MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Edward Brooke Charter School
CPR Onsite Year: 2009-2010
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 08/20/2010.
Mandatory One-Year Compliance Date: 08/20/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 4
Criterion Title
Reports of assessment results
SE 19
Extended evaluation
SE 29
Communications are in English and primary language of
home
Parent advisory council for special education
Procedures for suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern
has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the
district
Professional development
SE 32
SE 46
SE 54
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Not Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
The student record review identified that assessors are not always defining in detail and in
educationally relevant terms, the students needs and offering explicit means of meeting
those needs. Several assessment reports indicated that recommendations will be
presented at the IEP team meeting.
Description of Corrective Action:
The director of student support will conduct professional development for all special
education teachers and related service staff who write assessment reports. The objectives
of the professional development will be to develop common reports standards to ensure
that the assessment reports consistently summarize the student's needs and offer explicit
means of meeting those needs. Additionally, the director of student support will conduct
internal monitoring of student records to ensure those assessors are maintaining the
established report standards.
Anticipated Results:
All assessment reports will define in detail and in educationally relevant terms, the
students needs, offer explicit means of meeting those needs and the assessor s
recommendations.
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of agenda and sign in sheet from professional
development
2) The district expects to see evidence of correction through the assessment reports
reviewed as part of the internal monitoring
Description of Internal Monitoring Procedures:
The director of student support will select a sample of student records. The records
selected will be either initial evaluations or reevaluations. This will ensure that the file
contains assessments reports from both teachers as well as related service providers. If
any assessment reports identified in the review do not contain the information regarding
the students needs and explicit means of meeting those needs, than the special education
administrator will complete the following:
1) immediately remedy the individual student file;
2) conduct an analysis to determine if similar student files lack the required information in
assessment reports and determine if additional professional development is needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results -
Corrective Action Plan Status: In Process
Status Date: 09/29/2010
Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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Please submit evidence, such as agenda and sign-in sheets, for the professional
development held with special education staff and related service personnel responsible
for conducting and writing assessment reports. This progress report is due 12/22/2010.
Please submit the results of the internal monitoring conducted (including a narrative
describing the district's findings) to ensure that all special education and related service
responsible for conducting and writing assessment reports are adhering to the
requirement of summarizing the student's needs and offering an explicit means of
meeting those needs in the assessment report. Please identify the root cause of any noncompliance identified and the subsequent corrective action(s), if any are identified. Please
note when conducting internal monitoring that 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). This progress
report is due 3/18/2011.
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 19 Extended evaluation
Partially Implemented
Department CPR Findings:
The student record review identified that the district does not always convene an IEP
team meeting to develop a partial IEP based on any available and sufficient evaluation
information before initiating a parental consent for an extended evaluation.
Description of Corrective Action:
Step 1. The school district will develop procedures to following when an extended
evaluation is needed. The director of student support will conduct professional
development for all special education teachers and related service staff. This procedure
will include a process for making sure special education staff is aware that an IEP team
must meet to develop a partial IEP based on any available and sufficient evaluation
information before initiating a parental consent for an extended evaluation. Professional
development will be provided to special education staff with regards to this new
procedure.
Step 2. Additionally, the director of student support will conduct internal monitoring of
student records to ensure team meetings are begin held and partial IEPs are developed
during these meetings before extended evaluations are proposed.
Anticipated Results:
In all cases, the district will convene an IEP team meeting to develop a partial IEP before
recommending extended evaluations.
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of the agenda and sign in sheet from professional
development
2) The district expects to see evidence of correction as part of the internal monitoring (if
any extended evaluations are proposed during this time).
Description of Internal Monitoring Procedures:
The director of student support will review all files that have had an extended evaluation
proposed. If any files are do not follow the new procedure, than the special education
administrator will complete the following:
1) immediately remedy the individual student file;
2) develop a new procedure to ensure compliance and provide additional professional
development
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 19 Extended evaluation -
Corrective Action Plan Status: In Process
Status Date: 09/29/2010
Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit a copy of the newly developed procedure regarding the appropriate use of
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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an extended evaluation. Additionally, please submit evidence such as agendas and sign-in
sheets, that staff received training on the newly developed procedure. This progress
report is due 12/22/2010.
Please submit the results of the internal monitoring conducted ( including a narrative
describing the district's findings) to ensure that all special education staff and related
service personal are adhering to the newly developed extended evaluation procedures.
Please identify the root cause of any non-compliance identified and the subsequent
corrective action(s). Please note when conducting internal monitoring that 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). This progress report is due 3/18/2011
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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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:
The student record review identified that communications are not always provided in the
primary language of the home when the language identified as other than English.
Additionally, student records and staff interviews identified that when notices are provided
verbally, the district does not keep written documentation that it has provided such notice
in an alternate manner, the content of the notice, and the steps taken to ensure that the
parent(s) understood the content of the notice.
Description of Corrective Action:
Step 1. See CAP for CR # 7
Step 2. The school district will develop procedures to following for communicating with
parent(s) when their primary language is not English. The director of student support will
conduct professional development for all special education teachers and related service
staff. This procedure will include a process for making sure special education staff is
aware that all oral translations must be documented and include the following:
a. primary language of parent(s)
b. name of the person translating
c. content of the conversation or notice
d. steps taken to ensure that the parent(s) understood the content of the notice
Step 3. Professional development will be provided to special education staff with regards
to this new procedure.
Step 4. Additionally, the director of Student Support will conduct internal monitoring of
student records to ensure these procedures are being followed.
Anticipated Results:
All written communication will be translated into parent(s) primary language. Any oral
translations will be documented and with the following information:
a. primary language of parent(s)
b. name of the person translating
c. content of the conversation or notice
d. steps taken to ensure that the parent(s) understood the content of the notice
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of the agenda and sign in sheet from professional
development
2) The district expects to see evidence of correction as part of the internal monitoring.
