MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Eastham
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 08/24/2011.
Mandatory One-Year Compliance Date: 08/23/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 14
Criterion Title
Review and revision of IEPs
SE 24
CR 10A
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
Student handbooks and codes of conduct
CR 25
Institutional self-evaluation
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Not Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
A review of the student records indicated that not all IEP Team meetings were held on or
before the anniversary date of the IEP.
Description of Corrective Action:
Training will be provided to the special education team chairperson about IEP timelines. A
list of all IEPs and due dates will be provided to the Director along with anticipated dates
for IEP review meetings.
Anticipated Results:
Compliance with SE 14
Title/Role(s) of responsible Persons:
Expected Date of
Dr. Ann Caretti, Director of Student Services
Completion:
09/29/2011
Evidence of Completion of the Corrective Action:
Agenda for training, materials used, IEP due dates and projected due dates for this school
year.
Description of Internal Monitoring Procedures:
The Director will monitor progress 1 to 2 times a month for compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Approved
Status Date: 10/11/2011
Basis for Partial Approval or Disapproval:
The district reported that it will provide training to the special education Team chairperson
on the requirement to conduct all IEP Team meetings prior to the expiration date of the
previous IEP. The director will monitor the requirements of this criterion monthly.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 12/13/11, submit an agenda and signed attendance sheet from the special education
Team chairperson training on the requirement to conduct all IEP Team meetings prior to
the expiration date of the previous IEP.
By 3/7/12, submit a report of an internal review of student records after the Team
chairperson has received training to determine whether Team meetings are held prior to
the expiration date of the previous IEP. Include the number of records reviewed, the
number of student records in compliance with these requirements, a description of the
root causes for any noncompliance found, and specific actions 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):
12/13/2011
03/07/2012
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MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
A review of the student records indicated that the information included in the Notice of
Proposed School District Action (N1) often lacked specificity with regard to the action the
school district is proposing to take, as well as the rejected options that were considered
and the reasons why those options were rejected. The N1 forms also did not consistently
address the evaluation procedure, test, record, or report the agency used as a basis for
the proposed action.
Description of Corrective Action:
Training will be provided to the special education team chair person on N1 forms.
Anticipated Results:
Compliance with SE 24.
Title/Role(s) of responsible Persons:
Expected Date of
Dr. Ann Caretti, Director of Student Services
Completion:
09/29/2011
Evidence of Completion of the Corrective Action:
Agenda, participant list, materials provided
Description of Internal Monitoring Procedures:
The Director of Student Services will monitor the completion of the N1 form 1 to 2 times a
month.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 10/11/2011
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
The district reported that it will provide training to the special education Team chairperson
on the specific information to be included in the Notice of Proposed School District Action
(N1 form). The director will monitor the requirements of this criterion monthly.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 12/13/11, submit an agenda, signed attendance sheet and training materials used for
training the special education Team chairperson on the requirements of this criterion
(appropriate completion of the N1 form).
By 3/7/12, submit a report of the results of an internal review conducted after this
information has been reviewed with the special education Team chairperson. Include the
number of student records reviewed, the number of student records that contained a
complete and detailed Notice of Proposed School District Action (N1), a description of the
root causes for any noncompliance found, and specific actions taken by the district to
remedy any noncompliance.
*Please note when conducting internal monitoring that the district must maintain the
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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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):
12/13/2011
03/07/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
A review of the documentation indicated that the school district does not have a code of
conduct for teachers. In addition, the student code of conduct does not contain a citation
that references M.G.L. c. 76, s. 5.
Description of Corrective Action:
The principals and other administrative staff will meet, develop, and adopt a code of
conduct for teachers.
References to MGL c 76 s 5 will be included in the Student Handbook.
Anticipated Results:
Compliance with CR 10 A
Title/Role(s) of responsible Persons:
Expected Date of
Dr. Ann Caretti, Direcotr of Student Services
Completion:
05/01/2012
Evidence of Completion of the Corrective Action:
Agenda topics, participant list, adopted code of conduct. MGL reference will be insert into
the student handbook.
Description of Internal Monitoring Procedures:
Monitor the student/parent handbook for corrective action.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 10/11/2011
conduct
Basis for Partial Approval or Disapproval:
The district reported that a code of conduct for teachers will be developed. In addition,
the student code of conduct will be revised to include references to M.G.L. c. 76, s.5.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 12/13/11, submit a copy of the parent/student handbook that includes a reference to
M.G.L. c. 76, s. 5.
By 3/7/12, submit a copy of the code of conduct for teachers.
Progress Report Due Date(s):
12/13/2011
03/07/2012
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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 the documentation and interviews indicated that the school district has not
conducted an institutional self-evaluation annually for the purposes of ensuring 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:
A survey will be sent to faculty, administrators, and parents through internet. The
information from the survey will be collected and analyzed. Corrective active wil be
implemented as soon as possible.
