MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Georgetown
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 10/28/2010.
Mandatory One-Year Compliance Date: 10/27/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 1
SE 2
SE 3
SE 6
SE 7
SE 9A
SE 18B
Criterion Title
Assessments are appropriately selected and interpreted for
students referred for evaluation
Required and optional assessments
Special requirements for determination of specific learning
disability
Determination of transition services
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
Elements of the eligibility determination; general education
accommodations and services for ineligible students
Determination of placement; provision of IEP to parent
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 20
Criterion Title
Least restrictive program selected
SE 29
Communications are in English and primary language of
home
Parent advisory council for special education
SE 32
SE 43
SE 46
SE 53
Behavioral interventions
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
FAPE (Free, appropriate, public education): Equal
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as
participation in regular education
Use of paraprofessionals
SE 55
Special education facilities and classrooms
SE 56
Special education programs and services are evaluated
SE 48
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 1 Assessments are appropriately selected and interpreted for
Partially Implemented
students referred for evaluation
Department CPR Findings:
Student records
indicated that upon receipt of initial referral to determine eligibility, the
district does not always select appropriate assessments. In cases in which the
student’s primary language is not English, there is no indication that the
district considered the student’s language needs in the selection of
assessments to determine eligibility. Additionally, the district does not
always gather relevant functional and developmental information from a variety
of sources to determine the need for related services. Instead, the related
service assessment results are the sole criterion for determining an
appropriate educational program. Please also see SE 2 and SE 9A for related
information.
Description of Corrective Action:
The district will do the following:
1. Develop an early childhood assessment team; inclusive of Special Education
Facilitator, Building Principal, SLP, OT, PT, Special Education Teacher, ABA Specialist,
Preschool Teachers. The team will periodically review the early childhood referral process;
including EI referrals, and children from Head Start, private preschools and the
community.
2. Early childhood referrals will include observation, parent questionnaire (developmental
history), and educational history/assessment; in addition to related service assessments.
3. Memorandums of understanding will be developed with Early Intervention; outlining
referral process.
4. If Team members agree, EI referrals will receive "authentic" evaluations, through
placement in a preschool classroom. This option will enable the assessment team to
observe the child in a natural yet focused setting, over a period of time. It is hoped that
this observation data, when paired with formal assessment, will yield clarity and
comprehensive data invaluable to the eligibility discussion. Additionally, the team will be
assured that all suspected areas of disability will be addressed in a timely manner.
5. When children are enrolled in school, the parents complete a "home language
questionnaire" which specifically addresses primary language. Home language is
considered when a child is referred for an evaluation,
6. The Special Education Administrator, in collaboration with the elementary and
middle/high principals, will conduct professional development for all special education
teachers and related service staff. The professional development objective will be to
develop common standards for reviewing referral information for initial and reevaluations
in order to determine the most appropriate assessments based on students language
needs and on functional and developmental information from a variety of sources to
comprehensively assess all areas identified as areas of concerns to determine eligibility
and related service needs.
7. Additionally, the Special Education Administrator will conduct internal monitoring of
student records to ensure those assessors are maintaining the established standards for
determining appropriate assessments.
Anticipated Results:
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District will always select appropriate assessments.
Title/Role(s) of responsible Persons:
Expected Date of
Building Principal, Special Ed Facilitator, Special Education
Completion:
Director
10/27/2011
Evidence of Completion of the Corrective Action:
1. The district will submit a copy of the sign in sheets and meeting notes.
2. The district expects to see evidence of correction through the referrals reviewed as part
of the internal monitoring.
3. The district will submit a copy of the memorandums of understanding.
4. The Building Principal will submit a copy of the preschool staffing model in June, 2011.
5. The district will submit a copy of the "home language questionnaire".
6. The district will submit a copy of agenda and sign in sheet from professional
development.
7. The district expects to see evidence of correction through the assessments reviewed as
part of the internal monitoring.
