MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Gardner
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 10/07/2011.
Mandatory One-Year Compliance Date: 10/07/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 13
Criterion Title
Progress Reports and content
SE 14
Review and revision of IEPs
SE 18A
IEP development and content
SE 18B
Determination of placement; provision of IEP to parent
SE 24
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
Communications are in English and primary language of
home
Procedures for suspension up to 10 days and after 10 days:
General requirements
SE 29
SE 45
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 46
SE 54
Criterion Title
Procedures for suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern
has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the
district
Professional development
SE 55
Special education facilities and classrooms
CR 7
CR 7A
Information to be translated into languages other than
English
School year schedules
CR 10A
Student handbooks and codes of conduct
CR 16
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Use of physical restraint on any student enrolled in a
publicly-funded education program
CR 17A
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
According to a review of student records and staff interviews, progress reports are not
always complete and do not always address all of the goals on the IEP.
Description of Corrective Action:
The district will start a new monitoring system to assure the timely completion of progress
reports for each student. Special education teachers and related service providers will be
required to submit progress reports at the same intervals as nondisabled students.
Progress reports will be attached to report cards, and copies will be sent by each teacher
and related service providers to the special education office for filing. The special
education department office staff will develop a workbook that lists each student's name
and the goals/progress reports that should be recieved for each student. Bulding
principals will be required to monitor the completion of progress reports in each building
and will receive updates from the special education department when reports are not
received.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Building Principals, Special
Completion:
Education Liaisons
04/15/2011
Evidence of Completion of the Corrective Action:
The district will keep a record of progress reports that are completed and turned into the
special education office. This monitoring system will include a list of students on IEPs, the
number of goals and an identification of each goal, as well as a recording the date the
progress reports are received in the office, and follow up recording for when a progress
report is not received. This monitoring will take place at the same intervals as report
cards are issued in each building. This monitoring and recording workbook will be
available for review on a continuous basis. The completion of two full cycles of use for this
workbook should be complete by 04/15/2012.
Description of Internal Monitoring Procedures:
The department has issued instructions to staff for submission of progress reports to
ensure timely completion, delivery to parents, and filing in the special education offices. A
workbook to monitor and track the completion of the progress reports will be kept in the
special education office and will be updated with each reporting cycle.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit a copy of the district's instructions to staff regarding the completion of progress
reports and a copy of a sampling of pages from the district's workbook for monitoring and
tracking progress reports by March 15, 2012.
Select a sample of student records for IEPs at all levels (elementary, middle, and high
school) conducted after the implementation of all corrective actions and review for
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compliance regarding the completion of progress reports for IEP goals. Submit the
number of records reviewed, the number in compliance, the root cause of any noncompliance and the district's plan to remedy the non-compliance by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
According to a review of student records and staff interviews, the district does not
consistently hold IEP meetings before the anniversary date of the last accepted IEP. The
district sometimes uses an amendment to change the placement of the student without
the benefit of a Team meeting, where decisions regarding student placement are made
based on the developed IEP, as required.
Description of Corrective Action:
The district sometimes uses an amendment to change the placement of the student
without the benefit of a Team meeting... The expectation of the district is to make
placement decisions with involvement from the Team, which includes the parents and
general educators.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Team Chairs, Building
Completion:
Principals
01/20/2012
Evidence of Completion of the Corrective Action:
The district will monitor placement changes and Team meeting attendance.
Documentation review for IEPs where a change of placment occurs, a meeting notice and
attendance sheet are also available.
Description of Internal Monitoring Procedures:
A tracking form exists in the special education department for tracking when IEPs are
written, sent out, and received. This monitoring tool will be expanded to include an
amendment section and meeting notice section.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Partially
Approved
Status Date: 11/23/2011
Basis for Partial Approval or Disapproval:
The district addressed the issue of using amendments to change the placement of the
student without a Team meeting, but did not clearly address the issue of inconsistency in
holding IEP Team meetings before the anniversay date of the last signed IEP.
Department Order of Corrective Action:
The district must conduct a root cause analysis to determine why IEP meetings are held
prior to the anniversary date of the last accepted IEP and then develop a corrective
actions to ensure compliance.
Required Elements of Progress Report(s):
Conduct an analysis of a cross section of IEPs (annuals, initials, re-evaluations conducted
at all levels) from the past year to determine why parents are not routinely being
provided with the proposed IEP and placement within the required timelines. Based on
the results of the analysis, provide the district's determination of the root cause(s) of the
noncompliance, along with the steps the district proposes to take to correct the root
causes and a timeline for the implementation of those corrections by March 15, 2015.
Provide training to appropriate staff on the requirements for holding IEP meetings before
the anniversary date of the last signed IEP, the appropriate use of amendments to make
changes in the IEP and the use of the newly developed tracking form. Submit evidence
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(agenda, attendance list with name and role, and materials as well as a copy of the
tracking form by March 15, 2012.
After the implementation of corrective actions, conduct an administrative review of a
sample of student records to verify that IEP Team meetings were held before the
anniversary date of the last signed IEP and that amendments to change a student's IEP
were not conducted without an IEP Team meeting and submit the number reviewed, the
number in compliance, the root cause of any non-compliance and the district's plan to
remedy the non-compliance by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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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:
According to a review of student records and staff interviews, the IEP Team did not
consistently complete the Present Levels of Educational Performance: B Other Educational
Needs (PLEP B) forms for all students who had other educational needs, such as language
needs for a limited English proficient student or age specific considerations.