Anticipated Results:
Compliance with CR 25
Title/Role(s) of responsible Persons:
Expected Date of
Dr. Ann Caretti, Director of Student Services
Completion:
12/01/2011
Evidence of Completion of the Corrective Action:
Data from the survey, anlysis of the survey, and corrective action(s)
Description of Internal Monitoring Procedures:
The survey should be completed by 11/01/2011. Corrective action plan should be
implemented as soon as possible.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 25 Institutional self-evaluation
Corrective Action Plan Status: Approved
Status Date: 10/11/2011
Basis for Partial Approval or Disapproval:
The district reported that a survey will be developed and sent to teachers, education
assistants, guidance counselors, administrators and parents to determine whether all
students have equal access to all programs. The surveys will then be analyzed and any
required corrective action will be implemented.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 3/7/12, submit the results of the survey/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):
03/07/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Eastham Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Dr. Bonny L. Gifford, 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.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and Structure
Rating: PI
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Department CPR Finding: The Nauset Regional School District (Nauset RDS) is a low-incidence district.
Documentation submitted by the Nauset System, which encompasses the towns of Brewster, Orleans, Eastham,
and Wellfleet indicates that the public schools in these towns together have just under 20 English language
learners (ELLs). Students from these towns’ elementary schools feed into Nauset’s middle and high schools. A
Structured English Immersion (SEI) program is in place to serve ELLs enrolled in the Nauset System. The
District Analysis and Review Tool (DART) for English language learners shows the following enrollment
numbers: Seven in Brewster PS, three in Eastham PS, one in Orleans PS, one in Wellfleet PS, and seven in
Nauset RDS (three in middle school and 4 in high school).
Documentation reviewed indicated that in the Nauset System current ELE instruction includes thematic units
“based generally on the Carousel of IDEAS English language development by Ballard and Tighe. ESL
teachers use a variety of sources in their teaching including, ‘All around me,’ and ‘Tisi is me’ by Eliz Claire;
‘ESL Newcomer Books’ (Sunshine Series); ‘Hooray for English Workbook. 1, 2, and 3’ by Scott Foreman, and
‘Let’s go Series,’ and Side by Side Series.” In addition, districts in the Nauset System are in the process of
developing and writing a curriculum for English language learners. However, no evidence of this work was
provided. (See letter sent with the draft report, regarding the phasing out of the ELPBO and changes in ESL
curricula requirements).
In Eastham P.S. ELLs are taught by a licensed ESL teacher and receive ESL instruction individually.
Documents reviewed concerning ESL hours of instruction indicate that Eastham P.S. is not providing hours of
instruction that are consistent with Department guidance. For example, in Eastham P.S. there are two ELLs at
Level 1: a first grader who receives 2 ½ hours a week and a third grader who receives 2 hours a week of ESL
instruction, as well as a Level 3 ELL who receives no direct ESL instruction, but who is assigned to an ESL
teacher in the general classroom for Math (1 hour a week) and ELA (55 minutes a week). This Level 3 ELL, as
well as all English language learners should be receiving direct ESL instruction in addition to sheltered
instruction in all content areas. In addition, all English language learners should receive direct ESL
instruction as well as sheltered instruction in all content areas. (See below for Department guidance on hours
of instruction.)
The Department’s guidelines recommend that students receive hours of instruction in accordance with their
Massachusetts English Proficiency Assessment (MEPA) levels as follows: Level 1 and Level 2 should receive
2.5 hours of ESL instruction a day or 12.5 hours a week; those in Level 3, 1-2 hours per day or 5-10 hours a
week, and levels 4 and 5, 2.5 hours per week or half an hour a day.
According to documentation provided, content instruction is based on the Massachusetts Curriculum
Framework; however, not all teachers in the Nauset System have completed their professional development
category training in Sheltered English Immersion; therefore, ELLs are not receiving effective sheltering of
academic content. In Eastham P.S. two of three teachers completed Category 1 and one of three completed
Category 4. A number of other staff have also completed SEI PD training in Categories 1 (11 staff) and 4 (two
staff), and Categories 2 (1 staff) and 3 (two staff). See also ELE 15 for additional comments. (Note that SEI
category training is designed to focus on the skills and knowledge necessary for sheltering instruction as
described in the Commissioner’s Memorandum of June 2004.)
See ELE 14 for comments on teacher licensing information.
Eastham P. S., like all the districts in the Nauset System, has not developed an ESL/ELD curriculum, hours of
ESL instruction for students in the district are not consistent with Department guidelines, and there are
teachers working with ELLs that have not yet completed their SEI professional development training.
Consequently, the Department concludes that the district does not have an ELE program that is consistent with
Chapter 71A.
