MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: East Bridgewater
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 08/19/2011.
Mandatory One-Year Compliance Date: 08/18/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 2
Criterion Title
Required and optional assessments
SE 3
Special requirements for determination of specific learning
disability
Institutional self-evaluation
CR 25
CPR Rating
Partially
Implemented
Partially
Implemented
Not Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 2 Required and optional assessments
Partially Implemented
Department CPR Findings:
Record review indicates that not all records contain Educational Assessments A and B,
which include a history of the student´s educational progress in the general curriculum
and assessments by a teacher with current knowledge regarding the student´s specific
abilities in relation to learning standards of the Massachusetts Curriculum Frameworks
and the district?s general education curriculum, as well as an assessment of the student´s
attention skills, participation behaviors, communication skills, memory, and social
relations with groups, peers, and adults.
Description of Corrective Action:
The district shall provide training to teachers at their building-based monthly faculty
meetings. Follow-up training will be provided to special education teachers, team chairs,
guidance counselors, and special education secretaries. A monitoring process in the form
of an IEP check-list for the submission of required assessments will be implemented.
Submission of all required assessments will be monitored by the building-based team
chairperson.
Anticipated Results:
Following the training sessions, it is anticipated that the district shall have 100%
implementation of SE Criterion #2.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services; Building-Based Team
Completion:
Chairpersons
12/16/2011
Evidence of Completion of the Corrective Action:
The evidence of completion begins with documentation of training via meeting agendas
and sign-in sheets. Additionally, a copy of the IEP check-list designed to assure 100%
compliance with the submission of all required documents will be available for review.
Description of Internal Monitoring Procedures:
The IEP check-list will be reviewed by the Pupil Personnel Director. Following the
corrective action training sessions, approximately 10-15 random record reviews shall be
conducted k-12 for students requiring the completion of SE Criterion #2.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 2 Required and optional assessments
Corrective Action Plan Status: Approved
Status Date: 09/21/2011
Basis for Partial Approval or Disapproval:
The district proposed providing training regarding the requirements for the completion of
Educational Assessment A and B. The district also indicated that it would review a random
sample of records to determine whether the Educational Assessment Form A and B have
been completed and were on file.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 27, 2012, provide a copy of the training agenda, date(s) the training was
conducted and the sign-in sheet with staff person's title/role.
By April 27, 2012, provide a report of the results of the review of a random sample of
records to determine whether the Educational Assessment Form A and B were completed
and filed since the training. Please review the records in which the evaluation was
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conducted after the training. Include the number of students records reviewed, the
number in compliance, for all records not in compliance indicate the root cause along with
the specific corrective action taken with regard to each file.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records
reviewed, date of the review, name(s) of staff who conducted the review with roles and
signatures.
Progress Report Due Date(s):
01/27/2012
04/27/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 3 Special requirements for determination of specific learning
Partially Implemented
disability
Department CPR Findings:
Record review indicates that when the Team creates a written determination as to
whether or not the student has a specific learning disability, not all members of the Team
are signing the form.
Description of Corrective Action:
The district shall provide training to special education teachers and building-based team
chairpersons. A monitoring process in the form of an IEP check-list to assure that SE
Criterion #3 is accurately completed at the IEP meeting will be implemented.
Anticipated Results:
Following the corrective action training session and the implementation of the IEP checklist, it is anticipated that the district shall have 100% compliance with regard to SE
Criterion #3.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services; Building-Based Team
Completion:
Chairpersons
12/16/2011
Evidence of Completion of the Corrective Action:
The evidence of completion shall begin with the documentation of training via meeting
agendas and sign-in sheets. Additionally, a copy of the IEP check-list designed to assure
100% compliance with the accurate completion of required documentation will be
available for review.
Description of Internal Monitoring Procedures:
Following the corrective action training session, a record review of 8-10 students
identified as SLD shall be conducted.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 09/21/2011
determination of specific learning
disability
Basis for Partial Approval or Disapproval:
The district proposed training for all special education staff regarding the requirement and
procedures for the determination of specific learning disabilities. The district also indicated
that it would conduct a review of a random sample of student records for those students
identified as having a specific learning disability to determine whether the requirements,
including the signature of all Team members on the written determination, have been
completed and are on file.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 27, 2012, provide a copy of the training agenda, date(s) the training was
conducted and the sign-in sheet with staff person's title/role.
