MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Franklin
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 06/15/2010.
Mandatory One-Year Compliance Date: 06/15/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 29
Criterion Title
Communications are in English and primary language of
home
CPR Rating
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
A review of student
records, documentation and staff interviews indicated that translated communications
are not consistently provided when the primary language of the home is other
than English. In addition, when information is translated, these efforts are
not documented in the student record. There is no consistent mechanism in place
for staff to know the process for requesting translation or translation
services for families who are speakers of languages other than English.
Description of Corrective Action:
The district will consistently provide communications and translations when the primary
language of the home is other than English. These efforts will be documented in the
student record and staff will be aware of the process to avail translation and interpreter
services. The district will develop a protocol for translation of documents and a process for
obtaining interpreter services.
Anticipated Results:
All students and their families whose primary language is other than English will be
provided translated documents and interpreter services as part of the special education
team process.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education, Building Principals and Building
Completion:
Special Education Team Chairpersons
04/07/2011
Evidence of Completion of the Corrective Action:
Documentation of provision of translated documents and interpreter services as part of
the special education team process will be evident in each students' record. Staff will be
provided with professional development as part of our staff orientation to commence the
2010/2011 school year in August 2010 on the protocol to follow for the purposes of
obtaining translated documents and for arranging interpreter services as part of the
special education process.
Description of Internal Monitoring Procedures:
A coordinated effort of District Administrators and Building personnel to address the
similar findings in CR & ELE will be launched. Building Team Chairperson will participate in
professional development and follow established procedures and protocols. District Special
Education Director will conduct biannual record review to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 06/23/2010
primary language of home Basis for Partial Approval or Disapproval:
The district will consistently provide communications and translations when the primary
language of the home is other than English. These efforts will be documented in the
student record and staff will be aware of the process to avail themselves of translation
and interpreter services. The district will develop a protocol for translation of documents
and a process for obtaining interpreter services.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
2
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2010, submit a copy of the protocol for translation of documents that the
district has developed and the process for obtaining interpreter services.
By November 1, 2010, submit evidence of the professional development provided to staff
on the protocol to follow for the purposes of obtaining translated documents and for
arranging for interpreter services as part of the special education process. Include the
date of the training, the attendance sheets of staff who attended and the training
materials.
By January 14, 2011, submit the results of an administrative review of special education
student records selected from all schools to ensure that IEPs and accompanying notices,
as well as other special education documentation, are provided in English and the primary
language of the home if requested by the parent, and if interpreting services have been
requested and providing during any meetings. Report on the number of records reviewed
in which parents require translated materials or an interpreter, the number of records in
which IEPs, notices and other special education documents were translated, and report on
corrective action taken by the district to remedy any issues identified.
* Please note when conducting internal monitoring that the district must maintain the
following documentation and make it available to the Department upon request: a) List
of the student names and grade levels for the records reviewed; b) Date of the review; c)
Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
11/01/2010
01/14/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Franklin Public School District
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Franklin School District
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: April 6, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be
Rating: partially implemented
translated into languages other than English
Department CPR Finding:
A review of the documentation and interviews indicated that while the district does make efforts to
assist parents in their native language and is translating some information and documents, handbooks
and codes of conduct are not readily available in the major languages spoken by parents or guardians
with limited English skills. Additionally, the district has not established a system of oral interpretation
to assist parents/guardians with limited English skills, including those who speak low-incidence
languages.
Documentation and interviews indicate that recruitment and promotional materials being disseminated
to residents in the area are not translated into the major languages spoken by residents with limited
English skills.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Narrative Description of Corrective Action: In conjunction with steps being taken to address areas
requiring corrective action under ELE, the district is taking steps to make student handbooks and codes
of conduct readily available to parents or guardians with limited English Skills. The Franklin Public
Schools have already added Google Translate links to its web-page which will provide access to
translated versions of the parent-student handbooks, including codes of conduct. Also with regard to
the parent-student handbooks, the principals are currently in the process of updating these for the 20102011 school year. We will have available at all schools, translated versions of the handbooks,
including codes of conduct, into the five major languages spoken in the district. We also plan on
adding a statements in the front of our handbooks in each of those languages (Spanish, Portuguese,
Chinese, Teluga, and Vietnamese) directing parents/guardians how to obtain a copy handbook in their
spoken language.
The school district is also in the early stages of using Babel Fish, another web-based translation tool
which allows teachers to easily copy and paste notices, newsletters, progress reports, etc. to be
translated in the parent or guardian’s spoken language. Additionally, there will be a
translation/grammar disclaimer added to all translated documents such as “This document has been
translated using Google Translate. If you have any questions regarding the content of this document,
please contact your child’s school principal.” Babel Fish and Google Translate will also be used for
translation of promotional and recruitment materials for residents with limited English skills in the
major languages spoken.