Description of Corrective Action:
The IEP Team did not consistently complete the Present Levels of Educational
Performance: B Other Educational Needs (PLEP B) for ms for all students who had other
educational needs, such as language needs for a limited English proficient student or age
specific considerations. Staff need to complete PLEP B forms for all students who have
other educational needs.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Team chairs
Completion:
01/20/2012
Evidence of Completion of the Corrective Action:
IEPs will reflect other educational needs and be identified in PLEP B. The district will
review a sample of records and document findings at the 1/2 year, 3/4 mark, and again
at the end of the year, relevant to information being listed in PLEP B. The department will
corss-reference ELL services with students on IEPs to make sure that their needs are
being identified on PLEP B.
Description of Internal Monitoring Procedures:
Special education department staff will monitor the completion of PLEP B on the IEPs. The
department will record results of these reviews, which will be available tot he DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 11/18/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Disseminate to appropriate staff the district's requirement to complete the Present Levels
of Educational Performance: B Other Educational Needs (PLEP B) forms for all students
who had other educational needs, such as language needs for a limited English proficient
student or age specific considerations and submit a copy of the information provided to
staff and a list of recipients (name and role), by March 15, 2012.
Conduct an internal review of IEPs developed since the implementation of the corrective
actions to ensure that PLEP B forms were completed for all students who had other
educational needs, and submit the number reviewed, the number in compliance, the root
cause of any non-compliance and the district's plan to remedy the noncompliance by June
15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
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names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
According to a review of student records and interviews, the district did not consistently
provide the parent with two (2) copies of the proposed IEP and proposed placement, or a
summary, immediately following the development of the IEP.
Description of Corrective Action:
The special education department did not consistently provide parents with two (2) copies
of the proposed IEP and proposed placement, or a summary, immediately following the
development of the IEP. The special education department believes that these issues may
stem from staff developing IEPs and having parents sign them before they are processed
through the special education office.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services
Completion:
04/15/2012
Evidence of Completion of the Corrective Action:
The special education department will utilize and existing tracking workbook, and expand
on this workbook to include sections that will identify that two (2) copies are being sent to
parents/guardians. It will also be indentified on the N1 that two (2) copies have been sent
out to parents.
Description of Internal Monitoring Procedures:
Expand current tracking workbook that collects data on IEP completion and timelines to
include a section that identifies that two (2) copies were sent out.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 11/18/2011
provision of IEP to parent
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit a copy of a page of the district's tracking workbook that includes the new sections
to be used to verify that two copies of the IEP were provided to parents/guardians
immediately following the development of the IEP by March 15, 2012.
Conduct an administrative review of a cross section of Notice of District Proposed Action
(N-1) forms mailed to parents since the implementation of corrective actions to
demonstrate that the district has sent 2 copies of the proposed IEP. Submit the number
of records reviewed, number in compliance, the root causes of any non-compliance and
the district's plan to remedy the non-compliance by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
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03/15/2012
06/15/2012
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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 a review of student records and staff interviews, the district did not routinely
give notice to parents within a reasonable time, as the standard Notice of Proposed
School District Action form (N1) was not consistently placed in student files.
Description of Corrective Action:
The district did not routinely give notice to parents within a reasonable time, as the
standard Notice Proposed School District Action form (N1) was not consistently placed in
student files.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Team Chairs
Completion:
04/15/2012
Evidence of Completion of the Corrective Action:
The special education department will utilize and existing tracking workbook, and expand
on this workbook to include a section that will identify that an N1 is being sent to
parents/guardians.
Description of Internal Monitoring Procedures:
Expand current tracking workbook that collects data on IEP completion and timelines to
include a section that identifies that an N1 was sent out with any proposed action
recommendation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 11/23/2011
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit a copy of a sampling of pages from the district's tracking workbook used to record
the data to indicate that a standard notice (N1) was sent to parents within required
timelines, by March 15, 2012.
Conduct an administrative review of a cross section student records whose IEPs were
developed since the new tracking system was developed to verify that the Notice of
Proposed School District Action form (N1) was sent to parents within the required
timelines and a copy placed in the student record. Submit the number reviewed, the
number in compliance, the root causes of any non-compliance and the district's plan to
remedy the non-compliance by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
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documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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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:
According to a review of student records and interviews, the district does not consistently
communicate with parents in simple and commonly understood words in both English and
the primary language of the home if such primary language is other than English.
Description of Corrective Action:
The district does not consistently communicate with parents in simple and commonly
understood words in both English and the primary language of the home if such primary
language is other than English.
Title/Role(s) of responsible Persons:
Expected Date of
Director ofPupil Personnel Serivces, Building principals
Completion:
04/15/2012
Evidence of Completion of the Corrective Action:
Items for translation come to the special education for translation, then are sent to the
parent. The Team Chairs and liaisons are to record on meeting minutes if the parent has a
primary language that is other than English. The department keeps a list of student IEP
and notices that need to be translated each year. The department will review this list
before the end of the third marking quarter to assure that, 1) parents have been
contacted to verify that they continue to require materials sent to them translated into
their previously identified primary language (the district will mail a letter out to parents in
their previously identified primary language), 2) To review what documents were
translated and sent to the parent.