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1. 1. Narrative Description of Corrective Action: Hours of ESL Instruction: The district understands that while
service level is a Department recommendation and not a mandate, it is critical to adhere as closely to this
guidance as possible in order to effectively service each student. We will take appropriate steps to ensure
students receive services more in line with the Department’s recommendations.
A district ESL Team that includes the Director of ESL, the ESL Coordinator, and ESL and content teachers
will be established. This Team will review current hours of instruction being provided to ELL students at
various levels throughout the schools including Eastham Elementary. The Team will review these students’
schedules and determine the most effective strategy to increase services for the remainder of the school year in
accordance with the Department’s recommendations. The team will also project the number and levels of
students who will continue to require services in 2012-2013 in the Eastham district and develop schedules that
will provide students with appropriate levels of service in line with the Department’s recommendations.
2. 2. Curriculum: Aware of the phasing out of the ELPBO, MEPA, and impending changes in curricula and
assessment requirements, we have already begun to learn as much as possible about the new expectations. We
have been exploring the WIDA and Center for English Language Education (CELS) websites to learn more
about timeframes and training opportunities relative to WIDA and ACCESS. We will continue to monitor these
sites as updates are posted. We have also read the Department’s proposed implementation plan relative to the
RETELL initiative, perused the RETELL website and attended workshops. Further we have registered for the
Webinar scheduled for April 10th. When we receive further guidance from the Department we will take
appropriate steps including assembling our Team and providing release time/and or paid time to develop
curriculum that supports implementation of the WIDA Standards. In addition ESL teachers, the ESL
Coordinator, and the Director of ESL will continue to participate in training sessions such as the Standards
Debut Event that is scheduled to be held in Boston in November 2012. We will plan to roll out the information
as it becomes available each month during faculty meetings to ensure all teachers understand the changes
taking place relative to the transition from the ELBO to WIDA, review connections to the Common Core, and
embrace the significance of providing content based support for English Language Learners so that classroom
practice across the district reflect the emphasis on content based instruction and support.
3. SEI PD Training: Similar to our response above, we will continue to monitor the RETELL website to stay
abreast of the impending changes relative to SEI training and the SEI Endorsement. We have already read
through the Department’s draft proposal for implementation and will plan on attending any training pertaining
to this initiative. Once we receive further guidance from the Department, we will develop a professional
development plan to ensure all required educators, including administrators, are appropriately trained. We will
also ensure our staff becomes familiar with the RETELL initiative through district wide Staff Updates and
monthly staff meetings in each school.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Dr. Bonny L. Gifford
Action Activity:
Assistant Superintendent/ Director of ESL
1. September, 2012
In collaboration with Jennifer Lyon: ESL
2. March, 2013: Dependent upon Department’s timeline
Coordinator
3. March, 2013: Dependent upon Department’s timeline
Evidence of Completion of the Corrective Action:
1. Documentation including minutes of meetings, individual student schedules, and teacher
assignments
2. Workshop and Webinar registration confirmations, documentation of curriculum meetings/hours,
Curriculum document, staff meeting agendas, Staff Updates, email communication relative to dissemination of
information
3. Workshop and/or Webinar registration confirmations, documentation of meetings (agendas, minutes), Staff
Updates, staff meeting agendas, professional development plan, (evidence of training as it becomes available)
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Description of Internal Monitoring Procedures: The Assistant Superintendent who also serves as the
Director of ESL, in collaboration with the ESL Coordinator, will meet with the ESL Team including principals
or designees on a bi-monthly basis for the purpose of discussing and documenting the district’s progress
relative to RETELL, WIDA, and ACCESS. We will also share updates on curriculum development. Quarterly
Staff Updates and a monthly School Committee report will include updated information as it becomes
available.
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: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide the Department with following by February 15, 2013
Evidence that all ELL students 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 the Department with evidence that ELLs receive subject matter content that is based on the
current Massachusetts Curriculum Frameworks in English/Language Arts, mathematics, science and
social studies.
Please submit the following by May 10, 2013
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 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 evidence of dissemination of information concerning the new SEI requirements to
administrators and core academic teachers.
Progress Report Due Date(s): February 15, 2013 and May 10, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic
Programs and Services
Rating: PI
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.
Narrative Description of Corrective Action: As indicated in ELE 5 Program Placement and Structure above
we will continue to monitor the RETELL website to stay abreast of the impending changes relative to SEI
training and the SEI Endorsement. We have already read through the Department’s draft proposal for
implementation and will plan on attending any training pertaining to this initiative. Once we receive further
guidance from the Department, we will develop a professional development plan to ensure all required
educators, including administrators, receive appropriate training. We will also ensure our staff becomes
familiar with the RETELL initiative through district wide Staff Updates and monthly staff meetings in each
school.