Description of Internal Monitoring Procedures:
The director of student support will review all files of students whose parents' primary
language is not English. If any files indicate procedures have not been followed, the
director of student support will complete the following:
1) immediately remedy the individual student file;
2) develop a new procedure to ensure compliance and provide additional professional
development
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: In Process
SE 29 Communications are in English and
Status Date: 09/29/2010
primary language of home Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit a copy of the newly developed procedure regarding communications, both
oral and written to parents in a language or mode that they can understand. Additionally,
please submit evidence such as agendas and sign-in sheets, that staff have been notified
of the newly developed procedure. This progress report is due 12/22/2010.
Please submit the results of the internal monitoring conducted to ensure communications
to parents are in a language and mode that they can understand. Please identify the root
cause of any non-compliance identified and the subsequent corrective action(s). Please
note when conducting internal monitoring that 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). This progress
report is due 3/18/2011
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 32 Parent advisory council for special education
Not Implemented
Department CPR Findings:
The document review and staff interviews verified that the district does not have a parent
advisory council for special education.
Description of Corrective Action:
Step 1. The director of student support will contact a parent of a child on an IEP to ask if
he/she would like to be a special education PAC officer.
Step 2. The new PAC officer and director of student support will meet to discuss the
issues EWBCS has faced in the past with generating a Sped PAC. They will create a list of
ways to engage, recruit and keep parents active member of the Sped PAC. They will also
plan the first Parents' Rights Workshop. Ideally another agenda item on this night will
interest parents which may increase participation.
Step 3. EWBCS will hold the Parents' Rights Workshop
Step 4. Ideally, after the Parents Rights Workshop event more parents will want to join
and become active members of the Spec. PAC.
Step 5. The Sped Pac officers will meet and discuss recruitment, concerns of parents and
schedule future Sped PAC meetings
Step 6. Sped PAC meeting will be held to develop By-Laws and continue discussions
Anticipated Results:
The Parent Advisory Council will meet regularly with the Director of Student Services and
the School Committee (or a subgroup of the School Committee) to advise the district on
matters that pertain to the education and safety of student with disabilities.
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2010
Evidence of Completion of the Corrective Action:
Step 1 - 3
The district will submit the following
-minutes of PAC meetings that include date and attendance
-Parents' Rights Workshop recruitment notices
-Parents' Rights Workshop Event agenda and sign-in sheet
Step 4-6
The district will submit the following
-minutes of PAC meetings that include date and attendance
-EWBCS Sped PAC by-laws
Description of Internal Monitoring Procedures:
The director of student support will create a 2010-2011 school year calendar with the
meetings, events and activities listed in steps 1 - 6. She will review progress towards
meeting these deadlines each week. If deadlines are not being met the special education
administrator will immediately remedy the situation by either scheduling the meeting or
event as soon as possible or change the calendar to allow for more time however no part
of step 1- 6 will take place after April of 2011.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 32 Parent advisory council for special
Corrective Action Plan Status: In Process
Status Date: 09/29/2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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education Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
In order to ensure that the membership on the council is offered to all parents of children
with disabilities as well as other interested parties, please submit evidence of all
recruitment conducted. Additionally, please submit evidence that the newly developed
PAC has held a workshop on the rights of students and their parents and guardians under
the state and federal special education laws. Finally, please submit a copy of the Special
Education PAC by-laws regarding officers and operational procedures. This progress report
is due 3/18/2011
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 46 Procedures for suspension of students with disabilities
Partially Implemented
when suspensions exceed 10 consecutive school days or a
pattern has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the district
Department CPR Findings:
Although the district does conduct manifestation determinations for students who have
reached 10 consecutive or cumulative days of suspension, the document review identified
that the district does not have a policy or a procedure in place for the provision of
services once the team has determined that the behavior is not a manifestation of the
disability and the suspension or expulsion may go forward. Additionally, staff interviews
and document review identified that the district does not have a policy or procedure for
students who have been placed in an interim alternative educational setting (IAES) either
by the authority of the school district or by the authority of a hearing officer.
Description of Corrective Action:
Step 1. The school district will revise its policy regarding procedures for suspension of
students with disabilities when suspensions exceed 10 consecutive school days or a
pattern has developed for suspensions exceeding 10 cumulative days. This revised policy
and procedures will include the following
a. an explanation of how the provision of services will continue once the team has
determined the behavior is not a manifestation of the disability and the suspension or
expulsion goes forward
b. the schools policy for students who have been placed in an interim alternative
educational setting (IAES) either by the authority of the school district or by the authority
of a hearing officer
Step 2. The director of student support will conduct professional development for all
teaching staff, administrators and special education staff.
Step 3. The director of student support will conduct internal monitoring of student
records to ensure students who have been suspended for more than 10 days are receiving
services during days they are suspended and any student who has have been placed in
(IAE) was done so following EWBCS policy and procedures.
Anticipated Results:
The newly developed policy and procedure will ensure the following:
-services will continue on days of suspension for students who have exceed 10
consecutive school days or a pattern has developed for suspensions exceeding 10
cumulative days after a team has determined the behavior is not a manifestation of the
disability and the suspension or expulsion goes forward
-the district's policy for students who have been placed in an interim alternative
educational setting (IAES) either by the authority of the school district or by the authority
of a hearing officer will be followed
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of the agenda and sign in sheet from professional
development.
