached).
The district will begin the process of designing a K-12 ELL curriculum program that will be aligned
with both ELPBO and the Massachusetts Curriculum Frameworks. The district will also refer to the
MA DESE Guide for Developing A Content-Based English as a Second Language Curriculum for
guidance. The ELL staff will meet monthly to write a curriculum that will include essential questions,
language and content objectives, and a detailed analysis of activities and assessments. Once the
curriculum has been completed, it will be immediately piloted. We will seek feedback from staff,
students, and parents for any suggestions or corrections to the curriculum. Once the curriculum is fully
implemented, the ELL staff will check the teachers’ lesson plans to ensure alignment with the new
curriculum.
Attachments:
 Master List of Category Trained Staff Members
 Sample Feedback Survey Form for Staff, Students, and Parents
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Asst. Superintendent
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
Building Principals
Ongoing for the 2011-12 school year
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Evidence of Completion of the Corrective Action:







Sign In Sheets for the Monthly ELL Staff Meetings on Curriculum
Agenda for Administrators Meetings on ELL Student Schedules
A Completed ELL Curriculum for Every Level Learner
Completed Feedback Surveys from Staff, Students, and Parents
ELL Student Academic Schedules
ELL Staff Schedules
Master List of Category Trained Staff Members
Description of Internal Monitoring Procedures:




The district will follow up with ELL staff and building principals on a monthly basis for
updates, feedback, and to reinforce DESE compliance regulations.
The district will periodically review ELL student schedules to ensure that the students are
being placed with category trained teachers.
The Assistant Superintendent will check with building principals regularly to follow up on
which staff members still need to be category trained.
Once the new ELL curriculum is fully implemented, the administration will conduct class
visits to ensure that the new curriculum is being implemented.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 5
Program Placement and Structure
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Dartmouth Public Schools has a low incidence of
English language learners (ELLs). The Department’s SIMS data base shows 38 ELLs in grades 3-5, 24
ELLs in grades 6-8, and 2 in grades 9-12.
In working toward its Corrective Action Plan (CAP) the district proposes two alternate plans to address
the provision of the Department’s recommended minimal hours of instruction. The plans under
consideration involve either the relocation all ELLs, or the hiring of another ESL teacher. However, it
is still unclear which of the two plans will be chosen by the district.
The Department notes that the findings on professional development remain the same. Upon review of
the district’s master list of Sheltered English Immersion (SEI) category trained teachers (submitted
after the initial document review), the Department noted that there are still no teachers who have
completed all four categories of SEI. In fact, not one teacher has completed Category 3 and very few
have completed Category 4 (those having completed Category 4 consist of nine in the elementary
schools, three in the high school and three in the middle school). It was also noted that completion of
Category 1 and 2 varies per school. For instance, in one of the elementary schools almost all teachers
except for one have completed Category 1, a little over half of the teachers have completed Category 2,
and 5 teachers have completed Category 4. The completion rate for those same categories is lower in
the other schools. See also ELE 15 for additional comments on professional development
requirements.
In regard to the ESL curriculum, the district should note that the Massachusetts English Language
Proficiency Benchmarks and Outcomes (ELPBO) will be phased out in the coming months. Therefore,
the district is no longer expected to base its ESL curriculum on the ELPBO; nevertheless, the district is
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Dartmouth CPR Corrective Action Plan
27
expected to develop an ESL curriculum, which should be able to stand alone and withstand changes as
needed.
Department Order of Corrective Action: Please provide the following:
1) An ESL curriculum.
2) Evidence, per school, that teachers have completed SEI category training in all four categories.
3) Evidence that students are receiving the recommended hours of ESL instruction.
4) Evidence that ELLs are placed with teachers who have been SEI trained in all four categories.
5) Results of internal monitoring activity.
Required Elements of Progress Report(s):
Please submit the following by 12/16/11:
1) Progress to date on ESL curriculum development.
2) A spreadsheet per school indicating all the categories of SEI training each teacher has
completed to date.
3) A spreadsheet, per school, listing all ELLs, their levels of English proficiency, and the hours of
instruction they receive.
4) Two to three sample schedules per school indicating placement of ELLs with teachers who are
SEI trained in all four categories.
The following will be required by a date to be determined:
1) A summary of results of internal monitoring activities. Include any non-compliance findings
and action taken to remedy such non-compliance.
2) A completed ESL curriculum.
3) An update on any new category training teachers have completed.
Progress Report Due Date(s): 12/16/11 and To Be Determined
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 6
Program exit and readiness
Department CPR Finding:
The district submitted a statement about what happens when a student exits its ELE program, but did
not submit a written policy for re-designating LEP students with specific exit procedures and criteria.
Narrative Description of Corrective Action:
The district will develop a policy based on a set of criteria and guidelines which will include multiple
measures to determine the readiness of ELL to exit the ELE program, and designation as FLEP.
The team will be made up of ELL teacher(s), classroom(s), school administrator(s), the Assistant
Superintendent, and when applicable, Special Education teachers and other Specialists, and will meet
and by using these newly-implemented guidelines and available data, will determine if an ELL is ready
for re-designation. The policy will include that there are no time constraints or limitations for
remaining in the program. The district will create a parental consent form for re-designating their child
from LEP to FLEP.
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Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
December 2011
Evidence of Completion of the Corrective Action:
 Meeting Agendas
 Completed Policy on Program Exit and Readiness, and Re-Designation
 Sample Parental Letter on Re-Designation
Description of Internal Monitoring Procedures:
The district will regularly check on ELL staff to ensure that the policy is being adhered to.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 6
Program exit and readiness
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the following by 12/16/11:
1) Sample meeting agendas
2) Completed Policy on Program Exit and Readiness and Re-Designation criteria
3) Sample Parental Letter on Re-Designation.
Progress Report Due Date(s): 12/16/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 9
Instructional groupings
Department CPR Finding:
The documentation submitted by the district did not contain any information about instructional
groupings for English Language Learners.
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Narrative Description of Corrective Action:
In conjunction with ELE 5, the administrative team and the ELL staff will work together on creating
staff/student schedules to reflect the DESE’s recommended number of service hours based on students’
proficiency levels, MEPA scores, other pertinent testing information associated with the students.
When creating the student schedules, the district will try to keep ELL students together in a particular
block of teachers who have had the trainings in order to align with the DESE’s category trained staff
regulations. This will be implemented for September 2011.
The district will seriously look into the possibility of moving the ELL program to either one or two
elementary locations in order for us to be in compliance with ELL service requirements. If the district
decides to move the elementary ELL program to either one or two locations, the move will be done
gradually, over a period of time, starting with the newest students first until all students are finally
placed at the new ELL location(s). This will help to ensure that the ELL students are not subjected to
any further undue stress or anxiety. As another alternative, the district will look into hiring an
additional ELL staff member, whether full time or part time, to help with the student caseload if funds
are available.
The district has a master list of teachers who have been trained in the Category trainings. The previous
list submitted did not reflect the entire district, just teachers associated with the 10 selected ELL
students. The district continues to send staff members to category trainings, and will seek to have the
category trainings held in our district, especially at the secondary levels where there’s the most need.
(The master list will be attached).
Attachments:
 Master List of Category Trained Staff Members
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana Riley, Assistant Superintendent
Ongoing for the 2011-12 school year
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
Building Principals
Evidence of Completion of the Corrective Action:




Agenda for Administrators Meetings on ELL Student Schedules
ELL Student Academic Schedules
ELL Staff Schedules
Master List of Category Trained Staff Members
Description of Internal Monitoring Procedures:



The district will follow up with ELL staff and building principals on a monthly basis for
updates, feedback, and to reinforce DESE compliance regulations.
The district will periodically review ELL student schedules to ensure that the students are
being placed with category trained teachers.
The Assistant Superintendent will check with building principals regularly to follow up on
which staff members still need to be category trained.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 9
Instructional groupings
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
If ELLs are grouped for direct ESL instruction, they must be grouped by English proficiency level and
taught by licensed ESL teachers. Groups may be mixed by no more than three grade levels and factors
such as maturity, literacy levels, cultural considerations and personality factors must be taken into
consideration when grouping students.
Department Order of Corrective Action:
Please provide the following:
1) Samples of student groupings per school.
2) Roster of ESL groups per school.
Required Elements of Progress Report(s):
By 12/16/11, please submit samples of student groupings per school. For each group, include name of
ESL teacher, student’s level of English proficiency, and duration of ESL instruction for each group.
Progress Report Due Date(s): 12/16/11
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 the student records indicated that parental notification letters were not always fully
completed and some information was missing, including the student’s level of English proficiency, and
the parents’ right to apply for a waiver.
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Narrative Description of Corrective Action:
The ELL staff will ensure that all returned parental notification letters in the future will be complete.
Parents with incomplete notification letters will be notified in writing in their native language by the
ELL staff. The district will create a standard form letter for missing documentation, and this will be
used to send to parents (in their native language) about what’s missing. The letters will be kept on file,
and will be followed up until all information is considered completed.
The district has adopted the standard Parent Notification Letter, and its translations developed by
MELC and OELA.
*Any mailed documentation to parents will include a return receipt slip to verify that parents did
receive our letter, and in their native appropriate language if necessary.
Attachment:
 Revised Parental Notification Letter
 Missing/Incomplete Information Form Letter
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
April 2011
Evidence of Completion of the Corrective Action:



Revised Parental Notification Letter
Missing Information Form Letter
Agendas for Administrators/Staff Meetings
Description of Internal Monitoring Procedures:


The district will continue to monitor, review, and reinforce DESE ELL requirements with all
staff and administrators during monthly staff/administrators’ meetings.
Administration will conduct random checks to make sure that the parental notification letters
are complete in accordance to DESE’s guidelines.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 10
Parental notification
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By 12/16/11, submit the results of an administrative
review of a random sample of LEP student records to determine that the Parent Notification Letters are
complete with all required information and evident in the student file. Include the following
information:
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1. Staff member conducting the review
2. Number of student records reviewed
3. Number of student records found to be in compliance with the requirements
4. Description of the root causes for any noncompliance found
5. Actions taken by the district to remedy any noncompliance
Progress Report Due Date(s): 12/16/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 11
Equal access to academic programs and services
Department CPR Finding:
A review of the documentation indicated 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. In addition, LEP students do not have opportunities to receive
support services, such as guidance and counseling, in a language that the student understands. See also
CR 13.
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Narrative Description of Corrective Action:
The district has a master list of teachers who have been trained in the Category trainings. The previous
list submitted did not reflect the entire district, just teachers associated with the 10 selected ELL
students. The district continues to send staff members to category trainings, and will seek to have the
category trainings held in our district, especially at the secondary levels where there’s the most need.
(The master list will be attached).
In conjunction with CR 13, the district will meet with K-12 guidance staff to develop a procedure to
ensure that all counseling materials distributed to students and their families are translated into the
appropriate home language. It will include the use of the translation request form submitted by our
ELL staff to determine which languages will be needed to translate materials. We will use this
information to create a multi-lingual statement to be included in all promotional and recruitment
materials.
Guidance staff will use Google Translator to translate documents, and if necessary, have translation
services including interpreters available at any parent meetings upon request. (All appropriate staff
will be provided with training on how to use Google Translator.) A list of building interpreters will be
created and distributed for staff as a reference.
Copies of translation requests and materials will be kept on file at each school for easy reference and
distribution.
When staff positions become available, we will also focus on a candidate’s ability to speak other
languages to help the district communicate with their parents/students.
Attachments:
 Master List of Category Trained Staff Members
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
Dean of Students for Student Services
Guidance Personnel
Ongoing for the 2011-12 school year
Evidence of Completion of the Corrective Action:






Master List of Category Trained Staff
Agenda and Minutes of the Guidance Meetings
Google Translator Training Agenda
List of Translators
ELL Translation Request Forms
List of Students Needing Translation Services
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Description of Internal Monitoring Procedures:



A copy of the translated counseling information will be kept on file at each school for easy
reference.
Follow up meetings with guidance personnel and administrators to ensure compliance with
translated counseling materials.
Guidance staff will follow up with parents to make sure that they have received the appropriate
translated documentation, and are aware of what’s happening with their child and school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 11
Approved
Equal access to academic programs
and services
Basis for Partial Approval or Disapproval:
Partially Approved
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): See CR 13 and ELE 5
Progress Report Due Date(s): 12/16/11 and To Be Determined
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 14
Licensure requirements
Department CPR Finding:
Documentation indicates that the ELL teachers are appropriately licensed and are providing ELL to
LEP students.
Documentation indicates that no elementary content classes are taught by qualified teachers who have
completed all four categories of SEI training. No teachers at the elementary level have taken
categories 3 or 4, and only seven teachers have taken category 1, and seven have taken category 2.
Documentation indicates that at the middle school level, only one content area teacher has taken
category 1, three have taken category 2, and no teachers have taken categories 3 and 4.
Documentation indicates that no content teachers have taken category training at the high school.
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Narrative Description of Corrective Action:
The district has a master list of teachers who have been trained in the Category trainings. The previous
list submitted did not reflect the entire district, just teachers associated with the 10 selected ELL
students. The district continues to send staff members to category trainings, and will seek to have the
category trainings held in our district, especially at the secondary levels where there’s the most need.
(The master list will be attached).
We currently have several staff members at all levels attending Category 4 training on April 6-7, 2011
with SMEC.
Attachments:
 Master List of Category Trained Staff Members
 Purchase Order and Registration Information for Category 4 Training
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Asst. Superintendent
Ongoing for the 2011-12 school year
Evidence of Completion of the Corrective Action:


Master List of Category Trained Staff Members
Purchase Order and Registration Information for Category 4 Training
Description of Internal Monitoring Procedures:



The district continues to register staff members to Category trainings.
The Assistant Superintendent will continue to work with building administrators to ensure that
we are getting staff members to attend all category trainings.
We will hire someone to come to the district to train our staff, especially at the secondary level
where we have the most need for it.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 14
Licensure requirements
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: For comments on professional development, see ELE 5 Program Placement and Structure.
Department Order of Corrective Action: See ELE 5 - Program Placement and Structure.
Required Elements of Progress Report(s): See ELE 5 - Program Placement and Structure.
Progress Report Due Date(s): See ELE 5 - Program Placement and Structure.
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: ELE 15
Professional development requirements
Department CPR Finding:
The district reported in its documentation that its plan is to get as many teachers registered, but this
does not constitute an adequate professional development plan.
Narrative Description of Corrective Action:
In conjunction with ELE 14, the district has a master list of teachers who have been trained in the
Category trainings. The previous list submitted did not reflect the entire district, just teachers
associated with the 10 selected ELL students. The district continues to send staff members to category
trainings, and will seek to have the category trainings held in our district, especially at the secondary
levels where there’s the most need. (The master list will be attached).
We currently have several staff members at all levels attending Category 4 training on April 6-7, 2011
with SMEC.
Attachments:
 Master List of Category Trained Staff Members
 Purchase Order and Registration Information for Category 4 Training
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Asst. Superintendent
Building Principals
Ongoing for the 2011-12 school year
Evidence of Completion of the Corrective Action:




Updated Master List of Category Trained Staff Members
Purchase Order and Registration Information for Category 4 Training
ELL Student Schedules
Category 4 Certificates of Completion for Staff Members
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Description of Internal Monitoring Procedures:




The district will continue to monitor and follow up with non-compliant staff members not
registering for Category trainings.
The Assistant Superintendent will continue to work and reinforce with building administrators
the importance of having all staff members attend all category trainings as required by DESE
for teachers who have ELL students.
We will hire someone to come to the district to train our staff, especially at the secondary level
where we have the most need for it.
The district will periodically review ELL student schedules to ensure that the students are
being placed with category trained teachers.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 15
Approved
Partially Approved
Disapproved
Professional development
requirements
Basis for Partial Approval or Disapproval: See Also ELE 5 - Program Placement and Structure for
comments on SEI professional development training.
Department Order of Corrective Action:
Please provide a SEI PD plan.
Required Elements of Progress Report(s):
By 12/16/11, please submit a SEI PD plan that shows the number of teachers per school, per year
expected to become qualified (completing all four SEI category trainings) to teach ELLs in the district.
Progress Report Due Date(s): 12/16/11
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Not Implemented
Criterion & Topic: ELE 17
Program evaluation
Department CPR Finding:
A review of the documentation indicated that the district has not conducted periodic evaluations of the
effectiveness of its ELE program in developing students’ English language skills and increasing their
ability to participate meaningfully in the educational program.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Narrative Description of Corrective Action:
The district will evaluate the effectiveness of the ELE program in developing students’ English
language skills and increasing their ability to participate meaningfully in the educational program
through staff, parent, and student surveys. The evaluation will also consist of state and district
assessment data, Special Education referrals, report cards, low income status, 504 referrals, MEPA and
MCAS results on the ELL population.
Surveys will be sent to seek input about our programs’ strengths and weaknesses. Once data has been
gathered, a committee consisting of classroom teachers, ELL teachers, and the Assistant
Superintendent will meet to review the findings, and determine which course of action needs to be
taken to better meet the students’ linguistic, academic, and effective needs. We will continue to
request feedback from everyone so we can continue to monitor the effectiveness of our program.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Ana C. Riley, Assistant Superintendent
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
Ongoing for the 2011-12 school year
Evidence of Completion of the Corrective Action:



Agendas of Committee Meetings
Staff, Student, & Parent Surveys
Brainstorm ideas on how to correct program weaknesses
Description of Internal Monitoring Procedures:




Continue to seek feedback from staff, students, and parents for ways to improve our program.
Follow up with everyone to ensure that we are improving the program’s weaknesses.
Continue to monitor student results to ensure that the students are receiving the best ELL
program that the district can provide.
Follow up with ELL staff about the most up-to-date information about trends and
implementations for ELL program issued from DESE, MATSOL, and other ELL
organizations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 17
Program evaluation
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By 12/16/11, submit a copy of the evaluation plan that the
school district has developed on the effectiveness of its ELE Program, and include a copy of staff,
parent, and student surveys.
Submit a copy of the results of the evaluation findings and the course(s) of action that needs to be taken
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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based on the evaluation. A date for this submission will be determined.
Progress Report Due Date(s): 12/16/11 and To Be Determined
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 18
Records of LEP students
Department CPR Finding:
A review of LEP student records indicated that required information and documentation was not
consistently evident. Records did not always include the following: progress reports, report cards,
information about the students’ previous school experiences, home language surveys, results of
proficiency tests and evaluations. In addition, parent notification letters lacked key elements or were
missing.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Dartmouth CPR Corrective Action Plan
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Narrative Description of Corrective Action:
The district will establish a procedure for monitoring placement of required ELE documentation for
ELE student folders. A staff member will be appointed to conduct periodic audits of ELL’s cumulative
folders to ensure that all applicable documentation is complete and kept in the folder. This staff
member will also receive enrollment status of the ELLs in the district from the SIMS database, and
based on this information, will verify that required documentation is up-to-date and complete.
A checklist has been created, and will be attached to each folder to make sure that the following
contents are included in the folders:



















Home Language Survey
Referral for ELE Evaluation
Intake Assessment Scores and Proficiency
Parent Notification Letter (Initial and Annual Letters)
Parent Refusal of Services Letter
Parent Withdrawal from Services Letter
MELA-O Scores
MEPA Scores
MCAS Scores
Progress Monitor Score
Progress Reports (Quarters 1 & 3)
Report Cards (For HS level: it’s official transcripts because everything is stored electronically)
Previous School ELE Documents
Individual Student Success Plan (if applicable)
Monitor Notification to Teacher Letter
Parent Notification of Exiting the Program Letter
Program Waiver Notification Letter
Monitor Observation Form
Re-entry Notification Letter
*Translated copies will be included if appropriate. Any mailed documentation to parents will include a
return receipt slip to verify that parents did receive our letter, and in their native language if
necessary.
Each ELL student will have their own folder kept with their cumulative folder that will follow them
throughout the levels until high school graduation.
The district has revised the parental notification letter to reflect that all appropriate information is
included such as: student’s level of English Proficiency, Parent’s Right to Apply for Waiver, etc. The
ELL staff will ensure that all returned parental notification letters will be complete. Parents with
incomplete notification letters will be notified in writing in their native language by the ELL staff. The
district will create a standard form letter for missing documentation, and this will be used to send to
parents (in their native language) about what’s missing. The letters will be kept on file, and will be
followed up until all information is considered completed.
Attachments:
 ELE Folder Checklist
 ELE Student Roster
 Revised Parent Notification Letter
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Kerry DeJesus, ELL Teacher
Alysia Dodd, ELL Teacher
Isilda Halstead, ELL Teacher
December 2011
Evidence of Completion of the Corrective Action:


Completed ELE Checklists
Revised Parent Notification Letter
Description of Internal Monitoring Procedures:


A building-based audit will be conducted to ensure that the ELE folders are complete with all
appropriate documentation as well as all Parent Notification Letters.
Assistant Superintendent will follow up with ELL staff for updates and/or concerns about
student folders, and its contents.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 18
Records of LEP students
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By 12/16/11, please submit a copy of the English
language learner checklist developed for monitoring and documenting the information in the student
record.
Submit the results of an administrative review of a random sample of LEP student records to determine
that all required information and documents are included. Include the following information:
1.
2.
3.
4.
5.
Staff member conducting the review
Number of student records reviewed
Number of student records found to be in compliance with the requirements
Description of the root causes for any noncompliance found
Actions taken by the district to remedy any noncompliance
A date for this submission will be determined.
Progress Report Due Date(s): 12/16/11 and To Be Determined
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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