The Franklin Public Schools have also already begun to compile a list of interpreters, translators and
service agencies for oral and written translation. Additionally, we plan on developing a written
procedure to share translator/translation resources with principals, teachers, parents/guardians and other
school personnel who need access to this information, including a distribution plan.
The procedures and processes established around oral and written translation for parents, as well as
resources identified, for guardians and families with limited English skills will be reviewed with staff
at annual mandated trainings and will also be posted in a folder on First Class (the district’s email
system).
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Sally Winslow, Assistant
Superintendent of Schools
Michele Kingsland-Smith, Director of Instructional
Services
Elizabeth Fitzmaurice, Special Education Director
Tim Rapoza, Director of Technology and buildingbased technology staff
ELD Department
Building Principals
School Counselors/Psychologists
SPED Team Chairpersons
Expected Date of Completion for Each
Corrective Action Activity:
May 2010: Share DESE CPR Final Report and
CAP with Administrative Team and with
School Committee
May 2010: Google Translator has already been
added to the district web page and on each
individual school web page to provide access to
parents for any information posted in a wide
variety of world languages
June/July 2010: Student Handbooks including
Codes of Conduct will be updated at all district
schools to include statements at the front of
each handbook in the five major spoken
languages in our district about how to obtain a
copy in their spoken language
July 2010: Using Google Translator,
handbooks will be translated in the five major
languages of the district (Spanish, Portuguese,
Teluga, Chinese, Vietnamese) and hard copies
will be made available for parents/guardians
and families at each school
August-September 2010: List of interpreters,
translators and service agencies for oral and
written translation will be finalized. Written
process and procedures for obtaining translation
resources will be developed, disseminated and
reviewed with Building Principals, Team
Chairs, Guidance Personnel, and faculty as
appropriate and will also be posted on the
Franklin Public School’s First Class Email
System for easy access. All procedures and
resources will be reviewed with Faculty at
annual mandated training meetings in
September.
September 2010: Babel Fish will be made
available on teacher and administrator
computers to allow them to easily translate
notices, newsletters, etc. into the language
spoken in the home. Staff will be provided with
training/demonstrations on how to utilize the
program at September faculty meetings
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Evidence of Completion of the Corrective Action:
 Memos, emails, meeting agendas, attendance sign-in sheets, presentation of Corrective Action
Plan with district, School Committee and Franklin Community
 Copies of translated handbooks
 Copies of lists of interpreters and translation resources provided to school administrators,
personnel and parents
 Copies of school district procedures developed, disseminated and reviewed with staff
 Samples of translated newsletters and notices provided to parents and families
 Copies of statements written in a the five major languages printed in student/parent handbooks
 Copy of the disclaimer statement developed to inform parents that documents have been
translated using Google Translate
 Copies of any staff training agendas and materials
Description of Internal Monitoring Procedures:
 A schedule of meetings for the 2010-11 School Year will be developed to review progress on
Partially Implemented criteria in Civil Rights, English Learner Education and Special
Education to include the Assistant Superintendent of Schools, Director of Instructional
Services, Special Education Administrator and Director of Technology
 At Monthly Administrative Team Meetings to include Central Office Administration and
Building Principals, procedures and resources will be shared, reviewed, and updated as needed
 Building Principals will regularly review and monitor procedures and resources with teachers,
counselors, special education chairs, etc.
 This requirement will also be monitored in conjunction with monitoring procedures identified
for ELE and Special Education
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:
Approved
Partially Approved
translated into languages other than
English
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit electronic copies (or hardcopies if only available)
of the student handbooks translated into the major languages of the district. Include the elementary,
middle school and high school handbooks.
Submit a copy of the district’s system-wide policies and procedures for providing oral interpretation to
assist parents/guardians with limited English skills, including those who speak low-incidence
languages.
Submit samples of translated information provided to parents and families.
Progress Report Due Date(s): November 1, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Franklin Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Franklin Public Schools/Michele Kingsland-Smith
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: April 6, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Structure
Rating: partially implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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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.
A review of district documents shows that the district does not currently have an ESL curriculum based
on the Massachusetts English Language Proficiency Benchmarks and Outcomes.
For students who do receive direct ESL instruction, documentation indicates amounts of ESL
instruction far below 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.” For example,
beginners receive approximately 60-80 minutes per week of direct ESL at the elementary level and 120
minutes per week at the middle school level instead of the recommended amount of 2.5 hours per day.
Similarly, intermediates receive only 40-60 minutes per week instead of the recommended amount of
one hour of direct ESL per day.
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as no teachers have completed all
of the required categories of SEI professional development focused on the skills and knowledge
necessary for sheltering instruction, described in the Commissioner’s Memorandum of June 2004 (see
findings ELE 15).