2) The district expects to see evidence of correction as part of the internal monitoring.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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Description of Internal Monitoring Procedures:
The director of student support will review all student files in which students have been
suspended for more than 10 days and/or been placed in an IAES. If any files are found
that do not follow the new procedure, than the special education administrator will
complete the following:
1) immediately remedy the individual student file or situation (if possible)
2) develop a new procedure to ensure compliance and provide additional professional
development
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: In Process
SE 46 Procedures for suspension of
Status Date: 09/29/2010
students with disabilities when
suspensions exceed 10 consecutive
school days or a pattern has developed
for suspensions exceeding 10 cumulative
days; responsibilities of the Team;
responsibilities of the district Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit a copy of the newly developed procedure regarding suspension of students
with disabilities when suspensions exceed 10 consecutive school days or a pattern has
developed for suspensions exceeding 10 cumulative days. Additionally, please submit
evidence such as agendas and sign-in sheets, that staff have been notified of the newly
developed procedure. This progress report is due 12/22/2010.
Please submit the results of the internal monitoring conducted to ensure that the
provision of services beyond a students tenth cumulative or consecutive day of
suspension adheres to the district's newly developed policy. Please identify the root cause
of any non-compliance identified and the subsequent corrective action(s). Please note
when conducting internal monitoring that 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). This progress
report is due 3/18/2011
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
Staff interviews indicated that the district does not conduct professional development
activities pertaining to state and federal special education requirements and related local
special education policies and procedures.
Description of Corrective Action:
School year 2010 - 2011
Step 1. Through this CPR the director of student support has created a comprehensive
list of professional development needs of all new procedures, policies, laws and
regulations that must be provided for the EWBCS staff.
Step 2. This list will be shared with the principals of the school and a time to conduct the
PD will be scheduled before winter recess.
Step 3 Professional development will occur before March 2011.
Beyond school year 2010-2011
Step 1. Two times annually during special education staff meetings the director of
student support will conduct a needs assessment survey. This survey will give staff an
opportunity to report what they would like to learn more about in terms of state and
federal special education laws. In addition to this, the director of student support will
create an annual list of laws, procedures, policies that have changed that staff members
need to be informed of.
Step 2. EWBCS will continue to conduct pre-year meetings with all teaching staff with
regards to students on IEPs and 504 plans. In addition to this annual professional
development the special education staff will engage in annual or biannual professional
development on state and federal special education laws, and/or new polices or
procedures the school has adopted.
Step 3. The director of student support will conduct internal monitoring system, as part
of the special education program evaluation, to ensure the professional development has
occurred.
Anticipated Results:
Annual or biannual professional development will be given to staff pertaining to state and
federal special education requirements and related local special education policies and
procedures.
Title/Role(s) of responsible Persons:
Expected Date of
Cristie McGrath - Director of Student Support
Completion:
02/28/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of the agenda(s) and sign in sheet(s) from professional
development
2) The district expects to see evidence of correction as part of the internal monitoring.
Description of Internal Monitoring Procedures:
The director of student support will include the SE 54 requirement on the special
education program evaluation form that is conducted annually. The annual program
review will be completed in March of each year so that if noncompliance in this area exists
by March, remedies can be put forth to correct before the end of the school year.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development -
Corrective Action Plan Status: In Process
Status Date: 09/29/2010
Basis for Partial Approval or Disapproval:
The Department has accepted the district's corrective action plan as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence such as agendas and sign-in sheets, of professional development
to all staff on local special education polices and procedures as well as state and federal
special education laws and regulations. This progress report is due 3/18/2011.
Progress Report Due Date(s):
12/22/2010
03/18/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Edward W. Brooke Charter School
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Name of School/District Staff Member
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be translated
Rating: Partially Implemented
into a language other than English.
Department CPR Finding: The document review indicated that important information, e.g.
handbooks and codes of conduct are only translated into Spanish and not the other major languages
spoken by parents within the school community. In addition, the document review identified that
recruitment and promotional materials are only being translated into Spanish and not the other major
languages spoken by parents within the school community.
Although several staff members are available to provide oral translations, document review and staff
interviews indicate that the district does not have an established system of oral interpretation to assist
parents/guardians with limited English skills, including those who speak low-incidence languages
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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Narrative Description of Corrective Action:
Part 1: Translation of Internal Documents
The Director of Operations will resend the census form to all parents asking in what language they
would like documents to be sent home. After identifying all translation needs, the Director of
Operations will locate a high-quality translation software provider. After initial contact and a needs
assessment, software with the capability to translate all Word, PowerPoint, Excel, PDF and email
documents will be purchased. After purchasing and installing the software, all major documents
(handbooks, report cards, IEP’s, etc.) will immediately be sent home in the requested languages.
Additionally, all teachers will be trained to use the software and will be required to send translated
materials home to any families that have requested document translations.
Part 2:Provision of Oral Translations
The Director of Operations will send out a form asking if any staff members speak any languages other
than English. After identifying staff members that are bi or tri-lingual, the Director of Operations will
put together an oral translation request protocol. After the oral translation request protocol has been
written and approved, a copy of the document will go home to families that need oral translations so
that they know who they may contact when they need to request a translator. For any low incidence
languages the Director of Operations will identify and establish a contract with a local translation
agency that has translators that speak the low incidence languages.
Title/Role of Person(s) Responsible for
Implementation:
Part 1: Director of Operations
Part 2: Director of Operations
Expected Date of Completion for Each
Corrective Action Activity:
Part 1: December 2010
Part 2: September 2010
Evidence of Completion of the Corrective Action:
Part 1: The Director of Operations will provide copies of all translated major documents to the state as
well as a copy of the sheet used to document that all families have returned their census forms.
Part 2: The Director of Operations will provide a copy of the oral translation protocol to the state.
Description of Internal Monitoring Procedures:
The school will keep copies of all translated documents to ensure that they have been translated
properly. The school will also train any new staff members each year to use the translation software.
Each year the front office will provide teachers with a list of students in their classes with translation
needs.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
translated into a language other than
Approved
Partially Approved
Disapproved
English.
Basis for Partial Approval or Disapproval: There is no indication that the district will notify all staff
of any newly developed policies and procedures related to oral translations, including procedures for
parents who speak a low incidence language.