By April 27, 2012, provide a report of the results of the review of a random sample of
student records to determine whether Team members are signing the written
determination. Review the records of students who had a Team meeting subsequent to
the training. Include the number of students evaluated and suspected of having a SLD
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since the training, the number of records in compliance and for all records not in
compliance indicate the root causes(s) of the noncompliance and provide the specific
corrective action taken with regard to each file.
The district will maintain the following documentation and make it available to the
Department upon request: list student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review with roles and
signatures.
Progress Report Due Date(s):
01/27/2012
04/27/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 25 Institutional self-evaluation
Not Implemented
Department CPR Findings:
A review of documentation indicates that the district does not evaluate all aspects of its K12 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.  
Description of Corrective Action:
The district will develop and implement an annual evaluation of our civil rights programs.
Anticipated Results:
This annual evaluation will provide data needed to assure that all aspects of our K-12 civil
rights program is in compliance.
Title/Role(s) of responsible Persons:
Expected Date of
Susan T. Cote, Superintendent
Completion:
06/20/2012
Evidence of Completion of the Corrective Action:
The annual assessment tool
The annual analysis of the data
Description of Internal Monitoring Procedures:
The Superintendent will oversee this annual assessment. It will be done each year as
part of the district's end-of-year activities.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 25 Institutional self-evaluation
Corrective Action Plan Status: Approved
Status Date: 09/21/2011
Basis for Partial Approval or Disapproval:
The district has proposed to develop and implement an annual evaluation of its K-12 civil
rights programs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By April 27, 2012, provide a copy of the assessment, a report of the results and any
required corrective action that must be taken by the district.
Progress Report Due Date(s):
04/27/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: East Bridgewater School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Name of School/District Staff Member
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5
Rating: Partially Implemented
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Department CPR Finding: East Bridgewater Public School District is a very low incidence district.
Documents indicate that there are 12 English language learners (ELLs) enrolled: five (5) in elementary
school; one (1) in middle school; and three (3) are in high school. ELLs are placed in a sheltered English
immersion (SEI) program comprised of both English as a second language (ESL) instruction and
sheltered content instruction (SEI). Although content instruction is based on the appropriate
Massachusetts Curriculum Framework, ELLs are not receiving adequate sheltered content instruction as
teachers have not completed all four categories of SEI professional development focused on the skills and
knowledge necessary for sheltering instruction, described in the Commissioner’s Memorandum of June
2004 (See also ELE 15 for additional comments on Professional Development).
Documents submitted by the district did not include an ESL Curriculum. However, documentation
indicated that for the elementary grades the district is using the Ballard and Tighe’s Carousel of Ideas
(a language development program K-5) as well as the K-5 Reading Streets program, which has an ESL
component used by the ESL and general classroom teachers. Nonetheless, the district provided no
evidence on how ESL curricula are used to meet the needs of ELLs. Although the district asserts that it
is providing ESL/ELD instruction that is based on the English Language Proficiency Benchmarks and
Outcomes (ELPBO), no evidence was provided. In addition, the district did not reference the use of
any ESL curriculum for the middle school and high school.
Hours of ELD instruction were not documented, nor were the levels of English proficiency for ELLs.
The district reports providing ESL instruction once or twice a week “as needed.” Therefore, the
Department assumes that hours of instruction being provided by the district are not in alignment with
the Department’s recommendations as outlined in the “Guidance on Using MEPA Results to Plan
Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for Limited
English Proficient (LEP) Students” (September 2009 Guidance).
Because the district has not yet completed its SEI category training of teachers to enable them to
shelter content, a complete ESL curriculum was not included, students levels of English proficiency
were absent and the hours of instruction were not reported, the Department concludes that English
language learners are not receiving adequate hours of ESL instruction as described in the
Commissioner’s Memorandum of June 2004. Therefore, the district is not offering a program that is
consistent with Chapter 71A.
Narrative Description of Corrective Action: Activity 1: For the next three years the district has
committed to sending 10 teachers each year for ELL training. The goal is to have two teachers at
each grade level K-4, two teams at each grade level 5-8, and two teachers in each content area
grades 9-12 fully trained in all four categories over the next three years. The district has
registered 11 teachers for training this school year (see attached teacher training list).
