MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Excel Academy Charter (District)
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 09/08/2011.
Mandatory One-Year Compliance Date: 09/08/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 2
Criterion Title
Required and optional assessments
SE 8
IEP Team composition and attendance
SE 9
SE 13
Timeline for determination of eligibility and provision of
documentation to parent
Progress Reports and content
SE 18A
IEP development and content
SE 19
Extended evaluation
SE 20
Least restrictive program selected
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 24
SE 26
SE 29
Criterion Title
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
Parent participation in meetings
SE 33
Communications are in English and primary language of
home
Involvement in the general curriculum
SE 35
Assistive technology: specialized materials and equipment
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 2 Required and optional assessments
Partially Implemented
Department CPR Findings:
The student record review determined that the district does not always complete
educational assessments as part of a student’s initial evaluation. Please see SE 19 for
additional information.
Description of Corrective Action:
1. The Director of Special Education reiterates with Learning Specialists that educational
assessments need to be conducted for all initial evaluations and re-evaluations. The
educational assessments must be saved in the ?Student Info? file on the Student Support
file on the Shared Drive, and a hard copy be placed in the student?s file, along with the
other assessment reports.
2. The Director of Special Education will create a checklist of assessments, which includes
the educational assessment, that need to be completed for all initial evaluations and reevaluations. The Director of Special Education will then conduct a training to ensure that
all Learning Specialists are familiar with the checklist and able to conduct educational
assessments completely and accurately.
3. Educational assessment information provided to general educators along with
evaluation results.
4. The Director of Special Education will remind Learning Specialists to complete all
required assessment forms for evaluations in monthly emails.
Anticipated Results:
All student records will include (a) assessments in the area related to the disability, (b)
Educational Assessments, (c) teacher assessments, and (d) observations by a Learning
Specialist.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education and the Learning Specialists
Completion:
09/23/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. Soft copy of reminder e-mail
Description of Internal Monitoring Procedures:
1. Learning Specialists will use checklist found on shared drive to ensure that all required
assessments are complete for initial evaluations and re-evaluations.
2. The Director of Special Education will review student records for completion and
accuracy once every semester and report to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 2 Required and optional assessments
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
The district has proposed a comprehensive plan of action to ensure that all initial
evaluations and re-evaluations will include the required educational evaluations.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide evidence of the Learning Specialist trainings regarding requirement for
educational assesments for all initial evaluations and re-evaluations; please include
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agenda(s), signed attendance sheets, and examples of the training materials.
Additionally, provide a copy of the newly developed checklist of assessments.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) with initials and re-evaluations post-training for
evidence that educational assessments were part of the evaluation process.
Please indicate the total number of records reviewed and the number of records that
demonstrated that Learning Specialists include educational assessments for all intial
evaluations and re-evaluations. If continued noncompliance was identified, please indicate
the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
Student record review, parent surveys, and staff interviews demonstrated that when
required staff members cannot attend the IEP meeting, the school does not use the
excusal process with parents under any circumstance. General education teachers are not
always present at IEP Team meetings. Additionally, a paraprofessional chairs IEP Team
meetings.
Description of Corrective Action:
1. In the Fall of 2011 an excusal process was created by the Learning Specialists to
excuse Team members who are unable to attend the Team meeting. All Team members
involved in the education of a student with an IEP at Excel Academy are asked for a
written narrative describing a student?s strengths and weaknesses, concerns, and goals
so that information can be included within the IEP. If a Team member is unable to attend
a Team meeting, contact is made with the parent before the meeting begins to seek
permission to excuse the staff member, which will be documented in our tracking
communication page located in the student files on the shared drive. An excusal form is
then used at the meeting to seek written consent from the parent. At that time, the
written documentation that the staff member had previously provided is attached. All
documentation is then included within the students? file.
2. Paraprofessionals will not be permitted to chair IEP meetings. IEP meetings will be
chaired only by qualified individuals.
Anticipated Results:
1. All required staff members, including all general education teachers, will attend IEP
meetings. When necessary staff members are not able to attend, the school will properly
implement the excusal process.
2. Team meetings will only be chaired by qualified professionals.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/21/2011
Evidence of Completion of the Corrective Action:
1. Attendance sheets with signatures and excusal forms attached for those not in
attendance.
2. Certification, licensure, progress towards licensure of Learning Specialists documented
and on file with human resources.
Description of Internal Monitoring Procedures:
1. The Director of Special Education will review student records to ensure that all Team
members were in attendance at Team meetings or excusal forms are present in student
files for Team members not in attendance, and report to the Administrative Team.
2. The Administrative Team will document and ensure proper certification, licensure, or
progress towards licensure of Learning Specialists.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 8 IEP Team composition and
Status Date: 09/16/2011
attendance
Basis for Partial Approval or Disapproval:
The district has developed appropriate corrective actions to implement an excusal process
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that meets regulatory requirements and has ensured that all individuals chairing Team
meetings are qualified to do so. The district has also anticipated that general educations
teachers will regularly attend IEP meetings.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the Team excusal process, including any memoranda, forms,
etc., used to ensure that required IEP Team members either consistently attend meetings
or are appropriately excused in advance of the Team meeting.