Description of Internal Monitoring Procedures:
Requets for translation will be recorded at the department level. The special education
department will expand on a currently used tracking workbook that collects data on IEP
completion and timelines and include a section that identifies that the department has
verified that the parent currently requires continued translation services for documents
and notices, will file copies of letters from the department looking for this clarification will
be included in the student files. The department will track the dates that documents,
letters, and notices go out from the department for translation. The principal or his/her
designee will monitor all requests and the successful delivery of translation/translator
services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 11/23/2011
primary language of home
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit a list of students whose IEPs and notices need to be translated since the
implementation of the corrective actions. Include a sample of copies of pages of the
tracking workbook that identify that a parent/guardian requires translation services by
March 15, 2012.
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Submit a sampling of copies from all levels (elementary, middle and high school) of
documents that have been translated and sent to parents to verify that parents who
needed translation received translated documents in the primary language of the home,
by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 45 Procedures for suspension up to 10 days and after 10
Partially Implemented
days: General requirements
Department CPR Findings:
See SE 46.
Description of Corrective Action:
The special education department reviews manifestation determination and suspension
processes with building principals each year prior to the beginning of the school year.
Students reaching or nearing 10 days of suspension go through a review of their discipline
records in a Team meeting/Manifestation Determination meeting to determine if there is a
link between their behavior and the identified disability(s).
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Team Chairs, Building
Completion:
Principals
06/30/2012
Evidence of Completion of the Corrective Action:
Building principals communicate with Team chairs when students near ten days of
suspensions. The department will keep a running log for the year identifying students on
IEPs suspended from school.
Description of Internal Monitoring Procedures:
During the year, at the end of each marking period, the special education department will
request a list from each building principal of students on IEPs who have been suspended.
This list will be monitored for the cumulative number of days students are out, to assure
that students are not suspended without a manifestation determination meeting occurring
before 10 cumulative days of suspension. Expand current tracking workbook that collects
data on IEP completion and timelines to include a section that identifies that a
manifestation determination meeting was held for students suspended more than 10
days.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 45 Procedures for suspension up to
Status Date: 12/02/2011
10 days and after 10 days: General
requirements
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See SE 46
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 46 Procedures for suspension of students with disabilities
Partially Implemented
when suspensions exceed 10 consecutive school days or a
pattern has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the district
Department CPR Findings:
According to a review of student records and staff interviews, the district improperly
placed students in an interim alternative educational setting without the benefit of a
manifestation determination convened within ten days of the decision to suspend to
review all relevant information in the student’s file, including the IEP, any teacher
observations, and any relevant information from the parents, to determine whether the
behavior was caused by or had a direct and substantial relationship to the disability or
was the direct result of the district’s failure to implement the IEP.
Description of Corrective Action:
The special education department reviews manifestation determination and suspension
processes with building principals each year prior to the beginning of the school year.
Students reaching or nearing 10 days of suspension go through a review of their discipline
records in a Team meeting/Manifestation Determination meeting to determine if there is a
link between their behavior and the identified disability(s).
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services, Team Chairs, Building
Completion:
Principals
06/30/2012
Evidence of Completion of the Corrective Action:
Building principals communicate with Team chairs when students are nearing ten days of
suspensions. The department will keep a running log for the year identifying students on
IEPs suspended from school.
Description of Internal Monitoring Procedures:
Expand current tracking workbook that collects data on IEP completion and timelines to
include a section that identifies that a manifestation determination meeting was held for
students suspended more than 10 days.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 46 Procedures for suspension of
Status Date: 11/23/2011
students with disabilities when
suspensions exceed 10 consecutive
school days or a pattern has developed
for suspensions exceeding 10 cumulative
days; responsibilities of the Team;
responsibilities of the district
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit evidence that the special education department met with building principals to
discuss manifestation and suspension processes, by March 15, 2012.
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Submit copies of a sampling of pages from the tracking workbook that identifies any
manifestation determination meetings held for students suspended more than 10 days
since the implementation of corrective action activities, by March 15, 2012.
Conduct an administrative review of manifestation determination meetings held since the
implementation of the district's corrective action and submit the number held, the number
in compliance, the root causes of any non-compliance, and the district's plan to remedy
the non-compliance, by June 15, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
According to the document review and interviews, the district did not provide in-service
training for all transportation providers before they began transporting special education
students receiving special transportation.
Description of Corrective Action:
Transportation providers did not receive in-service training before they began transporting
special education students receiving special transportation. In-service training was
completed during the school year for contracted providers. Bus monitors did receive
training relevant to special education routes prior to starting their work (The district took
over hiring bus monitors in the spring of the last school year).
Title/Role(s) of responsible Persons:
Expected Date of
Director of Pupil Personnel Services
Completion:
08/20/2012
Evidence of Completion of the Corrective Action:
Submission of attendance sheets and documentation for training from the contracted
providers and the district. Documentation of attendance from special education monitors.
Monitor training will be completed before 08/20/2012 for the following year.