Department Order of Corrective Action: Please submit evidence such as agendas and sign-in sheets
that all staff have been notified of the newly developed oral translation protocol, including procedures
related to the translation of low incidence languages. This progress report is due December 22, 2010.
Required Elements of Progress Report(s): Please submit a copy of all major documents translated,
including documents related to non-academic and extracurricular programs, into the dominant
languages of the district. Additionally, please submit a copy of the newly developed oral translation
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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procedures. Finally, please submit evidence of an agreement reached between the district and a
translation company to accommodate those parents who speak a low incidence language. This progress
report is due December 22, 2010.
Progress Report Due Date(s): December 22, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks and
Rating: Partially Implemented
code of conduct
Department CPR Finding: The document review identified that although the student handbook does
contain a detailed student code of conduct, it does not contain the procedures assuring due process in
disciplinary proceedings or the appropriate procedures for the discipline of students with special needs
and students with Section 504 Accommodation Plans. Additionally, the district did not submit evidence
verifying that the district has a code of conduct for teachers
Narrative Description of Corrective Action:
Part 1: Procedures for the discipline of students with special needs and students with Section 504
Accommodation Plans.
Step 1. The director of student support will meet with the co-directors to discuss the current handbook
and the additions needed with regards to due process and procedures for discipline of students with
special needs. Consultation with the school’s attorney may be required at this time.
Step 2. The administrators will rewrite these sections of the handbook and include them as an
addendum to the 2010-2011 student handbook.
Step 3. The addendum will be sent home to all families.
Part 2: Code of Conduct for staff
Step 1. The Director of Operations will meet with the co-directors to discuss the current staff
handbook and the additions needed with regards to a code of conduct for teachers. Consultation with
the school’s attorney may be required at this time.
Step 2. The administrators will rewrite these sections of the handbook and include them as an
addendum to the 2010-2011 staff handbook
Step 3. The addendum will be given to all staff members
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Part 1: Director of Student Support
Part 1: December
Part 2: Director of Operations
Part 2: December
Evidence of Completion of the Corrective Action:
Part 1: The district will submit a copy of the addendum to the student handbook.
Part 2: The district will submit a copy of the addendum to the staff handbook.
Description of Internal Monitoring Procedures:
Part 1& Part 2: The district will keep a record indicating that all families and staff have received and
reviewed the policies included in the handbooks each year.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A Student handbooks
and code of conduct
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department has accepted the district proposed
corrective action plan as designed.
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit a translated copy of the addendum to the
student handbook that includes the appropriate disciplinary procedures for students with disabilities
and students with a Section 504 Accommodation Plan. Additionally, please submit evidence that the
district has a code of conduct for teachers.
Progress Report Due Date(s): December 22, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 18 Responsibilities of the
Rating: Partially Implemented
school principal
Department CPR Finding: The document review and staff interviews identified inconsistent practices
regarding documenting the use of accommodations and interventions for students. The impact of such
practices results in incomplete information on the use of instructional supports as part of the
evaluation information that is reviewed by the IEP Team when determining eligibility for special
education. Additionally, the district did not submit policies on its home or hospital procedures
Narrative Description of Corrective Action:
Part 1: Inconsistent practices regarding documenting the use of accommodations and
interventions for students.
Step 1. The director of student support will meet with the middle school principal to discuss the
current practices teachers use to document the use of accommodation and interventions. Elementary
school teachers currently have and use a consistent procedure.
Step 2. The director of student support, in collaboration with the middle school principal, will conduct
professional development for all middle school teachers. The objective of the professional development
will be to develop a common procedure to follow to document the use of accommodations and
intervention. Additionally, the director of student support will conduct internal monitoring of student
records to ensure these procedures are consistently being followed.
Part 2: Home or hospital procedures
Step 1. The Director of Operations will meet with the principals and nurse to discuss the current
practices teachers use to provide sick or house-bound children with school work and services.
Step 2. The school nurse, in collaboration with the Director of Operations will develop formal
procedures for providing students who are hospitalized or house-bound with school work or necessary
services. After writing down these new procedures they will conduct professional development for all
teachers. The objective of the professional development will be to inform the school staff of the
procedures for providing sick or house bound students with school work and services.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation:
Part 1: Director of Student Support
Part 2: Nurse in collaboration with the school nurse
Expected Date of Completion for Each
Corrective Action Activity:
Part 1: December
Evidence of Completion of the Corrective Action:
Part 1 &Part 2:
1) The district will submit a copy of agenda and sign-in sheet from professional development
Part 1:
1) The district expects to see evidence of correction through the student files when reviewed as
part of the internal monitoring
Description of Internal Monitoring Procedures:
Part 1:
The director of student support will select a sample of student records. The records selected will be
initial evaluations. This will ensure that the files contain pre-referral documentation from general
education teachers. If any files identified in the review do not contain the information regarding the
use of accommodation and interventions prior to a referral, than the special education administrator
will complete the following:
1) Immediately remedy the individual student file;
2) Conduct an analysis to determine if similar student files lack the required information and determine
if additional professional development is needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 18 Responsibilities of
the school principal
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department has accepted the district proposed
corrective action plan as designed.
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the elementary and middle school procedures regarding the documentation of
instructional support as part of the evaluative information reviewed by the IEP Team when determining
eligibility for Special Education. Please submit evidence such as agendas and sign-in sheets, that all
staff have been notified of the newly developed procedures.
Additionally, please submit a copy of the newly developed procedures for student’s requiring home
and hospital services. Please submit evidence such as agenda and sign in-sheets that staff have been
notified of the home and hospital procedures.
This progress report is due December 22, 2010.
Please submit the results of the internal monitoring conducted to ensure that the instructional supports
have been included as part of the evaluation information when the Team is determining eligibility for
special education. Please identify the root cause of any non-compliance and the subsequent corrective
action(s). Please note when conducting internal monitoring that 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).