Provide the documentation verifying the proper certification, licensure, or progress
towards licensure for the Learning Specialist who was not previously qualified to chair
Team meetings.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) to ensure that 1) general education teachers
are consistently attending meetings; 2) parents are appropriately notified in advance of
the day of the meeting to excuse a required Team member; 3) the signed excusal form is
in the student record; and 4) the excused Team members' written feedback is in the
student record.
Please indicate the total number of records reviewed and the number of records that
demonstrated that 1) general education teachers attended the IEP meeting; 2) parents
were notified in advance of the meeting to excuse a required Team member; 3) the
parents' signed excusal was in the file; 4) the excused Team members' written feedback
was in the file.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9 Timeline for determination of eligibility and provision of
Partially Implemented
documentation to parent
Department CPR Findings:
The student record review and staff interviews determined that meetings are not always
held within forty-five school working days after receipt of the parent’s written consent to
an initial evaluation or a re-evaluation.
Description of Corrective Action:
1. At a training on 10/14 Learning Specialists will be reminded that a meeting must be
held within forty-five working days after receipt of a parent?s written consent to an initial
evaluation or re-evaluation.
2. The Director of Special Education to send electronic reminder of IEP timeline to
evaluators.
3. Learning Specialists to remind evaluators of report deadlines.
Anticipated Results:
1. A meeting to determine the eligibility of student for Special Education services will
always be held within forty-five school working days of receipt of a parent?s written
consent to an initial evaluation or re-evaluation.
2. If found to be eligible, the Learning Specialist will also provide the parent with a
proposed IEP and placement. If found to be ineligible, the Learning Specialist will provide
a written explanation of the findings of no eligibility.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education
Completion:
10/14/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. Soft copy of reminder e-mail
3. Eligibility Team Meeting attendance sheets dated within forty-five school working days.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure that the appropriate timeline has been followed, and report to the Administrative
Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9 Timeline for determination of
Status Date: 09/16/2011
eligibility and provision of documentation
to parent
Basis for Partial Approval or Disapproval:
While the district's proposed actions are accepted, they do not pinpoint the reason why
delays occurred in convening IEP Team meetings within 45 days of receipt of the parent's
written consent to evaluate.
Please ensure that the district addresses parent cancellation/rescheduling of meetings, as
reschedulings at the parent's request does not constitute a delay in the timeline (although
it may push the meeting beyond 45 days). However, the Learning Specialists must note
the rescheduling in the second (or third, etc.) meeting notice. Additionally, cancellations
because of school closure (weather-related) also do not constitute a delay, although again
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the Meeting Invitation must note the reason for the rescheduling and the meeting must
be reconvened promptly.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation from the October 14, 2011 training on convening Team meetings
within 45 days of a parent's signed consent to evaluate; provide a copy of the meeting
agenda, training materials, attendance sheet and a copy of reminder e-mail.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) with initial evaluations or re-evaluations
scheduled post-training for compliance with convening the Team meeting within 45 days
of receipt of signed consent (or fewer).
Please indicate the total number of records reviewed and the number of records that
demonstrated that 1) Team meetings were convened within 45 days of receipt of signed
consent or fewer and/or 2) Team meetings delayed by parent rescheduling or school
closures were appropriately documented in the second Meeting Invitation notice issued. If
continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
Please see comments for SE 29 regarding the translation of progress reports.
Description of Corrective Action:
1. The school will use a highly qualified translation service to translate all notices,
including progress reports.
2. Every year, the parents of special education students sign a ?Language Preference?
form, which allows parents to indicate their preferred language for oral and written
communication from the Special Education Department.
Anticipated Results:
Families will always receive communications in the preferred language indicated on the
Language Preference Form.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
09/23/2011
Evidence of Completion of the Corrective Action:
1. Soft copies of correspondences with translation companies and translated documents.
2. Completed language preference form.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure a language preference form has been completed and that communication has
occurred in the language indicated on the preference form. The Director will then report
findings to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
The district's proposed corrective action is acceptable.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the following documentation: 1) the name/agency of the highly qualified
translating agencies used by the district; (2) a copy of the blank Language Preference
form.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) for evidence that 1) the parents' language
preference form is signed and in the student record; 2) all documents, including progress
reports, are translated in the parents' preferred language.
Please indicate the total number of records reviewed and the number of records that
demonstrated that 1) the signed Language Preference form was in the student record;
and 2) all documents, including progress reports, were translated in the parents'
preferred language. If continued noncompliance was identified, please indicate the specific
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corrective action taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
Student record review demonstrated that the school’s IEP format does not include the
Present Levels of Educational Performance B (PLEP B) page of the IEP. In addition,
student records and staff interviews indicated that the IEP chairperson develops the IEP
before the meeting to determine the initial eligibility of the student.
Description of Corrective Action:
1. The Director of Special Education will review the IEP format and content with the
Learning Specialists, specifically reviewing the difference between the Present Levels of
Educational Performance sections A and B. The Director of Special Education will
emphasize that this section must always be completed.
2. Learning Specialists will complete the ED 1 form with the Team to determine eligibility
at the Team meeting before developing the IEP.