Description of Internal Monitoring Procedures:
Documentation of in-service training, topics, and dates from the district and the bus
companies.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Approved
Status Date: 11/23/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Conduct an administrative review of all transportation providers (including bus drivers)
who transport special education students regarding the required in-service training. 1.
Provide evidence that training was provided, including an agenda, attendance list and
materials used, by March 15, 2012. 2. Submit the number of transportation providers,
the number who have received the training, the root cause of any non-compliance and the
district's plan to remedy the non-compliance by March 15, 2012.
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
According to staff interviews and observation, Elm Street School does not maximize the
inclusion of special education students into the life of the school or provide them the same
priority as general education students in the allocation of instructional space in order to
minimize the separation or stigmatization of these students. Two substantially separate
classrooms are located in the basement of the school, along with the cafeteria and a
space used for the provision of related services.
Description of Corrective Action:
Two special education classrooms that are considered substantially separate environments
are located in the basement of the school.
Title/Role(s) of responsible Persons:
Expected Date of
Building principal
Completion:
01/03/2012
Evidence of Completion of the Corrective Action:
A map provided by the building principal identifying the location of where the classrooms
will be moved and the date they were moved by.
Description of Internal Monitoring Procedures:
The building principal will examine the other locations of special education programs and
provide a map of their locations in the building as compared to other general education
classes.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 11/23/2011
classrooms
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide a description and a building map that shows where the two substantially separate
special education classrooms at Elm Street School have been moved to maximize their
inclusion into the life of the school and minimize their separation from their general
education peers, by March 15, 2012.
The district will provide confirmation regarding a scheduled onsite visit by the DESE to
review the classroom relocation at the Elm Street School. Please provide this to the
Department on or before June 15, 2012.
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7 Information to be translated into languages other than
Partially Implemented
English
Department CPR Findings:
According to a review of documents and interviews, the district does not consistently
 provide oral interpretation to assist parents/guardians with limited English skills,
including those who speak low-incidence languages, because it has not established a
formal system to provide this service.
Description of Corrective Action:
The process for verbal/written translations in the GPS is as follows:
As much as possible, translations will be coordinated at the school level. In the event that
schools are unable to coordinate their own translations the following District level people
will be contacted as it relates to the student/program being serviced.
Special Education: John Salovardos (PPS Director)
ELL: Susan Hui (ELL/Grants Coordinator)
All other: Michael Hurd (Asst. Supt.)
Title/Role(s) of responsible Persons:
Expected Date of
Michael Hurd
Completion:
Asst. Supt. of Schools
12/30/2011
Evidence of Completion of the Corrective Action:
Procedural training for Administrative and guidance staff will be conducted prior to
12/31/11.
Training notes and attendance sheets will be collected and submitted.
Description of Internal Monitoring Procedures:
Any request for translation will be monitored via tracking form at the building level. The
principal or his/her designee will monitor all requests and the successful delivery of
translation services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 7 Information to be translated into
Status Date: 11/30/2011
languages other than English
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit evidence of training on translation procedures (agenda, attendance list and
materials used) by March 15, 2012.
Conduct an administrative review of all requests for oral interpretation made since the
training was conducted and submit the number of requests made, the number that were
successfully delivered, the root cause of any requests not successfully delivered, and
plans to address them by June 15, 2012.
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7A School year schedules
Partially Implemented
Department CPR Findings:
The district requires students to take only two semesters of physical education between
grades 9-12; state law requires students to take physical education for all four years in
grades 9-12.
Description of Corrective Action:
A working group will be formed to study how best to implement the physical education
mandates. The draft policy will be distributed to appropriate staff. The revised plan will be
brought to the school committee for their approval. Training for affected staff will be
conducted to ensure effective implementation. Information sessions for parents and
students on the new requirements will be conducted.
Title/Role(s) of responsible Persons:
Expected Date of
Supt. of Schools, Gardner High School Principal, GHS guidance
Completion:
staff
04/01/2012
Evidence of Completion of the Corrective Action:
Submission of meeting dates and minutes as well as the final copy of the revised physical
education requirements.
Description of Internal Monitoring Procedures:
All student records will be monitored by GHS guidance staff and administration at least
annually to ensure that graduation requirements as they pertain to physical education are
being met in a timely fashion as detailed in G.L.c.71, s.3
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7A School year schedules
Corrective Action Plan Status: Approved
Status Date: 11/30/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit the names of the members of the working group on physical education and a copy
of meeting agenda(s) by March 15, 2012.
Submit a copy of the new policy that requires students to take physical education for all
four years of high school that the school committee approved and evidence that
appropriate staff have been informed of the requirement by June 15, 2012.
Conduct an administrative review of a cross section of course schedules for high school
students for the 2012-2013 school year to verify that students take physical education for
all four years. Submit the number reviewed including the grade level, the number in
compliance, the root cause of any non-compliance and the district's plan to remedy the
non-compliance by August 15, 2012.