Activity 2: An ELL curriculum has been developed for students in grades K-12 using the ELPBO
(see attached curriculum)
Activity 3: A Second Language Acquisition Education Plan form has been developed (see
attached) that includes the days of service and the number of hours per student. This form will
be filled out for each student annually by the ERSL teacher and will be filed in the student ELL
folder.
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Title/Role of Person(s) Responsible for
Implementation:
Activity 1:ELL Coordinator
Activity 2: ELL Coordinator
Activity 3: ESL teacher
Expected Date of Completion for Each
Corrective Action Activity: Activity
1:Completed (see attached training for 20112012
Activity 2: Completed (see attached ELL
curriculum document
Activity 3: Completed (see attached Second
Language Acquisition Education Plan form)
Evidence of Completion of the Corrective Action:
Activity 1: List of teachers being trained this year with dates (see attached) These trainings are
being offered by North River Collaborative.
Activity 2: Completed ELL curriculum document (see attached)
Activity 3: Completed Second Language Acquisition Education Plan form (see attached)
Description of Internal Monitoring Procedures:
Activity1: Annually the district ELL Coordinator will identify training dates and notify
principals. Principals will register teachers through the ELL Coordinator. Annually the ELL
Coordinator will review progress on the three-year PD plan.
Activity 2: Each student will be monitored by the ESL teacher through the space provided on
the curriculum templates (date achieved column). Curriculum documents will be placed in each
student’s ELL folder. Annually the district ELL Coordinator will meet with the ESL teacher to
review progress on each student.
Activity 3: The ESL teacher will complete a Second Language Acquisition Education Plan for
each student annually. The form will be placed in the student’s ELL folder. Annually the
district ELL Coordinator will meet with the ESL teacher to review progress on each student.
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:
A Second Language Acquisition Education Plan form has been developed that includes the days of
service and the number of hours per student. This form will be filled out for each student annually by
the ERSL teacher and will be filed in the student’s ELL folder. While it may be useful for the district’s
internal monitoring, it does not demonstrate to ESE that ELLs receive sufficient hours of ESL/ELD.
The district included a schedule of category training, but no Category 4 training was included. In
addition, it is not clear how SEI trained teachers will be linked to ELL students.
The ELPBO has been phased out.
Department Order of Corrective Action:
Provide the Department with the plan for making the SEI cohort training available to the core academic
teachers of ELLs and the building administrators who supervise such teachers and to arrange for the
participation of such teachers and administrators in the training.
Provide the Department with the district’s new ESL/ELD curriculum, which should be aligned with all
Massachusetts Curriculum Frameworks (e.g., English/Language Arts, mathematics, science, social
studies) and the WIDA English language development standards.
See http://www.wida.us/standards/eld.aspx.
Provide the Department with evidence that all ELL students, including those at the middle and high
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school, receive sufficient ESL instruction, consistent with the students’ levels of English proficiency
and Department guidance (http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
Provide ALL of the above by January 30, 2013.
Required Elements of Progress Report(s):
By April 19, 2013, provide a report of the monitoring of the following:
1. The status of implementation of the plan for making SEI cohort training available to the core
academic teachers of ELLs and the building administrators who supervise them.
2. The implementation of the new ESL/ELD Curriculum, which should be aligned with all
Massachusetts Curriculum Frameworks (e.g., English/Language Arts, mathematics, science,
social studies) and the WIDA English language development standards.
3. A review of ELL student records at all levels, elementary, middle and high school, in order to
determine implementation of sufficient hours of ESL instruction, consistent with students’
levels of English proficiency.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of the student names
and grade level for the records reviewed; b) Date of the review; c) Name of person(s) who conducted
the review, their role(s), and signature(s).
Progress Report Due Date(s): January 30, 2013, April 19, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6
Rating: Partially Implemented
Department CPR Finding: Documentation did not indicate if High School ELLs who are transitioned
out of the SEI program are also monitored for two years.
Narrative Description of Corrective Action: An ELE monitoring report form was included in our
District ELL Programming Guide. That form is attached.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Coordinator
Corrective Action Activity:
Completed (see attached)
Evidence of Completion of the Corrective Action: Completed ELE monitoring report form.