Anticipated Results:
1. The IEPs created by Excel Academy will always include the Present Levels of
Educational Performance B (PLEP B) page of the IEP.
2. The Team will complete the ED 1 form together at the Team Meeting to determine
eligibility before an IEP is developed.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/14/2011
Evidence of Completion of the Corrective Action:
1. All IEPs created by Excel Academy will include a completed PLEP B page.
2. Team Meeting notes indicate that all Team members participated in the completion of
the ED 1 form. Then, if determined to be eligible, Team Meeting notes indicate that all
Team members participated in the development of the IEP.
Description of Internal Monitoring Procedures:
1. The Director of Special Education will review student records once every semester to
ensure that all sections of the IEP, including the PLEP B page, have been completed, and
report to the Administrative Team.
2. The Director of Special Education will review student records once every semester to
ensure that Team Meeting notes indicate that all Team members participated in the
completion of the ED 1 form. Then, if determined to be eligible, Team Meeting notes
indicate that all Team members participated in the development of the IEP, and report to
the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
The district's proposed corrective actions for addresssing Present Levels of Education
Performance (PLEP) A and B are accepted.
Please note that simply stating "See PLEP A" on the PLEP B is not considering adequate.
Unlike the PLEP A, which specifically addresses student needs in general curricular areas,
the PLEP B addresses other educational needs, such as language needs, age-related
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concerns, and behavior needs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation from the training with Learning Specialists on completing the PLEP
A and PLEP B and on ensuring that the ED 1 is filled out with the entire IEP Team to
determine eligibility.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) to ensure that 1) both the PLEP A and PLEP B
are appropriately completed, and 2) the ED 1 has been completed at the Team with the
entire Team.
Please indicate the total number of records reviewed and the number of records that
demonstrated that 1) both the PLEP A and PLEP B are appropriately completed, and 2) the
ED 1 has been completed at the Team with the entire Team.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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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 determined that the school initiated extended evaluations
without convening an IEP Team meeting to consider the previous assessment results.
Additionally, the record review and interviews demonstrated that following a finding of no
eligibility, IEP Team chairs initiated an extended evaluation to include Educational
Assessments and other assessments not provided during the initial evaluation process.
Description of Corrective Action:
1. The Director of Special Education will conduct a training for Learning Specialists on the
extended evaluation process. The Director of Special Education will clarify that the school
will only initiate extended evaluations after the Team has met to consider the previous
assessment results.
2. Learning Specialists will complete all required assessments during the evaluation period
(See Excel Academy?s Corrective Action Plan for Criterion SE 2).
Anticipated Results:
1. The school will only initiate extended evaluations after the IEP Team has met to
consider the previous assessment results.
2. Learning Specialists will complete all required assessments during the evaluation period
(See Excel Academy?s Corrective Action Plan for Criterion SE 2).
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/21/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet.
2. Attendance sheets that indicate the Team has met prior to any extended evaluations.
Description of Internal Monitoring Procedures:
1. The Director of Special Education will review student records to ensure that the Team
has met prior to any extended evaluations and report to the Administrative Team.
2. The Director of Special Education will also review student records for completion and
accuracy once every semester and report to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 19 Extended evaluation
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
Please note that extended evaluations are generally initiated during the initial or reevaluation Team meeting, once all consented-to assessments have been reviewed and the
Team believes that additional information is necessary to develop an appropriate IEP. This
decision is made with the Team and the parents. Required assessments such as the
Educational Assessments A/B or observations for student suspected of having a learning
disability must be included on the initial consent to evaluate form; extended evaluations
are not for completing previous evaluations or for providing required assessments after
the initial Team has met.
When an extended evaluation is proposed during the Team meeting, the Team Chair
should indicate that an extended evaluation was recommended on the Team summary
notes and on the district's Notice of Proposed District Action (N1), and that consent was
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initiated or obtained from the parent. The district has 40 days (approximately 8 weeks) to
complete the additional assessments and reconvene the Team to consider the additional
information.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the meeting agenda, training materials, and attendance sheet for the
training on extended evaluations to the ESE by October 31, 2011.
Excel Academy will provide the results of a record review for all students who have had an
extended evaluation POST training, to ensure that extended evaluations are 1) initiated
during the Team meeting; 2) recommend additional assessments to provide additional
information; and 3) are documented on the Team notes and N1.
Please indicate the total number of records reviewed and the number of records that
demonstrated that extended evaluations are 1) initiated during the Team meeting; 2)
recommend assessments to provide additional information; and 3) are documented on the
Team notes and N1.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
The student record review indicated that the non-participation justification statement in
IEPs does not state why a student’s removal is critical to the student’s progress.
Description of Corrective Action:
The Director of Special Education will review the IEP format and content with the Learning
Specialists, specifically reviewing the completion of the non-participation justification
statements. The Director of Special Education will emphasize that Learning Specialists
must explain why removal is critical to the student?s progress.