Progress Report Due Date(s):
03/15/2012
06/15/2012
08/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
A review of documents, and interviews, revealed that student handbooks and codes of
conduct in some of the district schools did not contain all required elements. Waterford
Street Elementary School, Helen Mae Sauter Elementary School, Elm Street School, and
Gardner Middle School handbooks did not include appropriate procedures for the discipline
of students with Section 504 Accommodation Plans. Waterford Street Elementary School,
Helen Mae Sauter Elementary School and Elm Street School handbooks did not include a
full description of a nondiscrimination policy that is consistent with M.G.L. c. 76, s. 5, and
affirms the school’s non-tolerance for harassment based on race, color, national origin,
sex, religion, or sexual orientation, or discrimination on those same bases; the school’s
procedure for accepting, investigating and resolving complaints alleging discrimination or
harassment; and the disciplinary measures that the school may impose if it determines
that harassment or discrimination has occurred.
Description of Corrective Action:
The cited policies that are not present in the cited handbooks will be sent home as an
addendum by 12/31/2011.
We will use the policies (504 discipline and non-discrimination) as they currently exist in
the Gardner HS handbook.
Current handbooks will be updated to include the cited information. Students new to the
listed schools will receive the latest versions of the respective handbooks.
Title/Role(s) of responsible Persons:
Expected Date of
Principals of schools listed in finding.
Completion:
Asst. Supt. of Schools
12/31/2011
Evidence of Completion of the Corrective Action:
Copy of 504 discipline and non-discriminatory policies as sent home will be submitted.
Copy of updated handbook with appropriate page numbers cited may also be submitted.
Description of Internal Monitoring Procedures:
A receipt will accompany the addendum being sent home just as it does when the full
handbook is sent home on the first day of school.
Office staff and classroom teachers will monitor the return of receipts.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 11/30/2011
conduct
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit copies of the addenda to the student handbooks which contain the cited policies,
with copies of a sampling receipts from parents at each school, by March 15, 2012.
Submit copies of the pages with the 504 discipline and non-discriminatory polices in the
2012-2013 handbooks by June 15, 2012.
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
The written notice that the district sends to students age 16 or over and their parents or
guardians within ten days from the student's fifteenth consecutive unexcused absence,
does not include all required elements. The notice does not say that the student and the
parent or guardian may meet with a representative of the district within ten days from the
date the notice was sent; that at the request of the parent or guardian, the district may
consent to an extension of the time for the meeting of not longer than fourteen days; and
that at the meeting the participants will discuss the reasons that the student is leaving
school and alternate educational or other placements. The notice also should inform the
student and parent or guardian that attendance is voluntary after the student turns 16,
but that the student has the right to return to school. The written notice to students 16 or
over who have left school without a high school diploma, certificate of attainment, or
certificate of completion does not include all required elements. The district does send a
notice informing the former students about Gardner Academy of Technology and
Learning, an alternative high school program, but does not mention any other publicly
funded academic opportunities that students may participate in.
Description of Corrective Action:
The standard written notice will be amended to include all the required elements. This
updated notice will be reviewed with all pertinent staff including admin., guidance, and
secretarial staff. Meeting date(s), note(s), and attendance will be recorded.
Title/Role(s) of responsible Persons:
Expected Date of
Principals of Gardner HS and GALT
Completion:
12/31/2011
Evidence of Completion of the Corrective Action:
Updated notice, staff meeting agenda and attendance will be submitted.
Description of Internal Monitoring Procedures:
All students seeking to exit will be tracked by designated guidance staff. A tracking sheet
will be attached to each file which notes that the written notice was delivered.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
CR 16 Notice to students 16 or over
Approved
leaving school without a high school
Status Date: 11/30/2011
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district does not specifically state that it will amend both notices, one to students age
16 or over and parents within fifteen consecutive unexcused absences, and a second to
students 16 or over who have left school without a high school diploma, certificaate of
attainment, or certificate of completion.
Department Order of Corrective Action:
The district needs to create two notices, one to students age 16 or over and parents
within fifteen consecutive unexcused absences, and a second to students 16 or over who
have left school without a high school diploma, certificaate of attainment, or certificate of
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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completion
Required Elements of Progress Report(s):
Submit copies of the two amended notices and the tracking sheet, and the agenda and
attendance lists from the meeting(s) where they were reviewed, by March 15, 2012.
Submit a sampling of copies of notices that have been sent to students age 16 or over
and parents within fifteen consecutive unexcused absences, or to students 16 or over who
have left school without a high school diploma, certificate of attainment, or certificate of
completion, if any, by June 15, 2012.
Progress Report Due Date(s):
03/15/2012
06/15/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 17A Use of physical restraint on any student enrolled in a
Partially Implemented
publicly-funded education program
Department CPR Findings:
According to staff interviews and a review of documents, Gardner Academy of Learning
and Technology, an alternative high school program, has no staff members who are
authorized to serve as school-wide resources to help ensure the proper administration of
physical restraint.
Description of Corrective Action:
Certified physical restraint training (Safety Care) will be provided to two members of the
GALT staff (principal and one member to be chosen) by 01/15/2012
Title/Role(s) of responsible Persons:
Expected Date of
Mark Pellegrino; GALT principal
Completion:
Michael Hurd; Asst. Supt.
01/15/2012
Evidence of Completion of the Corrective Action:
The Safety Care curriculum, log of training dates and times, attendance sheets to be
submitted.
Description of Internal Monitoring Procedures:
The date of staff certification will be noted so that future recertification will occur in a
timely fashion. The GALT principal will be in charge of tracking this.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 17A Use of physical restraint on any
Status Date: 12/02/2011
student enrolled in a publicly-funded
education program
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit evidence that physical restraint training has been conducted, (copy of curriculum,
training dates and times and attendance sheets that identify school staff trained), by
March 12, 2012.