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This progress report is due March 19, 2011.
Progress Report Due Date(s): December 22, 2010 and March 18, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 22 Accessibility of district
Rating: Partially Implemented
program and services for students with disabilities
Department CPR Finding: Currently the district does not have any students enrolled with a physical
disability that would prevent the student from accessing all of the district’s educational programs.
However, the school building is not fully accessible according to state and federal requirements
Narrative Description of Corrective Action:
In order to ensure programmatic access to all of the districts’ programs, the district will employ a
contractor to build a lift from the basement to the first floor of the building. Currently, all other
programs are accessible through new lifts that have been installed in the gym and cafeteria level of the
school. The classrooms on the second and third are not currently accessible but the district will, if it
ever becomes necessary move the classroom of a student with a physical disability to the first floor of
the school. The school plans to save money in order to eventually make all four floors of the school
accessible.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Operations
January 2011
Evidence of Completion of the Corrective Action:
After the construction is complete, all entrances, exits, the basement (where co-curricular classes take
place), the gym, the cafeteria, and the classrooms on the first floor will be accessible to students with
physical disabilities. Because of this, all districts programs will be accessible to all students. The
district will provide notice to the state when all construction has been completed.
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 22 Accessibility of
Status of Corrective Action:
district program and services for
Approved
Partially Approved
Disapproved
students with disabilities
Basis for Partial Approval or Disapproval: The district must submit a statement of assurance
indicating that in the event a student with a disability requires a program that is not currently
accessible; the district will move all necessary programs to ensure that the student will have full access
to all the programs available to meet their needs.
Department Order of Corrective Action: Please submit a statement of assurance indicating that in
the event a student with a disability requires a program that is not currently accessible, the district will
move all necessary programs to ensure that the student will have full access to all the programs
available to meet their needs.
Required Elements of Progress Report(s): Please submit the statement of assurance no later than
December 22, 2010. Additionally, the department will conduct onsite verification no later than March
18, 2010.
Progress Report Due Date(s): December 22, 2010 and March 18, 2010
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: Edward W. Brooke Charter School
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Name of School/District Staff Member
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: The document review identified that although the district revised the SY’
10 Home Language Survey to include a question regarding parent’s preferred language when
receiving important information and notices, the survey is not translated into all of the school’s major
languages.
Narrative Description of Corrective Action:
Step 1 - The home language survey has been translated into the schools’ major languages.
Step 2 - The director of student support will conduct an internal monitoring system of the enrollment
procedures to ensure that the translated home language surveys are offered to families.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
Step 1 – December 2010
Step 2 - February 2011
Evidence of Completion of the Corrective Action:
1. The district will submit copies of the newly translated home language surveys;
2. The district will submit results of internal monitoring
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Description of Internal Monitoring Procedures:
The director of student support will conduct internal monitoring of student records to ensure that
translated home language surveys were offered to all families. If records identified in the review do
not contain communications in the primary language of the home the director of student support will
complete the following:
1) immediately remedy the individual student file;
2) conduct an analysis to determine if other families that need translated home language surveys did
not receive translations. If continued noncompliance is identified through the analysis, the director of
student support will review the recently developed procedures with staff.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department has accepted the district’s corrective
action as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please submit copy of the home language survey
translated into the major languages of the district. This progress report is due March 4, 2011
Additionally, please submit the results of the internal monitoring of student records conducted to
ensure that all families received a translated a copy of the home language survey. Please identify the
root cause of any noncompliance identified and the subsequent corrective action(s). 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 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). This progress report is due May 14, 2011.
Progress Report Due Date(s): March 18, 2011; May 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 4 Waiver Procedures
Rating: Partially Implemented
Department CPR Finding: The document review identified that the documentation informing parents
of their right to request a waiver is not translated into the school’s major language
Narrative Description of Corrective Action:
Step 1 - The right to request a waiver has now been translated into the schools’ major languages.
Step 2 - The director of student support will conduct an internal monitoring system to ensure that the
translated waiver paperwork is offered to families
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
Step 1 - December of 2010
Step 2 – February 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
1. The district will submit a copies of the newly translated waiver procedures
2. The district will submit results of internal monitoring
Description of Internal Monitoring Procedures:
The director of student support will conduct internal monitoring of student records to ensure that
families are provided with EWBCS’s waiver procedures in their primary language. If records
identified in the review do not contain communications in the primary language of the home the
director of student support will complete the following:
1) immediately remedy the individual student file & situation;
2) conduct an analysis to determine if other families that need translated waiver procedures did not
receive translations. If continued noncompliance is identified through the analysis, the director of
student support will write a new policy to address this and conduct professional development.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 4 Waiver Procedures
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department has accepted the district’s corrective
action as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please submit a translated copy of the district’s
documentation informing them of their right to apply for a waiver.
This progress report is due March 18, 2010.
Additionally, please submit the results of the internal monitoring of student records conducted to
ensure that all families received documentation informing them of their right to apply for a waiver.
Please identify the root cause of any noncompliance identified and the subsequent corrective action(s).
Please note when conducting internal monitoring that 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) This progress report is due May 14, 2011.
Progress Report Due Date(s): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating : Partially Implemented
Structure
Department CPR Finding: Sheltered English immersion (SEI) is a program model for limited English
proficient (LEP) students composed of two parts—English as a second language (ESL) and sheltered
content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP
students only and designed to promote the English language development of LEP students. Sheltered
content instruction is an approach for teaching content to LEP students in strategic ways that make the
subject matter concepts comprehensible while promoting the LEP students’ English language
development.
Part 1
A review of district documents shows that the district does not have an ESL curriculum based on the
Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO), but from the
documentation submitted, it appears to be the curriculum provided by the textbook company.