Description of Internal Monitoring Procedures:
The Special Education Director will select a sample of referral files. If any files do not
contain the specific assessments required; or fail to address ELL needs, the Special
Education Director will do the following:
1) Immediately remedy the individual student file;
2) Conduct an analysis to determine if similar student files lack the required information
and determine if additional professional development is needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 1 Assessments are appropriately
Status Date: 12/07/2010
selected and interpreted for students
referred for evaluation Basis for Partial Approval or Disapproval:
The Department accepts the district corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the following information by February 4, 2011: 1) memorandum of
understanding outlining the newly developed Early Intervention referral procedures 2)
Evidence of professional development, such as signed attendance sheets and agendas,
conducted for all special education staff and related service providers regarding selecting
appropriate assessment for initial evaluations and reevaluations 3) Please submit
evidence of any newly developed internal procedures and/or the development of common
standards designed to address assessment selection.
Please conduct internal monitoring of student records and submit the results by May 4,
2011. Please select a sample of 10-15 student records representative of elementary,
middle, and high school with the most the recent IEP activity either an initial evaluation to
determine eligibility, or a reevaluation. Please review the records to determine if all the
assessments selected were appropriate and considered the student's language needs, if
any. Should noncompliance be identified, please conduct an analysis to identify the root
cause of the noncompliance and describe any subsequent corrective action implemented.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 2 Required and optional assessments
Partially Implemented
Department CPR Findings:
Student records
indicated that the district does not always conduct the required educational
assessment. In addition, student records indicated that the district does not
always conduct teacher assessments regarding the student’s specific abilities
and functioning within the general education program. Please see SE 1 and SE 9A
for related information.
Description of Corrective Action:
The Special Education Administrator, in collaboration with the elementary and middle/high
school principals, will conduct professional development for elementary and middle/high
school special education facilitators, liaisons, and all special education teachers and
related service staff. The objectives of the professional development will be to develop
common standards for completing required educational assessments, including teacher
assessments that address the student?s specific abilities and functioning within the
general education program. All special education and regular education teachers and
related staff will be trained to complete Educational Assessment: Part B (teacher
assessments) online in esped. Additionally, the Special Education Administrator will
conduct internal monitoring of student records to ensure that the required educational
assessments, including teacher assessments have been completed.
Anticipated Results:
The District will always conduct the required educational assessment.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Director
Completion:
School Psychologist
10/27/2011
Facilitator/Coordinator
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of agenda and sign in sheet from professional
development.
2) The district expects to see evidence of correction through the assessments reviewed as
part of the internal monitoring.
3) The district will monitor the completion of teacher assessments with the expectation
that after the training on esped 100% of teacher assessments will be completed. During
the first year, at least 40% of Educational Assessment: Part B teacher assessments will be
completed online in esped and 60% on the printed hard copy of esped?s Educational
Assessment: Part B. During the second year, at least 70% of Educational Assessment:
Part B teacher assessments will be completed online in esped and 30% on the printed
hard copy of esped?s Educational Assessment: Part B. During the third year, 100% of
Educational Assessment: Part B teacher assessments will be completed online in esped.
Description of Internal Monitoring Procedures:
The Special Education Administrator will select a sample of student records. The records
will be either initial evaluations or reevaluations. This will ensure that the file contains
assessments from both teachers as well as relative service providers. If any evaluations
identified in the review have not completed the required educational assessments,
including teacher assessments (online and printed hard copy), than the Special Education
Administrator will complete the following:
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1) Immediately remedy the individual student file.
2)
Conduct an analysis to determine if similar student files have not maintained the
established standards for reviewing referral information, including language needs and
functional and developmental information, to comprehensively assess all areas identified
as a concern when determining eligibility and related service needs in order to determine
if additional professional development is needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 2 Required and optional assessments
Status Date: 12/06/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as sign-in sheets and agendas, of professional development
conducted with all special education staff an related service providers on the requirement
to complete the required educational assessment for initial evaluations and reevaluation.
Additionally, ,please submit a copy of any newly developed internal procedures and/or
report standards developed.This progress report is due February 4, 2011.