Title/Role of Person(s) Responsible for Implementation: Expected Date of Completion for Each
Dr. Bonny L. Gifford
Corrective Action Activity:
Assistant Superintendent/Director of ESL
March, 2013: Depending upon Department’s
timeline and release of more guidance
Evidence of Completion of the Corrective Action: Workshop and Webinar registration confirmations, staff
meeting agendas, Staff Updates, email communication relative to dissemination of information, documentation
of ESL Team meetings (agendas, minutes), and copy of professional development plan
(Evidence of training participation as it becomes available).
Description of Internal Monitoring Procedures: The Assistant Superintendent in collaboration with the ESL
Coordinator will implement monthly ESL Team meetings. Members will include ESL teachers and principals
or designees. During these meetings we will discuss recent updates relative to the RETELL initiative, WIDA,
and ACCESS. We also develop the district’s professional development plan as information becomes available
from the Department and monitor participation progress.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to Academic
Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 5
Progress Report Due Date(s): February 15, 2013 and May 10, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Requirements
Rating: PI
Department CPR Finding: The district submitted a five year plan for SEI professional development which
runs through 2011. This plan includes training providers and the SEI category training made available to
teachers per school year. However, it does not include an update for each school concerning what SEI
professional development each content area teacher working with ELLs, in each school, has completed to date.
See also ELE 5. (See letter sent with the draft report, regarding change in requirements for category 3).
Narrative Description of Corrective Action: As indicated in ELE 5 Program Placement and Structure above
we will continue to monitor the RETELL website to stay abreast of the impending changes relative to SEI
training and the SEI Endorsement. We have already read through the Department’s draft proposal for
implementation and will plan on attending any training pertaining to this initiative. Once we receive further
guidance from the Department, we will prepare an updated list of educators and the SEI professional
development they have completed. This data will guide the development of a professional development plan
that will drive training of all required educators, including administrators. Principals will be advised of the
status of each of their staff members and plans for training. We will also ensure our staff becomes familiar with
the RETELL initiative through district wide Staff Updates and monthly staff meetings in each school.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Dr. Bonny L. Gifford
Action Activity:
Assistant Superintendent/Director of ESL
March, 2013: Depending upon Department’s timeline and
In collaboration with Jennifer Lyon: ESL
release of more guidance
Coordinator
Evidence of Completion of the Corrective Action:
1. List of teachers and completed professional development
2. Notification to principals re: staff members and professional development needs
3. Professional development plan
4. Evidence of training as it becomes available
Description of Internal Monitoring Procedures: The Assistant Superintendent in collaboration with the ESL
Coordinator will implement bi-monthly ESL Team meetings. Members will include ESL teachers and
principals or designees. During these meetings we will share updates relative to the RETELL initiative, WIDA,
and ACCESS. Progress on the development of the district’s professional development plan and its
implementation will also be discussed during these meetings.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 5
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Progress Report Due Date(s): February 15, 2013 and May 10, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: NI
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.
Narrative Description of Corrective Action:
 Determine the kinds of information we will draw from to drive the Program Evaluation: (Policies,
Research, Context)
 Review Federal and state policies
 Clarify our audience(s) i.e. how will different constituents use the information?
 Develop guiding questions. Ex. What are our goals? How is the program implemented so that students can
reach these goals? How are our students performing relative to these goals? What evidence do we collect?
How do we use the evidence to inform decision-making? Where are our strengths?
 Determine/Develop/Create various components of the Evaluation Process. May include surveys, review of
student achievement data, review of goals, review of program services etc.
 Implement the Evaluation Process
 Produce Program Evaluation Summary
 Discuss results during ESL Team meetings
 Modify program/services as a result of findings from Program Evaluation
 Share findings with appropriate audience(s) such as parents, staff, school committee
Title/Role of Person(s) Responsible for Expected Date of Completion for Each Corrective Action
Implementation: Dr. Bonny L. Gifford
Activity:
Assistant Superintendent/Director of
March , 2013
ESL in collaboration with Jennifer Lyon:
ESL Coordinator
Evidence of Completion of the Corrective Action:
1. ESL Team agendas and minutes
2. Completed Program Evaluation Protocol
3. Documentation of Implementation of Program Evaluation Protocol
4. Program Evaluation Summary
5. Documentation of changes in program resulting from Program Evaluation
Description of Internal Monitoring Procedures: During monthly ESL Team meetings members will proceed
through the steps listed above and take any other action necessary to follow through on the development,
implementation, and reporting process.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17 Program Evaluation
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):
Please submit a copy of the ESL team meeting agenda, minutes and the Program Evaluation Protocol
developed by the district. This progress report is due by February 15, 2013.
Please submit a copy of the written ELE program evaluation summary completed by the ESL team. This
progress report is due May 10, 2013
Progress Report Due Date(s): February 15, 2013 and May 10, 2013
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