Part 2
While the school does have staff licensed to teach ESL, documentation indicates the amount of
instructional minutes LEP students are currently receiving is inconsistent with the recommended
hours as outlined in the Department’s September 2009 guidance document: “Guidance on Using
MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make Reclassification
Decisions for Limited English Proficient (LEP) Students.
Part 3
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as none of the teachers have
completed all of the required categories of SEI professional development focused on the skills and
knowledge necessary for sheltering instruction, as described in the Commissioner’s Memorandum of
June 2004.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Narrative Description of Corrective Action:
Part 1 – Developing an ESL curriculum
Step 1 – The director of students support will contact at least 3 schools within MA for
guidance on developing an ESL curriculum. The goal in doing this is to have a curriculum
that has already been developed to use as a model when developing our own ESL curriculum.
Step 2 – The director of student support will use the Massachusetts English Language Proficiency
Benchmarks and Outcomes (ELPBO), the EWBCS reading, writing, listening and speaking standards
and align these to create a K-8 ESL curriculum. The curriculum will address each of the following
proficiency levels; beginning, intermediate and transitioning. The following outlines the expected
completion date for the K-8 ESL curriculum:
SY 2010-2011
Grades 3-5 –transitioning
Grades 6-8 – transitioning
Grades K-2 –transitioning
SY 2011 – 2012
Grades K-8 all levels (that have not been previously completed)
Part 2 – ESL instructional program time
This school district now follows the recommended hours of ESL instruction per week. The
director of student support will conduct an internal monitoring system to ensure LEP students
are receiving the appropriate number of ESL instructional minutes as recommended by the DESE.
Part 3 – SEI professional development
The entire teaching staff engaged in the Category 1 training and completed all of the
requirements for this category in August of 2010. The school district contact SEI training
providers and schedule Category 2 - 4 trainings that will follow the calendar below to ensure
all LEP students are receiving sheltered content instruction by teachers who have completed all 4
Category SEI trainings in the next 22 months.
August 2010 – Category 1 training
August 2011 – Category 2 training
Winter/Spring 2011 – Category 3 retraining
August 2012 – Category 4 training
Title/Role of Person(s) Responsible for
Implementation:
Director of Student Support
Expected Date of Completion for Each
Corrective Action Activity:
Part 1: February 2011
Part 2: February 2011
Part 3: Dec. 2010, Feb. 2011 & August
2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
Part 1 – Developing an ESL curriculum
The district will submit a copy of ESL curriculum.
Part 2 – ESL instructional program time
The district will submit evidence of correction through the internal monitoring system.
Part 3 – SEI professional development
The school district will submit copies of the Category 1 training certificates.
The school district will submit a detailed plan including SEI providers, dates of PD, lists of teachers
that will attend and other evidence indicating these trainings have been scheduled (e.g. PD plan for sy
2011-2012, SEI training agreements).
Description of Internal Monitoring Procedures:
The director of student support will review all LEP student records. This will ensure that the file
contains documentation of the appropriate number of ESL instructional minutes as recommended by
the DESE. If any student is not receiving the recommended number of ESL instructional minutes the
director of student support will complete the following:
1) immediately remedy students schedule
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program placement
Status of Corrective Action:
and Structure
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The timeline for the district to comply with the
corrective action is not within the one year time frame. The district lacks appropriate detail of the
monitoring system and the evidence of completion of this corrective action.
Department Order of Corrective Action: Provide evidence that ESL/ELD instruction is being
provided to all LEP students at all schools by a certified ESL teacher. Specifically, provide the
following:
 Teacher schedules indicating assignments.
 Names of teachers delivering ESL/ELD.
 A list of all LEP students in the district, their MEPA proficiency levels, the numbers of hours
of ESL/ELD instruction that they receive, and the name of the ESL/ELD teacher.
 Five sample schedules from each school in the district supporting the hours of ESL/ELD
instruction that are evidenced on the aforementioned list.
To the extent the documentation above does not demonstrate that LEP students receive sufficient hours
of ESL/ELD instruction, provide a detailed plan that ensures that the district addresses this and is
providing sufficient ESL/ELD to all LEP students before September 1, 2011.
In order to monitor levels of ESL/ELD instruction, the assigned individual will review the schedules of
all LEP students in the district biannually for the following:
 Sufficient levels of ESL/ELD instruction, consistent with Department guidance;
 Delivery of all ESL/ELD by appropriately licensed staff; and
 Placement in classrooms of teachers who have received training in sheltering content, and
levels of training of each teacher.
Provide the name(s) of the individual(s) and the means by which s/he or they will monitor the delivery
of ESL/ELD and sheltered content to all LEP students.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Provide evidence of SEI professional development training for the 2010-2011 school year, including
the following:
 Specific training dates.
 Signed attendance sheets.
Provide the above by March 4, 2011
Required Elements of Progress Provide status updates on the following by March 18, 2011
1) Progress toward aligning the K-12 ESL curriculum with the ELPBO.
2) Evidence of SEI professional development training for the 2010-2011 school year, including the
following:
 Specific training dates.
 Signed attendance sheets.
Also provide the following by the March 18, 2011:
1) Copies of the LEP students’ schedules, including ESL. Indicate, as to each student, the student’s
grade level, and identified level of proficiency.
2) A list of the general/special education classroom teachers with whom LEP students have been
placed, including the initials of LEP students placed with them.
3) Evidence of the first biannual monitoring of student schedules, as ordered above.
By May 14, 2011 provide the following:
1) The K-12 ESL curriculum completely aligned with the ELPBO.
2) Evidence of SEI professional development training for the 2010-2011 school year, including the
following:
 Specific training dates.
 Signed attendance sheets.
3) Evidence of the most recent biannual monitoring of student schedules, as ordered above. Provide a
description of actions taken to remedy any non-compliance.