Description of Internal Monitoring Procedures: These forms will be filled out annually by the
ESL teacher and placed in the student’s ELL folder. The district ELL Coordinator will meet to
review the files of all ELE and FLEP students at the end of each year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6 Program Exit and
Readiness
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
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Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide a sample of the monitoring forms for the ELL
students at the high school level by January 30, 2013.
By April 19, 2013 , provide a report of the ELL coordinator’s review of the files of FLEP students,
including:
- Number of FLEP students
- Number of FLEP students for whom monitoring is documented.
Progress Report Due Date(s): January 30, 2013, April 19, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9
Rating: Not Implemented
Department CPR Finding: Documentation did not indicate if the district uses grouping of ELLs of the
same English proficiency level as a strategy for teaching ESL.
Narrative Description of Corrective Action: In our discussion with DESE staff who did the
Coordinated Program review we discussed the fact that students are most often seen individually
for ESL instruction because we have a low incidence population with students at different grade
levels, but that there are some occasions when students can be grouped for instruction. In order
to identify the type of instruction that is being given (individual or group), we have added a
section to our Second Language Acquisition Plan that indicates this (see attached plan).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL teacher
Corrective Action Activity:
Completed
Evidence of Completion of the Corrective Action: The completed Second Language Acquisition
Education Plan.
Description of Internal Monitoring Procedures: A Second Language Acquisition Education Plan
will be completed for each ELL student annually and placed in their ELL folder. The district
ELL Coordinator will meet with the ESL teacher annually to review each student’s folder.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Grouping
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 30, 2013, provide samples of the Second Language Acquisition Education Plan
for several students at each level. Ensure that each form indicates the weekly frequency of
ELL/ELD instruction, as well as whether the student is grouped with other students of the
same language proficiency.
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By April 19, 2013, provide a report of the ELL Coordinator’s review of student folders with
the ESL teacher, indicating:
- The number of ELL student folders reviewed
- The number of ELL students
- The number of ELL students receiving sufficient ESL consistent with their English
proficiency levels.
Progress Report Due Date(s): January 30, 2013, April 19, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10
Rating: Partially Implemented
Department CPR Finding: Documentation indicates that the parent notification letter omits the
child’s level of English proficiency.
Narrative Description of Corrective Action: Level of proficiency has been added to the parent
notification letter (see attached).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL teacher
Corrective Action Activity:
Completed
Evidence of Completion of the Corrective Action: Completed revised parent notification letter
(see attached).
Description of Internal Monitoring Procedures: A parent notification letter is sent out to the
parents of each student that is tested. A copy of this letter is placed in the student’s ELL
folder.The district ELL Coordinator will meet with the ESL teacher annually to review each
student’s folder.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district submitted a revised parent notification letter
that includes the level of English proficiency. However, the letter does not include the parent’s right to
apply for a waiver.
Department Order of Corrective Action: Revise the parent notification letter to include the parent’s
right to apply for a waiver.
Required Elements of Progress Report(s): Submit to the Department a parent notification letter that
includes all required elements by January 30, 2013.
Progress Report Due Date(s): January 30, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11
Rating: Partially Implemented
Department CPR Finding: A review of 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 activity 1 of criterion 5.
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: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5
Department Order of Corrective Action: See ELE 5
Required Elements of Progress Report(s): See ELE 5
Progress Report Due Date(s): See ELE 5
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15
Rating: Partially Implemented
Department CPR Finding: Although throughout the district teachers have completed Category 1 (43
teachers) and Category 2 (31 teachers) of SEI PD, there are still teachers who have yet to be trained in
those categories. Moreover, no teachers have been trained in Categories 3 and 4. The district’s
professional development plan has been to have at least two teachers trained at each grade level, K-6,
and at least two teachers in each content area, grades 8-12 trained in Categories 1 and 2. The district
did not specify if it is meeting these goals. In addition, it was not clear if this plan would continue in
subsequent years. Thus, a long-term professional development plan that ensures teachers complete
their SEI training was not submitted.
Narrative Description of Corrective Action: See activity 1 Criterion 5.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
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Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5.
Department Order of Corrective Action: See ELE 5.
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
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