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Narrative Description of Corrective Action:
ELD staff has spent SY’10 researching K-12 ESL curricula/programs aligned with the Massachusetts
English Language Proficiency Benchmarks and Outcomes. Upon completion of this review, a
recommendation will be made and a program/curriculum will be purchased. The ELD staff will be
provided with professional development time to develop K-12 ESL curricula that integrates
Massachusetts Curriculum Frameworks content with English Language Development. Members of the
ELD department and the Director have registered for the July ESE Content-based ESL Curriculum
Development and Instruction Workshop. As part of an ongoing program evaluation, the ELD
department will review this curriculum yearly and use professional development time to update
documents as revisions are made to state frameworks and district expectations. All ESL curriculum
documents will be posted in the Franklin Public School Curriculum conference on First Class. This
conference is available to all FPS staff regardless of grade, discipline or department. ELD teachers will
share grade appropriate documents with building principals, general and special educators in order to
better coordinate content, ESL and other support instruction.
In response to the finding that the ESL instruction is far below recommended hours as outlined in the
ESE September 2009 guidance document, the district will augment its ELD department by 1.5
teachers. This will increase the department from 1.8 ELD teachers and 1 full time EA to 3.3 ELD
teachers and 1 full time EA. Each fall the department will review student data to determine student
schedules that reflect recommended direct ESL instruction based upon student need and level of
proficiency as outlined in the ESE September 2009 guidance document. ELD teachers will coordinate
student schedules with building administration, classroom teachers and specialists as appropriate.
Whenever possible, ELD teachers will provide ESL instruction in developmentally appropriate small
groups (grade and/or proficiency level) in order to meet ESE instructional guidelines and maximize the
effective use of ELD personnel. Dedicated space will be maintained for ESL instruction.
While 102 of 495 Franklin educators have received one or more Category trainings, the district
currently has only four teachers who have completed Categories 1-4. The two district QMT’s offered
Category 3 training this winter which has resulted in an additional twelve educators now licensed to
administer the MELA-O. In addition, thirty-four (34) K-12 teachers completed Category 1, 2 or 4
training during the 2010-11 school year. As a requirement of the 2010 CPR process, the district has
submitted a Plan for SEI Professional Development that includes the training of at least ten K-12
teachers per year per available Category training. The district will maintain its membership in BICO,
ACCEPT and affiliate collaboratives in order to meet training requirements. The district will also apply
for seats in ESE Category 1 and 4 Training of Trainers workshops to build internal capacity for district
training. The Director sent a memo in March to all principals with a directive to identify teacher teams
who will be targeted for 2010-11 Category training. These teams will be based upon current training
and numbers of LEP students in each building and grade. At the elementary level, K-5 teams will be
established, with heavier numbers of trained staff at the K-2 level in response to district needs. Core
content teams will be identified in each grade at the middle school and by content area and course at
the high school. All building teams will include Special Education teachers. Training will be made
available this summer as well as during the school year. LEP students will be placed with these
teachers through a placement process that will begin in May of each school year to ensure that these
students will receive sheltered content instruction. LEP students who attend the high school will be
hand scheduled to assure sheltered content instruction. It is understood that this is a multiyear/continuous plan to train all faculty in all Categories and maintain this training with new hires.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation:
Michele Kingsland-Smith, Director Instructional
Services
ELD Department
Building Principals
Expected Date of Completion for Each
Corrective Action Activity:
May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Committee; Post on district and school
websites; ESL Program/Curriculum
recommendation to Director; Identify building
SEI teams; Submit application for ESE ToT
workshop; Initial LEP student placement
meetings with building principals
June 2010 – Purchase of K-12 ESL
Program/Curriculum; Appointment of 1.5
additional ELD teachers; Send letter to SEI
selected teachers; Final placement of LEP
students with SEI teachers; Hand schedule high
school LEP students with SEI teachers
July 2010 – ELD team participation in ESE
ESL Curriculum & Instruction Workshop;
Renew membership to BICO & ACCEPT
Collaboratives
September 2010 – Review student data &
finalize ESL instruction schedules (coordinate
with building personnel); Identify dedicated
ESL instructional space
August 2010-April 2011 – Develop K-12 ESL
curricula ( PD days); Review curricula and
identify SY’12 PD focus areas; Category 1-4
registration & training of SEI teachers
Evidence of Completion of the Corrective Action:
 Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department,
district, School Committee and Franklin Community
 Purchase of ESL Curriculum
 Appointment letters
 List of SEI-selected teachers by building
 List of Category 1-4 training registrations; Maintenance of district Category training database
 Emails from principals with identification of dedicated ESL instructional space
 Copy of ESE ToT application
 Copy of registration forms and letter of interest for ESE Content-Based Curriculum workshop
 Purchase Order for ACCEPT/BICO Collaborative membership
 Emails, memos and K-12 class lists of LEP student placement in SEI teacher classrooms
 Copies of letter sent to SEI selected teachers
 Posting of District K-12 ESL Curriculum on First Class FPS Curriculum Conference
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department - student placement, curriculum development, district professional development
needs, ESL instruction schedules
 Building principals – lists of student placement, identification SEI building teams & Category
training, identification of dedicated instructional space
 PPS Director – student placement, curriculum development, identification of SEI team members &
Category training
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the ESL curriculum (in draft form if
necessary) upon completion. Submit copies of a district master schedule for LEP students, indicating
numbers of hours of ESL instruction by teacher, by proficiency level, by student and by grade level.