Anticipated Results:
All IEPs created by Excel Academy for students who require removal from the general
education classroom will include a non-participation justification statement that explains
why the student?s removal is essential to the student?s progress.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/14/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. All IEPs created by Excel Academy for students who require removal from the general
education classroom will include a non-participation justification statement that explains
why the student?s removal is critical to the student?s progress.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure that all IEPs created by Excel Academy for students who require removal from the
general education classroom will include a non-participation justification statement that
explains why the student?s removal is critical to the student?s progress. The Director will
report findings to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
Please note that while Excel Academy's IEP non-participation justification statements were
comprehensive, they must also answer specifically why students removal from the
general education setting is required to make progress.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the meeting agenda, training materials, and attendance sheet for the
training to Learning Specialists on non-participation justification statements to the DESE
by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) for evidence that non-participation justification
statements answer why removal from the general education setting is critical to student
progress.
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Please indicate the total number of records reviewed and the number of records that
demonstrated that non-participation justification statements answer why removal from
the general education setting is critical to student progress.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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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:
According to the student record review, when the school's Child Study Team recommends
an evaluation, the consent to evaluate form is not consistently sent to parents within five
days.
Description of Corrective Action:
1. At a training on 10/14 the Director of Special Education will re-teach the Learning
Specialists that when the Child Study Team (CST) refers a student for evaluation, the
evaluation consent forms must be sent to families within five working days of the CST 2
meeting.
2. The Director of Special Education to send electronic reminder of evaluation timeline to
Learning Specialists.
Anticipated Results:
When the Child Study Team (CST) refers a student for evaluation, the evaluation consent
forms will be sent to families within five working days of the CST 2 meeting.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education
Completion:
10/14/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. Soft copy of reminder e-mail
3. Tracking Communication Forms indicate the evaluation consent form was sent within
five working days.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure that the appropriate timeline has been followed, and report to the Administrative
Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 09/16/2011
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's proposed corrective action is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the meeting agenda, training materials, and attendance sheet for the
training to Learning Specialists on ensuring that consent to evaluate forms are sent to
parents within five days of the CST's recommendation to evaluate a student, to the DESE
by October 31, 2011.
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Excel Academy will provide the results of a record review from a sample of students
whose evaluation was recommended by the CST (minimum of 3 per level) for evidence
that a consent to evaluate form was sent to parents within five days of the CST
recommendation.
Please indicate the total number of records reviewed and the number of records that
demonstrated that a consent to evaluate form was sent to parents within five days of the
CST recommendation.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Excel Academy Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 26 Parent participation in meetings
Partially Implemented
Department CPR Findings:
According to student record review and staff interviews,  when parents are not in
attendance at IEP Team meetings, there is no evidence in the file to demonstrate that the
school made multiple attempts to include the parents at the IEP Team meeting.
Description of Corrective Action:
1. At the 10/21 department meeting, the Director of Special Education will train Learning
Specialists to ensure parents are included in IEP meetings.
2. Learning Specialists will do everything possible to schedule meeting dates and times
that are convenient for parents. Learning Specialists will document these attempts in the
Tracking Communication file found in the student?s folder on the Shared Drive.
Anticipated Results:
Excel Learning Specialists will do everything possible to set meeting dates and times that
are convenient for parents. Parents will participate in all Team Meetings.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/21/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. Tracking Communication page logs all attempts by Learning Specialists to involve
parent in a Team meeting.
3. Excusal form has been completed if parent is unable to attend. Excusal form with
parent input shared with Team during the meeting and kept in student?s file.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure that parents are involved in the Team Meetings and Learning Specialists have
done everything possible to set meeting dates and times that are convenient for parents.
Director will report findings to the Administrative team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 26 Parent participation in meetings
Corrective Action Plan Status: Approved
Status Date: 09/16/2011
Basis for Partial Approval or Disapproval:
Please note that an Excusal Form for parents is not necessary.
However, the district should ensure that Learning Specialists have documented on the
Meeting Invitation that Team meetings were rescheduled at least the number of times
deemed appropriate by Excel Academy's special education administrator and that
alternative forms of meeting are offered to ensure parental input in development of the
IEP.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation from the October 21, 2011 department meeting with Learning
Specialists on ensuring the participation of parents in IEP meetings, including emphasizing
use of phone conferencing as an alternative to delaying the meetings. Additionally,
provide the guidelines given to Learning Specialists on how many times to re-schedule
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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before proceeding to develop the IEP without parent involvement. Both phone
conferencing and proceeding without the parent should be documented in the IEP Team
Summary and the N1 (Notice of Proposed District Action).
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) with initial evaluations or re-evaluations
scheduled post-training for compliance with alternative forms of parent attendance or
rescheduling Team meetings to include parents.
Please indicate the total number of records reviewed and the number of records that
demonstrated that 1) IEP development Teams were re-scheduled and successfully
included parent participation; or 2) parents were included in IEP development during the
Team meeting via phone conferencing in lieu of re-scheduling the meeting.
Provide a detailed summary of the district's record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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Excel Academy 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 determined that progress reports in student files are not
translated into the parent’s primary language.
Description of Corrective Action:
1. The school will use a highly qualified translation service to translate all notices,
including progress reports.
2. Every year, the parents of special education students sign a ?Language Preference?
form, which allows parents to indicate their preferred language for oral and written
communication from the Special Education Department.