Progress Report Due Date(s):
03/15/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Gardner Public School District
Corrective Action Plan Review
Program Area: English Learner Education
Prepared by: Gardner Public Schools/ Susan Hui
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: September 20, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 1 Annual Assessment
Rating: Partially Implemented
Department CPR Finding: According to a review of documentation and staff interviews, the persons
administering the Massachusetts English Proficiency Assessment at Elm Street School and Gardner
Middle School did not have the required qualification.
Narrative Description of Corrective Action:
At the time of the visit the ESL teacher that worked at both Elm Street School and
Gardner Middle School was out on sick leave. There was substitute teacher hired during
this time. All ESL staff, including the substitute, were trained by the ESL Coordinator to
administer the MEPA; the MELA-O was administered only by certified QMTs.
Consequently the teacher retired and a new ESL teacher was hired for Elm Street
School. In FY13 a half-time ESL teacher will be hired for Gardner Middle School. Both
teachers will have ESL certification.
In FY12 all persons administering the MEPA assessment were MELA-O certified and
received MEPA training by the ESL coordinator (ESL staff meeting Aug. 30, 2011).
In FY13 the ESL coordinator will work with the district administrative counsel to ensure
that the WIDA Access and WAPT are administered by qualified staff.
Title/Role of Person(s) Responsible for
Implementation: Susan Hui, ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: hiring: June 2012
Training in WIDA: fall 2012
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Evidence of Completion of the Corrective Action:
Agendas Admin. Council and ESL staff meetings and completion of online WIDA Access
training
Description of Internal Monitoring Procedures:
ESL Coordinator and Asst Superintendent will monitor the action plan described above.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 1 Annual Assessment
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the names and copies of ESL licensure for the staff administering the Massachusetts
English Proficiency Assessment (MEPA) at Elm Street School and Gardner Middle School by
February 15, 2013.
Progress Report Due Date(s): February 15, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial identification
Rating: Partially implemented
Department CPR Finding: According to a review of student records and interviews, initial testing
information was missing from several student records.
Narrative Description of Corrective Action:
In Jan, 2012 the ESL staff reviewed the draft report from the Coordinated Program
review. The ESL coordinator reviewed procedures and policies regarding student
records. ESL staff was told to review and update all ELL records in their schools by Feb.
28, 2012, in order to ensure that initial testing information is in all student folders. This
will be followed by 1) review at the first ESL staff meeting of the school year and 2)
review with building principals at Admin Council meetings.
Title/Role of Person(s) Responsible for
Implementation: Susan Hui, ESL Coordinator
and Building Principals
Expected Date of Completion for Each
Corrective Action Activity: Aug/Sept 2012
and annual review
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Evidence of Completion of the Corrective Action:
Student files will contain results of the initial testing for each ELL
Description of Internal Monitoring Procedures:
ESL Coordinator and building principals monitor all files during each school year
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district will provide documentation of training, and
describe the monitoring system to be implemented.
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the agendas, lists of participants, and materials used, from the ESL staff
meeting and the Administrative Council meeting where maintaining records for ELE students was
discussed, and describe the monitoring process that will be implemented, by whom, to ensure
continued compliance, by February 15, 2013.
Please submit the results of an administrative review of a sampling of records of ELE students
identified since corrective action was implemented to determine if all initial testing information is
included in the student files and include the number of student records reviewed; the number of records
in compliance; for those records not in compliance, determine the root cause(s); and the specific
corrective actions taken by the district’s to remedy the non-compliance, by May 15, 2013.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 15, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially implemented
Structure
Department CPR Finding: Gardner is a low incidence district. There are approximately 97 English
language learners (ELLs) enrolled across schools in the district. The student distribution is as follows:
17 in high school, 14 in middle school, 2 in the Academy for Learning and Technology, and 61 in
grades K-5. The students’ Massachusetts English Proficiency Assessment (MEPA) levels across the
district are as follows: 35 English Language Learners (ELLs) in levels 4 and 5; 18 in level 3; 22 in
level 2; and 10 in level 1. The district’s SEI program includes Pull out and Push in, and ESL/ELD
instruction takes place individually or in groups. In most schools in the district, ELLs in MEPA levels
1 and 2 are taught by a certified ESL teacher and most other ELE students in MEPA levels 3, 4 and 5,
receive language development support by a trained tutor who is under the supervision of an ESL
teacher. These services are inadequate, as all ESL instruction must be delivered by a licensed ESL
teacher. http://www.doe.mass.edu/ell/guidance_laws.html.)
A review of district documents and staff interviews indicate that the district has developed a curriculum
that is based on the English Language Proficiency Benchmarks and Outcomes (ELPBO) for all grade
levels: K-2, 3-5, 6-8, and 9-12. However, its use across all the schools is unclear. At the high school
the High Point ESL curriculum was being used, and at the middle school no curriculum was
articulated. (Please refer to letter sent with the draft report, regarding the phasing out of the ELPBO).
See ELE 9 for comments on instructional groupings and ELE 14 for comment on licensing
requirements.