Submit a district spreadsheet indicating names of teachers, Category trainings completed and Category
trainings remaining to be completed for all teaching staff.
Progress Report Due Date(s): November 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Groupings
Rating: partially implemented
Department CPR Finding:
A review of district documents shows that the district does not currently have an ESL curriculum based
on the Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO); therefore,
ESL/ELD instruction is not based on the ELPBO at all grade levels. Since the district has decided to
utilize staff resources to provide one on one student instruction for its ELD students, these students are
not receiving the recommended number of hours of ELD instruction due to the limitations of this
delivery model.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
12
Narrative Description of Corrective Action:
ELD staff has spent SY’10 researching K-12 ESL curricula/programs aligned with the Massachusetts
English Language Proficiency Benchmarks and Outcomes. Upon completion of this review, a
recommendation will be made and a program/curriculum will be purchased. The ELD staff will be
provided with professional development time to develop K-12 ESL curricula that integrates
Massachusetts Curriculum Frameworks content with English Language Development. Members of the
ELD department and the Director have registered for the ESE Content-based ESL Curriculum
Development and Instruction Workshop. As part of an ongoing program evaluation, the ELD
department will review this curriculum yearly and use professional development time to update
documents as revisions are made to state frameworks and district expectations. All ESL curriculum
documents will be posted in the Franklin Public School Curriculum conference on First Class. This
conference is available to all FPS staff regardless of grade, discipline or department. ELD teachers will
share grade appropriate documents with building principals, general and special educators in order to
better coordinate content, ESL and other support instruction.
The district’s utilization of staff resources to provide one-on-one student instruction for its ELD
students has contributed to findings that these students are not receiving the recommended number of
hours of ELD instruction due to the limitations of this delivery. The district will increase its ELD
department by 1.5 teachers. This will increase the department from 1.8 ELD teachers plus 1 full time
EA to 3.3 ELD teachers plus 1 full time EA. This increase of staff resources will allow the district to
meet the recommended number of hours for ELD instruction. In addition, ELD teachers will provide
ESL instruction in developmentally appropriate small groups by grade and/or proficiency level in order
to meet ESE instructional guidelines and maximize the effective use of ELD personnel. Each fall the
ELD department will review student data to determine student schedules that reflect recommended
direct ESL instructional time based upon student need and level of proficiency as outlined in the ESE
September 2009 guidance document. ELD teachers will coordinate student schedules with building
administration, classroom teachers and specialists as appropriate.
Title/Role of Person(s) Responsible for
Implementation:
Michele Kingsland-Smith, Director Instructional
Services
ELD Department
Building Principals
Expected Date of Completion for Each
Corrective Action Activity:
May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Committee; Post on district and school
websites; ESL Program/Curriculum
recommendation to Director
June 2010 – Purchase of K-12 ESL
Program/Curriculum; Appointment of 1.5
additional ELD teachers; Initial scheduling of
ESL instructional groupings by grade/level of
proficiency
July 2010 – ELD team participation in ESE
ESL Curriculum & Instruction Workshop
September 2010 – Review student data &
finalize ESL instructional schedules (coordinate
with building personnel)
August 2010-April 2011 – Develop K-12 ESL
curricula ( PD days); Review curricula and
identify SY’12 PD focus areas
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Evidence of Completion of the Corrective Action:
 Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department,
district, School Committee and Franklin Community
 Purchase of ESL Curriculum
 Appointment letters
 Copy of registration forms and letter of interest for ESE Content-Based Curriculum workshop
 Posting of District K-12 ESL Curriculum on First Class FPS Curriculum Conference
 ESL instructional schedules/student grouping
Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department –curriculum development, district ESL instruction schedules and student grouping
 Building principals – collaboration of ESL instructional /student grouping schedules
 PPS Director –curriculum development, student needs & instructional schedule/groups
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Groupings
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit copies of a district master schedule for LEP
students, indicating numbers of hours of ESL instruction by teacher, by proficiency level, by student
and by grade level.
Progress Report Due Date(s): November 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Academic Programs and Services
Rating: partially implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Department CPR Finding:
A review of the documentation indicated that classroom teachers are not sufficiently trained in
sheltering English content and students are currently not instructed through an ESL curriculum based
on the ELPBO. Therefore, students with limited English proficiency do not have access to the same
content standards as their English-speaking peers. Information in notices such as activities,
responsibilities, and academic standards provided to all students is not consistently provided to
students with limited English proficiency in a language and mode of communication that they
understand.