Anticipated Results:
Families will always receive communications in the preferred language indicated on the
Language Preference Form.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
09/23/2011
Evidence of Completion of the Corrective Action:
1. Soft copies of correspondences with translation companies and translated documents.
2. Completed language preference form.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure a language preference form has been completed and that communication has
occurred in the language indicated on the preference form. The Director will then report
findings to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 09/16/2011
primary language of home
Basis for Partial Approval or Disapproval:
See ESE comments under SE 13, Progress Reports and Content.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See ESE requirements under SE 13, Progress Reports and Content.
Progress Report Due Date(s):
10/31/2011
01/16/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 33 Involvement in the general curriculum
Partially Implemented
Department CPR Findings:
Please see SE 8.
Description of Corrective Action:
1. In the Fall of 2011 an excusal process was created by the Learning Specialists to
excuse Team members who are unable to attend the Team meeting. All Team members
involved in the education of a student with an IEP at Excel Academy are asked for a
written narrative describing a student?s strengths and weaknesses, concerns, and goals
so that information can be included within the IEP. If a Team member is unable to attend
a Team meeting, contact is made with the parent before the meeting begins to seek
permission to excuse the staff member, which will be documented in our tracking
communication page located in the student files on the shared drive. An excusal form is
then used at the meeting to seek written consent from the parent. At that time, the
written documentation that the staff member had previously provided is attached. All
documentation is then included within the students? file.
2. Paraprofessionals will not be permitted to chair IEP meetings. IEP meetings will be
chaired only by qualified individuals.
Anticipated Results:
1. All required staff members, including all general education teachers, will attend IEP
meetings. When necessary staff members are not able to attend, the school will properly
implement the excusal process.
2. Team meetings will only be chaired by qualified professionals.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
10/21/2011
Evidence of Completion of the Corrective Action:
1. Attendance sheets with signatures and excusal forms attached for those not in
attendance.
2. Certification, licensure, progress towards licensure of Learning Specialists documented
and on file with human resources.
Description of Internal Monitoring Procedures:
1. The Director of Special Education will review student records to ensure that all Team
members were in attendance at Team meetings or excusal forms are present in student
files for Team members not in attendance, and report to the Administrative Team.
2. The Administrative Team will document and ensure proper certification, licensure, or
progress towards licensure of Learning Specialists.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 33 Involvement in the general
Status Date: 09/16/2011
curriculum
Basis for Partial Approval or Disapproval:
See ESE comments for SE 8, Team Composition and Attendance.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See ESE requirements for SE 8, Team Composition and Attendance.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Progress Report Due Date(s):
10/31/2011
01/16/2012
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 35 Assistive technology: specialized materials and equipment
Partially Implemented
Department CPR Findings:
According to parent surveys, IEP Teams do not consistently consider assistive technology
needs for each eligible student when developing the IEP.
Description of Corrective Action:
The Director of Special Education retrains the Learning Specialists on the IEP format and
content, specifically reviewing how Team members should discuss and consider assistive
technology when developing a child?s IEP.
Anticipated Results:
The Team will discuss and consider whether or not a student requires assistive technology
when developing a child?s IEP.
Title/Role(s) of responsible Persons:
Expected Date of
The Director of Special Education and the Learning Specialists
Completion:
09/23/2011
Evidence of Completion of the Corrective Action:
1. Department meeting agenda, training materials, attendance sheet
2. Team meeting notes (kept in student?s file) indicate that assistive technology needs
were discussed and considered.
Description of Internal Monitoring Procedures:
The Director of Special Education will review student records once every semester to
ensure assistive technology needs were discussed and considered during Team meeting.
The Director will report findings to the Administrative Team.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 35 Assistive technology: specialized
Status Date: 09/16/2011
materials and equipment
Basis for Partial Approval or Disapproval:
The district's proposed corrective actions are accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the training materials for consideration of assistive technology
(AT) during the IEP development process and how to document that consideration on
Team summary notes for Excel Academy's Learning Specialists.
Provide this documentation through the WBMS by October 31, 2011.
Excel Academy will provide the results of a record review from a sample of students at
each grade level (minimum of 3 per level) to ensure that 1) assistive technology is
considered during IEP development meetings; 2) the consideration of AT is documented
on the Team summary notes.
Please indicate the total number of records reviewed and the number of records that
demonstrated 1) assistive technology is considered during IEP development meetings; 2)
the consideration of AT is documented on the Team summary notes.
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If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance.
Provide a detailed summary of the district?s record review, including student?s grade
level; method of determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the
non-compliance; and 4) The district's plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by January 16, 2012.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
10/31/2011
01/16/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
EXCEL ACADEMY CHARTER SCHOOL
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Shannon Coyle, ELL Program Manager, Excel Academy Charter School
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 13, 2012
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: Excel Academy Charter school is a low incident district that provides
services to middle school children in grades 5 - 8. The district had four ELLs enrolled whose level of
English proficiency spanned levels 3 to 5. No student was placed in levels 1-2. Since the onsite visit the
number of ELLs has grown. The Department’s SIMS data base shows eight English language learners
(ELLs) enrolled. The students’ English proficiency levels are as follows: one student is in level 3, three
in level 4, and three in level 5.
The district is using an ESL curriculum that is aligned with the English Language Proficiency
Benchmarks and Outcomes (ELPBO). (See also letter sent with this draft report regarding phasing out
the ELPBO).