Documentation submitted by the district indicates that overall, ELE students are not receiving the
recommended hours of instruction, except at the Elm Street School where ELE students at levels 3, 4,
and 5 receive the recommended hours of instruction and those in level 1 and 2 receive hours of
instruction that are relatively close to the Department’s recommendations. These students receive ten
weekly hours of instruction (ELLs in level 2) or more (for level 1 ELLs). The districts’ provision of
hours of ESL instruction varies by school and by MEPA levels. For example, at the Helen Mae Sauter
serving grades 1-3, one transitioning ELE student (MEPA level 4 or 5) is not receiving any ESL
instruction. However, he is monitored weekly by the ESL teacher and provided services “based on
student needs.” Similarly, 9 transitioning (MEPA level 4 or 5) students at the Gardner Middle School
are monitored weekly and provided services “as needed.” As stated previously, these services are
inadequate and must be addressed.
Content instruction is based on the appropriate Massachusetts Curriculum Frameworks; however,
review of district documents shows that ELE students are not receiving sheltered content instruction,
as not all teachers who have English language learners in their classrooms are fully trained to shelter
instruction. For example, at the high school, none of the content area teachers have completed any of
the required categories of SEI professional development, and at the middle school none of the teachers
had completed category four. (Refer to the Commissioner’s Memorandum of June 2004.) Also, see
ELE 15 for additional comments.
Narrative Description of Corrective Action:
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Title/Role of Person(s) Responsible for
Implementation: Susan Hui, ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program Placement
and Structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action:
The district must address the following:
 New ESL/ELD curriculum
 Hours of ESL Instruction consistent with Department guidance
 ESL instruction provided to ELLs is based on the Massachusetts Curriculum Frameworks
 New Sheltered English Immersion (SEI) professional development plan
Required Elements of Progress Report(s):
Please provide the department with the following by February 15, 2013:
Evidence that all ELL students receive sufficient ESL instruction, consistent with the
students’ levels of English proficiency and Department guidance
(http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
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 department with the following by May 15, 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.
A plan for making the SEI cohort training available to the core academic teachers of
ELLs and the building administrators who supervise such teachers and to arrange for
the participation of such teachers and administrators in the training.
For further information with regard to upcoming opportunities for training and technical
assistance, please continue to check the RETELL site on the Department’s website.
Progress Report Due Date(s):
February 15, 2013; May 15, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parent notification
Rating: Partially implemented
Department CPR Finding: According to a review of documents, student records and interviews, the
notification letter that the district sent to parents did not contain all required elements: a) the child’s
level of English proficiency; b) program placement and/or the method of instruction used in the
program, and g) the parents’ right to apply for a waiver (see ELE 4), or to decline to enroll their child
in the program (see ELE 8) were not clearly explained. In addition, the district did not send out parent
notification letters annually, as required.
According to a review of documents, student records and interviews, report cards and progress reports
are not consistently written in a language understandable to the parent/guardian.
Narrative Description of Corrective Action:
In Jan 2012 the ESL staff reviewed parent notification letters and procedures. The staff
revised the letter to include 1) the child’s level of English, 2) program placement and 3)
waiver information (copy attached). This letter will be translated to use in the fall of
2012.
Title/Role of Person(s) Responsible for
Implementation: Susan Hui, ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: July 2012
Evidence of Completion of the Corrective Action:
The revised parent letter and translated version will be mailed annually and copies kept in
student files.
Description of Internal Monitoring Procedures:
ESL department will annually review all parent communication documents to ensure that the
information is timely and accurate.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parent notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district will provide a description of the monitoring
system developed to ensure continued compliance, including person responsible for training staff on
the required elements of the notification letter, annual notification to parents, as well as how the district
will ensure these notices and progress reports will be provided in a language understandable to the
parent, when practicable.
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Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the revised parent notification letter that contains all required elements, and
provide a description of the monitoring system developed to ensure continued compliance, including
person responsible for training staff on the required elements of the notification letter, annual
notification to parents, as well as how the district will ensure these notices and progress reports will be
provided in a language understandable to the parent, when practicable, by.February 15, 2013.
Please submit the results of an internal review of a sample of ELE student records that reflect activity
since the district’s corrective action was implemented to determine if notification letters were sent to
parents or guardians annually. Please include the number of student records reviewed; the number of
records in compliance; for those records not in compliance, determine the root cause(s); and the
specific corrective actions taken by the district’s to remedy the non-compliance by May 15, 2013.
Please submit the results of an internal review of ELE student records that reflect activity since the
district’s corrective action was implemented to determine if report cards and progress reports are
written in a language understandable to parents or guardians. Please include the number of student
records reviewed; the number of records in compliance; for those records not in compliance, determine
the root cause(s); and the specific corrective actions taken by the district’s to remedy the noncompliance by May 15, 2013.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 15, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal access to academic
Rating: Partially implemented
programs and services
Department CPR Finding: According to a review of documents, student records and interviews,
information in notices such as activities, responsibilities, and academic standards provided to all
students was not consistently provided to LEP students in a language and mode of communication that
they understand. Typically, progress reports and report cards were not translated.
Narrative Description of Corrective Action:
The ESL Coordinator will coordinate translations with all building principals. To date
all report card comments relative to student achievement are translated into Spanish.