English language learners at the high school are not receiving credit for English language
development instruction.
See also ELE 15.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Narrative Description of Corrective Action:
Please see additional district data and information on teacher training in Criterion: ELE 5
Two memos dated March 24 and April 16, 2010 were sent to all building principals with a directive to
identify teacher teams who will be targeted for 2010-11 Category training. These teams will be based
upon current training and numbers of LEP students in each building and grade. At the elementary
level, K-5 teams will be established, with heavier numbers of trained staff at the K-2 level in response
to district needs. Core content teams will be identified in each grade at the middle school and by
content area and course at the high school. All building teams will include Special Education teachers.
Training will be made available this summer as well as during the school year. LEP students will be
placed with these teachers through a placement process that will begin in May of each school year to
ensure that these students will receive sheltered content instruction. LEP students who attend the high
school will be hand scheduled to assure sheltered content instruction. It is understood that this is a
multi-year/continuous plan with the goal of training all faculty in all Categories and sustaining the
training of staff, including with new hires.
The district will purchase a K-12 ESL curricula/program aligned with the Massachusetts English
Language Proficiency Benchmarks and Outcomes. The ELD staff will be provided with professional
development time to develop K-12 ESL curricula that integrates Massachusetts Curriculum
Frameworks content with the ELPBO. The Director and members of the ELD department have
registered for the ESE Content-based ESL Curriculum Development and Instruction Workshop to
better support this district effort. All ESL curriculum documents will be posted in the Franklin Public
School Curriculum conference on First Class, available to all FPS staff regardless of grade, discipline
or department. ELD teachers will share grade appropriate documents with building principals, general
and special educators in order to better coordinate content, ESL and other support instruction.
The district will develop a comprehensive system for oral and written translation that includes a
communication and distribution plan (Also see CR.7). This system will delineate resources and
procedures for supporting families, students and educators where translations and/or translators are
required or requested. A “translation toolkit” will contain a list of interpreters, translators, and service
agencies as well as a written procedure for sharing translator/translation resources with principals,
teachers, parents/guardians and students. A “how to translate/helpful hints” document will assist
personnel in using Google Translate and/or Babel Fish to translate classroom documents, notices, etc.
This plan and toolkit will be posted on First Class for school employees and on district/school web
pages for families. The district has installed Babel Fish on websites allowing all html documents to be
translated in several languages. Going forward, the district will make every effort to post new material
in html format to assure automatic translation capabilities. A parent survey will be distributed to all
active and FLEP’d students soliciting translation needs. The district will “unpack” and translate
handbooks/code of conduct into Spanish, Portuguese, Chinese, Vietnamese, and Teluga (principal
languages of the district) and have additional translations available on request.
The program director met on January 27, 2010 with high school administrators and the guidance
director to ensure that English Language Learners receive credit for their ELD instruction. As a result
of that meeting, secondary level ELD staff now has access to the student scheduling and grading
system (Rediker). Class sections will be developed based upon the number of times per cycle students
receive ELD instruction. Students will be scheduled into an ELD course rather than using the current
pull out/push in model of instructional support. Using the general high school course time/credit
formula LEP students will receive one credit per day in the 6-day cycle that they are scheduled for
ELD instruction. (1-6 possible credits based on days/cycle). The ELD department will develop a
grading system/rubric based on ELPBO to assess student progress in the ELD course.