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, ELE
students are not receiving 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 for sheltering
instruction, as described in the Commissioner’s Memorandum of June 2004. See also ELE 15 for
additional comments.
Because the majority of teachers have not completed the four 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, the Department concludes that the district does not yet
have an ELE program that is consistent with Chapter 71A.
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Narrative Description of Corrective Action:
(See also ELE 15)
A meeting between the ELL Program Manager and Dean of Administration will be held to discuss long
term plans to provide SEI training for all teachers including scheduling, budgeting, and contingency
planning for yearly turnover of staff to be brought up to date. The ELL Program Manager will inform
the Dean of the most recent information available from OLAAA concerning changes to the protocol for
SEI trainings.
The ELL program manager will create a chart identifying teachers that have been trained and in what
category they are certified and need to be certified (this will be a permanent and living document and
reflect the latest regulatory changes).
The ELL team will send a member to OLAAA meetings concerning implementation of the upcoming
RETELL Initiative (changes to the current SEI model regulations including teacher training) in order to
better understand how teachers will need to be trained.
Taking into consideration changes to the SEI training regulations, arrangements to fulfill the trainings
required will be made by scheduling all necessary trainings with certified providers as they become
available. Any dates that are scheduled for all-staff / in-school trainings will be written into the school
year 2012-2013 calendar as PD (professional development) days. Any dates that are scheduled for out
of school trainings for individuals or small groups of teachers will be allotted as PD hours for said
teachers and appropriate substitutes will be arranged. A calendar of all trainings will be created and
shared with affected teachers.
A meeting of the ELL team and appropriate administrators will convene to discuss and design a
protocol using the most recent information on implementation from OLAAA for expeditiously training
newly hired teachers who do not have SEI training .
Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Network Operations
Expected Date of Completion for Each
Corrective Action Activity:
- meeting between ELL Program
Manager and Dean of Administration
by March 22, 2012
- staff training history chart to be
created by May 31, 2012
- schedule trainings of current staff by
August 31, 2012 or as available
according to new regulations from
OLAAA
- all current staff to complete trainings
by February 21, 2013 or as is feasible
according to new regulations from
OLAAA
- protocol for training new staff to be
created by January 31, 2013 provided
all new regulations and trainings have
been determined by OLAAA
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
- notes from ELL Program Manager and Dean of Administration meeting
- notes from ELL team attendance at OLAAA meetings
- documents listed above: teacher training chart, calendar of trainings, protocol for new hires
- teacher training certifications used to update teacher training chart listed under above
mentioned documents
Description of Internal Monitoring Procedures:
- review and approval of planning documents and training dates by the Dean of Administration
and principal
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 following to the Department by January 4, 2013.
A 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.
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).
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 provide the following by March 25, 2013:
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.
See also ELE 9.
Progress Report Due Date(s): January 4, 2013 & March 25, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program Exit and Readiness
Rating: Partially Implemented
Department CPR Finding: The district uses appropriate re-designation criteria to exit students from
the ELE program to the general education program. However, the district’s monitoring procedures of
formerly limited English proficient students (FLEP) does not specify the length of time that students are
monitored (the Department’s requirement is two years), nor does the district specify the type of support
that is offered to the students during this two-year period.
Narrative Description of Corrective Action:
The previously reviewed and approved (not cited in this corrective action plan) documentation
for ELE 13 (follow up support) addresses the comments made above. All below listed activities
are currently and have been performed for each FLEP student.
All students declared FLEP are monitored for two years following their declaration or through
their graduation from Excel Academy whichever comes first. If a student fails to progress or
shows any sign of needing support, the ELL program manager and/or ESL teacher will provide
it.
Grades
The ELL program manager monitors the progress of FLEP students in their core academic
courses electronically via Excel’s grading portal. If any FLEP student’s grades slip below 70 in
any core academic course, the ELL program manager and/or the ESL teacher will provide
support in the form of daily meetings with the student to support class work. The ELL program
manager also works with the core subject teacher to make accommodations appropriate to
the FLEP student’s needs.
Six Week Assessments
The ELL program manager also receives reports from LEP students’ six week assessments in
core subject courses. If an FLEP student scores substantially below his/her peers on any given
assessment s/he will be assigned to the remedial reading program taught by the ELL program
manager.
Teacher observations
Core subject teachers are made aware of students’ status as FLEP and report to the ELL
program manager any significant weaknesses that occur. The ELL program manager and/or
ESL teacher then make targeted supports to address the particular need of the student.
Inclusion
In their first year in the general education classroom after being declared FLEP, teachers have
available to them an ESL teacher to provide inclusion support on a daily basis to aid in the
FLEP students’ access to the lesson.
Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Network Operations
Expected Date of Completion for Each
Corrective Action Activity: current and ongoing
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Evidence of Completion of the Corrective Action:
- All FLEP student files contain an ELD (English Language Development) data sheet which
records grades, 6-week assessment results, other testing data (MCAS, MEPA etc.) and any
interventions implemented.
- ELD data sheets are maintained for the two years following initial FLEP designation.