Progress Report Due Date(s): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Grouping
Rating : Partially Implemented
Department CPR Finding: A review of the charter school’s documents shows that the district does
not have an appropriate ESL curriculum based on the Massachusetts English Language Proficiency
Benchmarks and Outcomes (ELPBO). Additionally, since no ESL/ELD instruction is provided,
students are not grouped according to requirements. Similarly, the content instruction provided to the
LEP students at the charter school do not meet requirements as the mainstream teachers have
completed few if any Category trainings
Narrative Description of Corrective Action:
Step 1 - See ELE 5part 1
Step 2 - The district will write a policy for when it has LEP students in different grade levels and
proficiency levels. The policy will include the following:
 Groups of LEP students can be of different ages only if their levels of English proficiency
are similar.
 Grouping of students ensures that LEP students receive effective content instruction at
appropriate academic levels and that ESL/ELD instruction is at the appropriate
proficiency level and based on the English Language Proficiency Benchmarks and
Outcomes.
Step 3 - The director of student support will conduct an internal monitoring system to ensure
students are grouped according to EWBCS’s policy. This will be included as part of
the ELE program evaluation which will be conducted in October and May of each
school year.
Title/Role of Person(s) Responsible for
Implementation:
Director of Student Support
Expected Date of Completion for Each
Corrective Action Activity:
Step 1 – February 2011
Step 2 – December 2010
Step 3 - February 2011
Evidence of Completion of the Corrective Action:
See ELE 5
The district will submit a copy of the new policy outlining instructional grouping for LEP
students.
The district will submit a copy of the internal monitoring results.
Description of Internal Monitoring Procedures:
The director of student support will create a master ESL instruction schedule for the entire school.
This schedule will include students’ names, ESL instruction times, proficiency levels and grade levels
and will follow the new ELE instructional grouping policy. A biannual review of the schedule
will be included as part of the ELE program evaluation which will be conducted in October
and May of each school year. If any student is not receiving ESL instruction following the school’s
policy the director of student support will complete the following:
1) immediately remedy students schedule
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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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: 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): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: The review of student records indicated that the parent notification is not
translated into the primary language of the home and does not inform parents of the reasons for
identification of the student as LEP, the child’s English proficiency, program placements and/or the
method of instruction used in the program, and the parent’s right to apply for a waiver. Additionally,
the student records indicated that the district does not provide parents and guardians of LEP students
with progress reports with the same frequency as other general education reporting
Narrative Description of Corrective Action:
1. The director of student support will develop a new procedure to follow to notify parents
when their child has been identified as LEP. The procedure will include sending a letter
with the following information:
 reasons for identification
 the child’s English proficiency level
 program placement recommendations
 parents right to apply for a waiver
 progress report schedule
The procedure will also include sending home reports on their child’s progress towards
meeting the ESL standards. The policy and procedure will also ensure that all notifications
are translated into the parents’ primary language.
2. The director of student support will conduct an internal monitoring system to ensure
parental notifications are being done according to the new EWBCS’s policy. This will be
included as part of the ELE program evaluation which will be conducted in October and
May of each school year.
Title/Role of Person(s) Responsible for
Implementation:
Director of Student Support
Expected Date of Completion for Each
Corrective Action Activity:
Step 1 – December 2010
Step 2 – February 2011
Evidence of Completion of the Corrective Action:
The district will submit a copy of the new procedure for notifying parent of LEP students.
The district will submit a copy of the internal monitoring results.
Description of Internal Monitoring Procedures:
The director of student support will review all files of LEP students. If any file does not
follow the new procedure, the director of student support will complete the following:
1) immediately remedy the individual student file;
2) develop a new procedure to ensure compliance
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department accepts the districts’ corrective action as
designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please submit a copy of the newly developed policy to
ensure that parents are notified of their child’s LEP status upon initial identification and annually
thereafter. Additionally, please submit a copy of parent notification letter translated into the dominant
languages of the district. This progress report is due March 18, 2011.
Please submit the results of the internal monitoring of student records conducted to ensure that all
families receive notification of their child’s LEP status upon initial identification and annually
thereafter. Additionally, please conduct internal monitoring of student records to ensure that parents are
receiving progress reports with the same frequency as general education progress reporting is
conducted. Please identify the root cause of any noncompliance identified and the subsequent
corrective action(s). Please note when conducting internal monitoring that 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) This progress report is due May 14, 2011.
Progress Report Due Date(s): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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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
Rating: Partially Implemented
program and services
Department CPR Finding: Staff interviews indicated the district does not send home information
regarding activities, responsibilities, and academic standards to LEP students in a language and mode
of communication that they understand. Furthermore, the charter school does not have teachers who
have received training in all four of the categories for sheltering content required by the Department;
therefore LEP students do not have equal access to the full range of academic opportunities
Narrative Description of Corrective Action:
Part 1 – Translating documents (activities, responsibilities, academic standards, etc.)
See CR #7
Part 2 – SEI professional development
See ELE 5 part 3
Title/Role of Person(s) Responsible for
Implementation:
Director of Student Support
Expected Date of Completion for Each
Corrective Action Activity:
Part 1: February 2011
Part 2: Dec. 2010, Feb. 2011 & August
2012
Evidence of Completion of the Corrective Action:
Part 1 – Translating documents (activities, responsibilities, academic standards, etc.)
See CR #7
Part 2 – SEI professional development
See ELE 5 part 3
Description of Internal Monitoring Procedures:
Part 1 – Translating documents (activities, responsibilities, academic standards, etc.)