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Title/Role of Person(s) Responsible for
Implementation:
Michele Kingsland-Smith, Director Instructional
Services
Sally Winslow, Assistant Superintendent
Beth Fitzmaurice, Director PPS
Tim Rapoza, Director of Technology
ELD Department
Building Principals
Expected Date of Completion for Each
Corrective Action Activity:
March 2010 – Finalize plan for crediting
students for ELD instruction
May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Committee; Post on district and school
websites; ESL Program/Curriculum
recommendation to Director; Identify building
SEI teams; Submit application for ESE ToT
workshop; Add Google Translate/Babel Fish
link to district and school websites
June 2010 –Purchase of K-12 ESL
Program/Curriculum; Appointment of 1.5
additional ELD teachers; Letter to SEI selected
teachers; Final placement of LEP students with
SEI teachers
July-August 2010 – ELD team participation in
ESE ESL Curriculum & Instruction Workshop;
Renew membership to BICO & ACCEPT
Collaboratives (Category training);
Develop/distribute community outreach survey
for translator/translation services; Develop
system for oral/written translation for district;
Translate handbooks in five major languages Chinese, Vietnamese, Teluga, Spanish &
Portuguese; Develop system for including
translation information on all newsletter,
documents, etc. for major languages; Develop
translation toolkit; Add ELD courses to high
school schedule; Hand schedule high school
LEP students with SEI teachers
September 2010 – Finalize grading system for
ELD course credit; Review student data &
finalize ESL instruction schedules;
Develop/distribute teacher outreach survey for
translator/translation services; Communicate
system for oral/written translations to school
community including translation toolkit;
Teacher access to Babel Fish & Google
translate on desktop computers
September 2010-April 2011 – Develop K-12
ESL curricula ( PD days); Review curricula and
identify SY’12 PD focus areas; Category 1-4
registration & training of SEI teachers
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Evidence of Completion of the Corrective Action:
 Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department,
district, School Committee and Franklin Community
 Purchase Order for ACCEPT/BICO Collaborative membership
 List of SEI-selected teachers by building
 List of Category 1-4 training registrations; Maintenance of district Category training database
 Copy of ESE ToT application
 Copies of letter sent to SEI selected teachers
 Copy of registration forms and letter of interest for ESE Content-Based Curriculum workshop
 Purchase of ESL Curriculum
 Posting of District K-12 ESL Curriculum on First Class FPS Curriculum Conference
 Internal & Community Translator/translation surveys; related database
 Translator/translation staff resources (Toolkit)
 Google translate/Babel Fish links on district webpages
 Sample translated documents
 Parent/guardian communications regarding availability of oral/written translation services
 Translated Handbooks in Spanish, Portuguese, and other languages as requested by parents/guardians
 ELD course in FHS Program of Studies
 ELD course grading rubric
 FHS LEP student report cards
Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department - student course schedules, high school ELD course grading rubric, student
placement with SEI trained teachers, curriculum development, district professional development
needs, ESL instruction schedules; family oral/written translation needs, teacher training of Babel
Fish/Google translate
 Building principals – identification SEI building teams, student placement, Category training needs,
oral/written translation resources and procedures for access services, progress on building-based
translation, parent access to translation of documents, communication of translation procedures to
faculty & families
 PPS Director – student placement, curriculum development, identification of SEI team members &
Category training, translation (oral/written) needs
 Technology Director –webpage translation conversions, available technology for translation services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the schedules and/or transcripts of
English language learners in the high school and indicate the amount of credit received for English
language development instruction.
In addition, please refer to ELE 15 and CR 7.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Progress Report Due Date(s): November 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure Requirements
Rating: partially implemented
Department CPR Finding:
Document review and interview indicates that the district does not have a policy for determining the
literacy and fluency of teachers.
Narrative Description of Corrective Action:
The district misinterpreted this requirement by presenting evidence of district practice in assessing the
literacy and fluency of STUDENTS. Due to the late notification of this error, the district chose to wait
for the final report before responding to this criterion. The district DOES have an established
practice/policy for determining the literacy and fluency of teachers.
Every teacher or educational staff member who teachers limited English proficient students holds an
appropriate license or current waiver issued by the DESE. The awarding of this license requires that
teachers pass the Literacy and Communication MTEL and any additional tests required of their
licensure. As part of the district hiring process, all prospective teachers are required to sit through two
separate interviews: one with the building/department interview team, and one with a Central Office
administrator. These interviews serve to inform the team/interviewer of the individual’s content and
pedagogical knowledge as well as their English language proficiency. Each candidate is also required
to submit a written sample/response based upon a general educational writing prompt. This information
is folded into final hiring decisions and filed.
Franklin teachers are also required to demonstrate their literacy and fluency proficiencies through the
district’s formal and informal evaluation process. Principals meet regularly with teachers in pre and
post observation conferences, they review notices and materials sent home to parents/guardians, and
communicate teacher proficiencies and areas of need through meetings, discussions, notes and in their
summative evaluations. School Committee Policies GA and GCF also speak to the district hiring
expectations and policies.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Present - All teachers and educational
Maureen Sabolinski, Superintendent
personnel meet licensure requirements. The
Lisa O’Keefe, Director of Human Resources
district has a practice/policy for determining the
Sally Winslow, Assistant Superintendent
Michele Kingsland-Smith, Director Instructional literacy and fluency of teachers.
Services
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
District Evidence of Compliance of ELE 14 – License Requirements
 EPIMS Data – licensure, MTEL test results
 School Committee Policy GA, GCF
 Documentation of teacher observations and evaluations
 Emails, memos, registrations for Category training
 Updated District Category Training database
 Sample candidate writing samples
 Sample interview rubrics
Description of Internal Monitoring Procedures:
The district will continue to hire only teachers have met state licensure requirements and have shown
evidence of literacy and fluency in the interview process and in their practice.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14 Licensure
Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district submitted its policy for determining the
literacy and fluency of teachers. No further progress reports required.