- All teachers interacting with an FLEP student are informed of students’ FLEP status and given
a brief biography at the beginning of the school year for two years as part of an annual
presentation to all teachers given by ELL specialists and learning specialists to orient them
with incoming students who are LEP, FLEP or have IEPs or 504 plans.
Description of Internal Monitoring Procedures:
- principal periodically checks FLEP student files for up to date data recordings
- principal periodically questions ELL specialists for anecdotal data on FLEP student status
during regular meeting times to ensure ELL specialists are knowledgeable
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6 Program Exit and
Readiness
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide to the Department a revised Program Exist and Readiness Form(s), including monitoring
procedures by January 4, 2013.
Progress Report Due Date(s): January 4, 2013
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: The district did not specify if ELE students are grouped for ESL instruction,
and if they are, what criteria is used to determine group placement (e.g. level of English proficiency,
grade level, or a mixture of both).
Narrative Description of Corrective Action:
Students are grouped for ESL instruction.
A mixture of grade level and English proficiency is used to determine grouping. When students of the
same level of English proficiency are in the same grade they are grouped. When students of variant
grades are at the same level of English proficiency, they are grouped and attend ESL (English language
development or ELD) instruction during a time of day that is mutually available across the grade levels
so as not to interfere with content area instruction. The ELD classes that are mixed grade level are
grade level appropriate to all in attendance through topic choice and differentiation.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Network Operations
Evidence of Completion of the Corrective Action:
- student schedules
- ELL specialist schedules
- ELD curriculum and lesson plans
Description of Internal Monitoring Procedures:
- observation of instruction by principal
Expected Date of Completion for Each
Corrective Action Activity: current and ongoing
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: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide to the Department the following by January 4, 2013.
A list of student placements for all ELLs.
See also ELE 5.
Progress Report Due Date(s): See ELE 5.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented
Requirements
Department CPR Finding: To date, most teachers (21/22), including academic content area teachers,
have completed category 4 (Fall 2009), except for one, and 17 out of 22 teachers have completed
category 1(Fall 2010). Excepting one teacher who completed category 3, all others have not
completed both categories 2 and 3 (see letter sent with this draft report, regarding change in
requirements for category 3). See also ELE 5.
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Excel Academy Charter (District) CPR Corrective Action Plan
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Narrative Description of Corrective Action:
(See also ELE 5)
A meeting between ELL Program Manager and Dean of Administration will be held to discuss long
term plans to provide SEI training for all teachers including scheduling, budgeting, and contingency
planning for yearly turnover of staff to be brought up to date. The ELL Program Manager will inform
the Dean of the most recent information available from OLAAA concerning changes to the protocol
for SEI trainings.
The ELL program manager will create a chart identifying teachers that have been trained and in what
category they are certified and need to be certified (this will be a permanent and living document).
The ELL team will send a member to OLAAA meetings concerning implementation of the upcoming
RETELL Initiative (changes to the current SEI regulations) in order to better understand how teachers
will need to be trained.
Taking into consideration changes to the SEI training regulations, arrangements to fulfill the
trainings required will be made by scheduling all necessary trainings with certified providers as they
become available. Any dates that are scheduled for all-staff / in-school trainings will be written into
the school year 2012-2013 calendar as PD (professional development) days. Any dates that are
scheduled for out of school trainings for individuals or small groups of teachers will be allotted as PD
hours for said teachers and appropriate substitutes will be arranged. A calendar of all trainings will be
created and shared with affected teachers.
A meeting of the ELL team and appropriate administrators will convene to discuss and design a
protocol using the most recent information on implementation from OLAAA for expeditiously
training newly hired teachers who do not have SEI training .
Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Network Operations
Expected Date of Completion for Each
Corrective Action Activity:
- meeting between ELL Program
Manager and Dean of Administration
by March 22, 2012
- staff training history chart to be
created by May 31, 2012
- schedule trainings of current staff by
August 31, 2012 or as available
according to new regulations from
OLAAA
- all current staff to complete trainings
by February 21, 2013 or as is feasible
according to new regulations from
OLAAA
- protocol for training new staff to be
created by January 31, 2013 provided
all new regulations and trainings have
been determined by OLAAA
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
- notes from ELL Program Manager and Dean of Administration meeting
- notes from ELL team attendance at OLAAA meetings
- documents listed above: teacher training chart, calendar of trainings, protocol for new hires
teacher training certifications used to update teacher training chart listed under above mentioned
documents
Description of Internal Monitoring Procedures:
- review and approval of planning documents and training dates by the Dean of
Administration and principal
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: Not Applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
RDINATED 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 document review and interviews with ELE staff indicated that the
school has not conducted a formal programmatic evaluation of ELE services. The ELE coordinator
and teacher(s) are evaluated individually, which includes feedback about the effectiveness of the
program and success of students in developing English language skills.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Excel Academy Charter (District) CPR Corrective Action Plan
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Narrative Description of Corrective Action:
The ELL Program manager will submit an initial proposal for a protocol for evaluating the program to
the ELL team and principal. This is in addition to the reviewed ELE 17 referenced above - teacher and
curricular evaluations that occur now will continue to occur on a regular basis.
The team will develop a calendar for meetings to exchange feedback and design a final draft protocol
and to designate tasks around accomplishing the program evaluation goals.