Handbooks are translated and sent home in the beginning of each school year. Each
principal has been instructed to ensure that all correspondence with families is
translated to the extent practicable. This will be reviewed annually at the Administrative
Council meetings in Aug.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Susan Hui, ESL Coordinator
Corrective Action Activity: Aug 2012 and
and Building Principals
annually thereafter
Evidence of Completion of the Corrective Action:
Administrative Council Agenda and monitoring of student notices
Description of Internal Monitoring Procedures:
The ESL Coordinator will review procedures with building Principals and monitor student
notices and correspondence.
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: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the Administrative Council meeting agenda where providing information to
students in a mode of communication they understand was discussed, the list of principals in
attendance, and any materials relevant to providing information to students in a language they
understand by February 15, 2013.
Please submit the results of an internal review of ELE student records that reflect activity since the
district’s corrective action was implemented to determine if information in notices such as activities,
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responsibilities, and academic standards provided to all students was consistently provided to ELE
students in a language and mode of communication that they understand. Please include the number of
student records reviewed; the number of records in compliance; for those records not in compliance,
determine the root cause(s); and the specific corrective actions taken by the district’s to remedy the
non-compliance by May 15, 2013.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 15, 2013
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: According to staff interviews and documentation reviewed not all ESL
teachers hold an ESL license. Although the district reported three FTE ESL staff positions, the middle
school did not have an ESL teacher. See ELE 15 for comments on SEI professional development.
Narrative Description of Corrective Action:
At the time of the visit the ESL teacher at Elm Street School and Gardner Middle School
was out on sick leave. The substitute teacher was not ESL certified. However, in April of
that year the ESL teacher announced she was not returning and the district posted and
hired a certified ESL teacher. For the remainder of the FY11 school year and for the
FY12 school year, in order to meet the needs of students, the new ESL teacher took over
responsibility for Elm Street School. At Gardner Middle School we placed a tutor that
worked under the direction of the ESL teacher at Gardner High School.
The FY13 budget was recently passed and it includes a half-time ESL teacher for
Gardner Middle School. At this time we are in the process of hiring for this new position
which will result in 3.5 FTE ESL teachers in Gardner.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dr Carol Daring,
Corrective Action Activity: Fall 2012
Sperintendent and Susan Hui, ESL Coordinator
Evidence of Completion of the Corrective Action:
Active teacher contracts for 3.5 FTE ESL teachers
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Description of Internal Monitoring Procedures:
The ESL coordinator will oversee the placement of teachers in the schools. This will be done
through ongoing review of student demographics including the ELL level of the students and
teacher case loads.
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: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide the following by February 15, 2013:
Evidence of ESL certification for recent hires.
If the ESL tutor continues to provide ESL services, provide evidence of ESL certification.
Summary of monitoring results of teacher’s ESL certification per school where ELLs are
enrolled.
See also ELE 5.
For further information with regard to upcoming opportunities for training and technical
assistance, please continue to check the RETELL site on the Department’s website.
Progress Report Due Date(s): February 15, 2013
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: As previously reported, (see ELE 5), all content area teachers teaching
English language learners have not completed their SEI professional development training. The district
submitted a five-year SEI Professional Development Plan which runs through 2011. However, no
information was provided indicating whether or not the district is on target and whether this plan should be
revised to ensure that a all teachers are trained. The district reports having the capacity to train its
teaching staff in most of the SEI categories. (See letter sent with the draft report, regarding change in
requirements for category 3).
Narrative Description of Corrective Action:
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Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: See ELE 5.
Required Elements of Progress Report(s): See ELE 5.
For further information with regard to upcoming opportunities for training and technical
assistance, please continue to check the RETELL site on the Department’s website.
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 18 Records of LEP
Students
Rating: Partially implemented
Department CPR Finding: According to a review of student records and interviews, parent
notification letters were missing from several student files.
Narrative Description of Corrective Action:
In Jan, 2012 the ESL staff reviewed the draft report from the Coordinated Program
review. The ESL coordinator reviewed procedures and policies regarding student
records. ESL staff will review and update the records in their schools to ensure that
parent notification information is in all student folders. This was to be completed by Feb
28, 2012 and will be followed by 1) review at the first ESL staff meeting of the school
year and 2) review with building principals at Admin Council meetings.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Susan Hui, ESL Coordinator
Corrective Action Activity: Aug 2012 and
and building principals
annually thereafter
Evidence of Completion of the Corrective Action:
Agendas and review of student files
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Description of Internal Monitoring Procedures:
The ESL Coordinator and building principals will regularly monitor student files to ensure
parent notifications are included.
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: N/A
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit a copy of the agendas from the Administrative Council and ESL staff meeting where
maintaining ELE student records was discussed, and provide a description of the monitoring system
developed to ensure continued compliance, including person responsible for ensuring that the parent
notification is included in the student file. Please provide this progress report by February 15, 2013.
Please Submit the results of an administrative review of a sampling of ELE student records that reflect
activity since the district’s corrective action was implemented to determine if parent notification letters
are included in the student files. Please include the number of student records reviewed; the number of
records in compliance; for those records not in compliance, determine the root cause(s); and the
specific corrective actions taken by the district’s to remedy the non-compliance by May15, 2013.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 15, 2013
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