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Rating: partially implemented
Development requirements
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 no 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
(see ELE 5). However, the district does have a multi-year SEI PD plan, and many Franklin teachers
have completed several Category trainings, particularly teachers at the elementary level.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Narrative Description of Corrective Action:
Please see additional district data and information on teacher training in Criterion: ELE 5
While 102 of 495 Franklin educators have received one or more Category trainings, the district
currently has only four teachers who have completed Categories 1-4. The two district QMT’s offered
Category 3 training this winter which provided the district an additional twelve educators licensed to
administer the MELA-O. The district will continue to provide this Category 3 training on a yearly
basis. Thirty-four (34) K-12 teachers completed Category 1, 2 or 4 training during the 2010-11 school
year. The district has submitted a Plan for SEI Professional Development that provides for the training
of at least ten (10) K-12 teachers per year per available Category training until all teachers have
received all Category trainings. The district will maintain its membership in BICO and ACCEPT
Collaboratives (and their affiliates) in order to meet training requirements. The district will also apply
for seats in the DESE Category 1 and 4 Training of Trainers workshops to build internal capacity for
district Category training. The Director sent a memo to all principals this Spring with a directive to
identify teacher teams who will be targeted for 2010-11 Category training. These teams will be based
upon current training and number of LEP students in each building and grade. At the elementary level,
K-5 teams will be established, with heavier numbers of trained staff at the K-2 level in response to
district needs. Core content teams will be identified in each grade at the middle school and by content
area and course at the high school. All building teams will include Special Education teachers.
Training will be made available this summer as well as during the school year. LEP students will be
placed with these teachers through a placement process that will begin in May of each school year to
ensure that these students will receive sheltered content instruction. LEP students who attend the high
school will be hand scheduled to assure sheltered content instruction in core subjects where training
has already occurred. It is understood that this is a multi-year/continuous plan to train all faculty in all
Categories and maintain this training with new hires.
Title/Role of Person(s) Responsible for
Implementation:
Michele Kingsland-Smith, Director Instructional
Services
ELD Department
Building Principals
Expected Date of Completion for Each
Corrective Action Activity:
May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Committee; Post on district and school
websites; Identify building SEI teams
June 2010 –Send letter to SEI selected
teachers; Identify & register teachers available
for summer Category training; Final placement
of LEP students with SEI teachers; Hand
schedule high school LEP students with SEI
teachers
July-August 2010 - Renew membership to
BICO & ACCEPT Collaboratives; Coordinate
2010-11 Category training & registrations
September 2010 – Set up Category 3 in-house
training; Send Category training letters/emails
(time/location) to SEI teachers & principals
October 2010+ –Category 1-4 training of SEI
teachers until all teachers have received training
in all Categories; Update and maintain current
SEI training database
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Franklin CPR Corrective Action Plan
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Evidence of Completion of the Corrective Action:
 Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department,
district, School Committee and Franklin Community
 List of SEI-selected teachers by building
 Copies of letter sent to SEI selected teachers
 List of Category 1-4 training registrations
 Maintenance of district Category training database
 Emails and letters to SEI teachers/principals with Category training information
 Emails of in-house Category 3 training sessions
 Sample certificates of completion of Category training
 Purchase Order for ACCEPT/BICO Collaborative membership
 Emails, memos and K-12 class lists of LEP student placement in SEI teacher classrooms
Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department - student placement in SEI classrooms, district professional development needs;
department PD and training
 Building principals – lists of student placement, identification SEI building teams & Category
training needs
 PPS Director – student placement, identification of SEI team members & Category training needs
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
development requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a district spreadsheet indicating names of
teachers, Category trainings completed and Category trainings remaining to be completed for all
teaching staff.
Progress Report Due Date(s):November 1, 2010
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:
A review of the documentation indicated that the district has not conducted periodic evaluations of the
effectiveness of its ELE program in developing students’ English language skills and increasing their
ability to participate meaningfully in the educational program.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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Narrative Description of Corrective Action:
The district will develop an evaluation process for evaluating the effectiveness of its ELE program in
developing students’ English language skills and increasing their ability to participate meaningfully in
the educational program. This will provide the district with a process for collecting and analyzing data
to identify areas for improvement, adjustments or changes. Drafted by the Director and the ELD team,
the plan will be vetted through central office and building administrators to ensure its comprehensive
nature. The team will use the CPR process as a model for evaluating the program by developing an
ELE Program Checklist/Rubric based upon the ELE standards and expectations. This Checklist/Rubric
will serve as a tool for collecting and documenting data during annual program self-assessment and
will also inform the ELE budget process. The ELD staff will review student data (report cards,
progress reports, state assessment data (MEPA, MELA-O and MCAS) to determine the effectiveness
of the ELE program. Surveys (teacher, principal and parent/guardian) will be developed for additional
program data. All ELE standards will be evaluated each spring as part of the program evaluation, and
areas sited in the CPR Findings will be monitored on a monthly basis.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Michele Kingsland-Smith, Director Instructional May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Services
Committee; Post on district and school websites
ELD Department
June-August 2010 –Develop protocol for ELE
Building Principals
program review; Review district files and
electronic student folders for updated testing
data, progress reports, etc.