The proposed protocol for program evaluation is as follows:
With the following two goals in mind: 1. all students with LEP related language needs are serviced
and 2. all LEP students participate meaningfully in the mainstream educational program ; we will
evaluate in the following ways:
1. A bi-annual meeting of the ELL team to be convened to analyze the following data points
collected by the team as it is available in a spreadsheet on the whole LEP population and formulate
any program changes that help achieve to above listed goals based on the outcomes:
- MCAS data comparing LEP population to whole class by subject and grade level, also
individual scores looking for growth
- MEPA alternative individual scores looking for growth over time
- promotion, retention and graduation rates looking for LEP population to match the whole
class
- college preparatory high school program matriculation rate looking for LEP population to
match the whole class
- program exit rates looking at the percentage of all LEP students are exited, for how long on
average students stay in the program, and that they remain exited
2. A quarterly meeting of the ELL team to be convened or individual teachers to analyze the
following data points collected on individual students by the team and logged in the ELD (English
language development) data sheet (a currently kept record of grades, assessment results, schedules
and other interventions) and in student files and formulate changes in curriculum and/or student
placement and/or other interventions:
- grades looking for positive growth and/or maintenance of personal best and relative
symmetry to class average
- ELD progress reports (currently filled out by ELL specialists quarterly alongside report cards
rating language acquisition progress in listening, speaking, reading and writing in English
based on DESE published expectations of the student’s level) looking for positive growth
- work samples looking for objective mastery in ELD class course of study
3. On a 6 week basis, individual ELL specialists will analyze 6 week assessment (content area tests
currently given to all students) data collected (currently done) on individual students via ANet
(testing company) and re-teach concepts where students deviate from the class average
ELL team will commence with gathering and logging and analyzing data in order to evaluate the
effectiveness of its program.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Excel Academy Charter (District) CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Network Operations
Expected Date of Completion for Each
Corrective Action Activity:
- initial proposal submitted by April 30,
2012
- calendar of meetings to design a final
protocol of evaluation by April 30, 2012
- final program evaluation design by
June 21, 2012
- commencement of evaluation
procedures August 27, 2012
Evidence of Completion of the Corrective Action:
- written protocol approved by the team and principal
- logged data on whole LEP population
- logged data , progress reports and work samples of individual students
- notes from analysis meetings
Description of Internal Monitoring Procedures:
- periodic review of evidential records by the principal
- attendance at analysis meetings by the principal
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: None
Department Order of Corrective Action : None
Required Elements of Progress Report(s): Please submit the district’s most recent ELL program
evaluation report by January 4, 2013.
Progress Report Due Date(s): January 4, 2013
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 student record review determined that student files lacked a signature
cover sheet for documenting access to students’ information. Additionally, LAS score sheets with
multiple student names and scoring results were found in individual student files. The record review
also indicated that annual notification letters were not consistently in student files.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Narrative Description of Corrective Action:
The ELL program manager will send a memo to the whole ELL team to emphasize appropriate and
necessary components of student files namely those cited above:
- annual notification letter
- LAS Links score reports
- signature cover sheet
The ELL team will designate tasks to rectify the above cited inconsistencies in student files, namely:
- creation of a signature cover sheet for each student file
- creation of a form for future LAS Links reporting
Members of the ELL team will complete their designated compliance task as decided in the
aforementioned meeting and update current student files.
The ELL team will ensure annual updates to student files by carefully using both the signature cover
sheet listed above and the currently utilized contents cover sheet in each student file which lists
DESE requirements per ELE 18 – this cover sheet will be initialed by the teacher/administrator as
they add a required document to the file for all LEP students and for the two years that follow FLEP
student designation.
Title/Role of Person(s) Responsible for
Implementation: Katie Dankleff, Director of
Operations
Expected Date of Completion for Each
Corrective Action Activity:
- memo to be sent by April 31, 2012
- current files to be updated/corrected
by May 31, 2012 and on an on-going
basis
Evidence of Completion of the Corrective Action:
Wholly compliant student files
Description of Internal Monitoring Procedures:
The principal will periodically review LEP and FLEP files looking for the contents cover sheet to be
complete where appropriate and to match documents found in the files.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of ELE
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit the ELE staff memo that identifies the
need to include annual notification letters, LAS Links score reports, and signature cover sheets in
student files. Please submit this documentation to the DESE by January 4, 2013.
Following implementation of the corrective actions outlined in the April 31, 2012 staff memo, the
district will conduct and report the results of an internal review of student records. Report the number
of ELL student records reviewed, the number that contained annual notification letters, LAS Links
score reports, and signature cover sheets. For all records not in compliance provide the results of a root
cause analysis of the non-compliance; and the specific corrective actions taken by the district to
remedy any identified noncompliance. The results of this internal review are due March 25, 2013.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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*Please note that when monitoring the district must maintain the following documentation and
make it available to the Department upon request: a) List of student names and grade levels
for the record review; b) Date of the review; c) Name of person(s) who conducted the review,
their roles(s), and their signature(s).
Progress Report Due Date(s): January 4, 2013 & March 25, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Excel Academy Charter (District) CPR Corrective Action Plan
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