See CR #7
Part 2 – SEI professional development
See ELE 5 part 3
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal access to
Status of Corrective Action:
academic programs and services
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): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12 Equal access to nonRating: Partially Implemented
academic and extracurricular programs
Department CPR Finding: Staff interviews indicated the district does not send home information in
notices to parents of LEP students in a language and mode of communication that they understand
Narrative Description of Corrective Action:
Part 1 – Translating documents (non-academic and extracurricular programs)
See CR #7
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
February 2011
Evidence of Completion of the Corrective Action:
See CR #7
Description of Internal Monitoring Procedures:
See CR #7
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12 Equal Access to
Status of Corrective Action:
non-academic and extracurricular
Approved
Partially Approved
Disapproved
programs
Basis for Partial Approval or Disapproval: The Department accepts the district’s proposed
corrective action as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please see CR 7.
Progress Report Due Date(s): March 18, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
32
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented
Requirement
Department CPR Finding: Content instruction is based on the appropriate Massachusetts
Curriculum Framework; however, it is clear that LEP students do not receive sheltered content
instruction as none of the teachers have completed all of the required categories of SEI professional
development focused on the skills and knowledge necessary for sheltering instruction, as described in
the Commissioner’s Memorandum of June 2004.
Narrative Description of Corrective Action:
Part 2 – SEI professional development
See ELE 5 part 3
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
Dec. 2010, Feb. 2011& August 2012
Evidence of Completion of the Corrective Action:
Part 2 – SEI professional development
See ELE 5 part 3
Description of Internal Monitoring Procedures:
Part 2 – SEI professional development
See ELE 5 part 3
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Please see ELE 5
Department Order of Corrective Action: Please see ELE 5
Required Elements of Progress Report(s): Please see ELE 5
Progress Report Due Date(s): March 18, 2011; May 14, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
33
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Partially Implemented
Department CPR Finding: The documentation review indicated that the charter school has not
identified the steps necessary to ensure that LEP students receive effective educational programming
consistent with the requirements of state and federal law
Narrative Description of Corrective Action:
Step 1. The school district will develop procedures to following to evaluate the school’s ELE
program. This procedure will include a process for ensuring LEP students are receiving an
effective educational program and will occur biannually. The ELE program evaluation will
include the following (note- this is not a complete list):
Procedural Evaluation
 Enrollment procedures are being followed and ensure parents are receiving the home
language surveys in their primary language
 All parent notifications are sent home in parents primary language
 Students are receiving direct ESL instruction from a licensed ESL teacher and are
receiving the recommended number of instructional minutes per week as outlined by
the DESE.
 Students are receiving SEI by qualified teachers who have had training in all 4
categories.
 EWBCS is on track to follow the SEI training calendar
 Students receiving ESL instruction are grouped according to EWBCS’s policy.
Student Achievement
 Students are making effective progress in all areas (content areas as well as ESL)
 Students are making progress as indicated by MEPA and MELA-O results
 Students are making progress as indicated by MCAS results
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
February 2011
Evidence of Completion of the Corrective Action:
The district will submit a copy of the new ELE program evaluation.
The district will submit a copy of an actual ELE program evaluation.
Description of Internal Monitoring Procedures:
The director of student support will create a master calendar for the ELE program. This calendar will
include a biannual ELE program evaluation which will be conducted in October and May of
each school year. For SY 2010-2011, the ELE program evaluation will be conducted in December
and February.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
34
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: The Department has accepted the district’s corrective
action as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please submit a copy of the actual program evaluation
conducted. This progress report is due May 14, 2011.
Progress Report Due Date(s): May 14, 2011.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
35
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP students
Rating: Partially Implemented
Department CPR Finding: The review of student records indicated that the records were missing
information regarding the student’s previous school experiences, copies of parent notification letter(s),
progress reports, and report cards
Narrative Description of Corrective Action:
Step 1 - In accordance with Title VI; EEOA; M.G.L. c. 69 and 11; c. 71A, 5, 7; 603 CMR 14.02, 14.04,
LEP student records will include:
 A home language survey
 Results of identification and proficiency tests and evaluations
 Parent notification letters
 Progress reports and report cards
 Information about student’s previous school experience
 Evidence of follow-up monitoring (if applicable)
 Documentation of a parent’s consent to “opt out” of English language instruction (if
applicable)
 Waiver documentation (if applicable)
Each student folder will contain the above checklist.
Step 2 - The director of student support will conduct an internal monitoring system of the student
records to ensure that each of the folders has the following.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Support
Step 1 – December 2010
Step 1 – February 2011
Evidence of Completion of the Corrective Action:
The district will submit a copy of the student record checklist
The district will submit results of internal monitoring
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
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Description of Internal Monitoring Procedures:
The director of student support will conduct internal monitoring of student records to ensure that the
following documents are in the record:
 A home language survey
 Results of identification and proficiency tests and evaluations
 Parent notification letters
 Progress reports and report cards
 Information about student’s previous school experience
 Evidence of follow-up monitoring (if applicable)
 Documentation of a parent’s consent to “opt out” of English language instruction (if
applicable)
 Waiver documentation (if applicable)
If records identified in the review do not contain any of the following the director of student support
will complete the following:
1) immediately remedy the individual student file;
2) conduct an analysis to determine if other records are incomplete.
3) if continued noncompliance is identified through the analysis, the director of student support will
review all of the records and remedy each file.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
Status of Corrective Action:
students
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department has accepted the district’s proposed
corrective action as designed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the results of the internal monitoring of student records conducted to ensure each record
contains the following pieces of documentation: A home language survey; Results of identification
and proficiency tests and evaluations; Parent notification letters; Progress reports and report cards;
Information about student’s previous school experience; Evidence of follow-up monitoring (if
applicable); Documentation of a parent’s consent to “opt out” of English language instruction (if
applicable);Waiver documentation (if applicable).
Please identify the root cause of any noncompliance identified and the subsequent corrective action(s).
Please note when conducting internal monitoring that 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) This progress report is due May 14, 2011.
Progress Report Due Date(s): May 14, 2011.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Edward Brooke Charter (District) CPR Corrective Action Plan
37