September 2010 – Develop ELE selfassessment checklist/rubric and ELE surveys;
Share/revise/communicate program evaluation
protocol with administrators & ELD staff
January 2011 –Distribute teacher & parent
ELE surveys for initial data on program
effectiveness, analyze, review & evaluate
program practices; Begin budget process for
ELE program needs
April-May 2011- ELD team follows protocol
by conducting an annual program review (selfassessment, review of student data, teacher &
parent survey/feedback) and develop action plan
for next school year; Finalize ELE budget based
on program evaluation
Evidence of Completion of the Corrective Action:
 Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department,
district, School Committee and Franklin Community
 Documentation of ELE Program Evaluation process/protocol (written protocol, Admin Team agenda,
emails)
 ELE Self-Assessment Checklist/Rubric
 Teacher, principal & parent/guardian surveys
 Sample teacher, administrator & parent/guardian surveys
 Program Evaluation reporting to principals and superintendent with recommendations for
improvement, adjustments or changes
 ELE budget
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department –student folder data, development of program evaluation protocol, self-assessment
checklist/rubric and teacher/building principal & parent/guardian surveys; full program evaluation,
recommendations & action plan
 Building principals & central office personnel – review of program evaluation protocol, selfassessment checklist/rubric and teacher/administrator & parent/guardian survey documents; report on
program evaluation, recommendations & action plan
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the evaluation plan that the district has
developed for evaluating the effectiveness of its ELE program. Include a copy of the ELE selfassessment checklist/rubric and ELE surveys the district has developed, what evaluation activities will
be conducted, the assessment tools to be used and how the outcomes will be measured.
Progress Report Due Date(s): November 1, 2010
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:
A review of LEP student records indicated that required information and documentation was not
consistently evident. Records often did not include the following: progress reports and report cards;
information about the students’ previous school experiences; home language surveys; and results of
proficiency tests and evaluations. In addition, parent notification letters were incomplete or missing.
Narrative Description of Corrective Action:
The district will develop an English language learner folder checklist for documenting and procedure
for maintenance and monitoring compliance of required student information as outlined in ELE 18
Records of LEP Students. Upon development of this procedure and checklist, the department will
conduct a full inventory of all LEP student records to identify missing or incomplete data. Every effort
will be made to locate and file any and all missing data. This checklist will be filed in the student
folder and ELD staff will be required to sign off at the end of each school year signifying that all data
for that year is included as required. The director will periodically, but no less that three times a year,
randomly select student folders for review of contents.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation:
Michele Kingsland-Smith, Director
Instructional Services
ELD Department
Expected Date of Completion for Each
Corrective Action Activity:
May-June 2010 – Share CAP with ELD
Department, Administrative Team & School
Committee; Post on district and school websites
June-August 2010 –Develop English language
learner folder checklist & LEP student folder
expectations & monitoring procedure
September 2010 – Share/revise/communicate
English language learner folder checklist and
folder maintenance/monitoring procedures with
administrators & ELD staff
September-October 2011 –Inventory current
LEP student folders to identify missing or
incomplete data; Update folders to include all
required data
November 2010, February, & May 2011Random sampling of LEP student folders
Evidence of Completion of the Corrective Action:
 English Language Learner folder checklist
 Sample ELL folder checklists
 Emails, communications of folder expectations, upcoming folder reviews, monitoring processes, etc.
 Meeting agendas of ELL folder expectations (dept. and administrative)
 Reports, emails to ELD staff and principals of folder review findings
 End of year ELD staff sign offs of ELL folder checklist
Description of Internal Monitoring Procedures:
The ELL Director will meet monthly with the following personnel to monitor the progress of this
corrective action plan.
 ELD department –expectations for maintenance of LEP student records; procedures for LEP folder
inventory, rectification of incomplete LEP student records, ELL folder checklist maintenance, end of
year sign-off
 Building principals & central office personnel – review process for student folder data inventory,
updating incomplete LEP student records, ELL folder checklist maintenance, end of year sign-off
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By November 1, 2010, submit a copy of the English
language learner checklist that the district has developed for documenting and monitoring the
compliance of required student information in student records.
By January 14, 2011, submit the results of an administrative review of a random sample of LEP
student folders to determine that all required information and documents are included. Include the
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Franklin CPR Corrective Action Plan
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following information:
1.
2.
3.
4.
Staff person(s) conducting the review
Number of student records reviewed
Number of student records found in compliance with requirements
Actions taken by the district to remedy any non-compliance
Progress Report Due Date(s): November 1, 2010 and January 14, 2011
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