'
Please conduct internal monitoring of student records and submit the results by May 4,
2011. Please select a sample of 10-15 student records representative of elementary,
middle, and high school with the most the recent IEP activity either an initial evaluation to
determine eligibility, or a reevaluation. Please review the records to determine if the
required educational assessments were conducted, including teachers assessments
regarding the student's function in the general education curriculum. Should
noncompliance be identified, please conduct an analysis to identify the root cause of the
noncompliance and describe any subsequent corrective action implemented.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 3 Special requirements for determination of specific learning
Partially Implemented
disability
Department CPR Findings:
Student records
indicated that at the middle and high school, the district does not always
create a written determination when a student is suspected of having a specific
learning disability. Moreover, staff interviews indicated a lack of knowledge
regarding the eligibility requirements related to specific learning disabilities.
Description of Corrective Action:
The Special Education Administrator, in collaboration with the middle/high school
principals, will conduct professional development for middle/high school special education
facilitators, liaisons, and all special education teachers and related service staff. The
objectives of the professional development will be to educate staff about the eligibility
requirements related to specific learning disabilities and how to complete the required
documentation when a determination of a specific learning disability is decided during
initial and reevaluation meetings. The district will also develop a form (IEP Meeting
Summary) that includes a place to check that the required documentation for a
determination of a specific learning disability has been completed, if needed (Please refer
to SE 18B). Additionally, the Special Education Administrator will conduct internal
monitoring of student records to ensure those assessors are maintaining the established
standards for determining appropriate assessments.
Anticipated Results:
In the middle high school, when a student is suspected of having a specific learning
disability the district will always create a written determination.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Director
Completion:
Facilitator/Coordinator
10/27/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of agenda and sign in sheet from professional
development.
2) The district will submit a copy of the IEP Meeting Summary form.
3) The district expects to see evidence of correction through the records reviewed as part
of the internal monitoring.
Description of Internal Monitoring Procedures:
The Special Education Administrator will select a sample of student records. The records
will be either initial evaluations or reevaluations. If any record in the review that has
determined that the student was eligible as having a specific learning disability does not
contain the required specific learning disability documentation and the IEP Meeting
Summary form, than the Special Education Administrator will complete the following
1) Immediately remedy the individual student file.
2) Conduct an analysis to determine if similar student files do not contain the required
specific learning disability documentation and the Meeting Summary form in order to
determine if additional professional development is needed.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 12/07/2010
determination of specific learning
disability Basis for Partial Approval or Disapproval:
The Department accepts the districts corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as agendas and sign-in sheets, of professional development
conducted for all special education and related service staff on the eligibility requirements
pertaining to specific learning disability. This progress report is due February 4, 2011.
Please conduct internal monitoring of student records and submit the results by May 4,
2011. Please select a sample of 10-15 student records identified as having a specif
learning disability that are representative of elementary, middle, and high school. Please
review the records to determine if the required SLD forms were correctly used in
determining eligibility. Should noncompliance be identified, please conduct an analysis to
identify the root cause of the noncompliance and describe any subsequent corrective
action implemented.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 6 Determination of transition services
Partially Implemented
Department CPR Findings:
Student records
indicated that the district does not always discuss the student´s transition
needs annually beginning no later than when the student is 14 years old.
Description of Corrective Action:
The director of Special Education will train the facilitators, program coordinator and
liaisons in the proper discussion of transitional needs for the Transition Planning Form and
the IEP. This narrative will fully describe the transitional plans of the student beginning
no later than 14 years old
Anticipated Results:
The district will always discuss the student´s transition needs annually beginning no later
than when the student is 14 years old.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
Provide the training agenda and handouts for transitional planning with a sign-in sheet
including date, name, role and signature for each attendee. Include notes on transitional
needs on Team Meeting Notes. Provide a summary report that includes the number of
records reviewed at each level for transitional planning, the rate of compliance and any
steps the district will take to address any noncompliance.
Description of Internal Monitoring Procedures:
Team facilitators/coordinators will periodically review local files to ensure compliance;
Director of Special Education to randomly review files monthly to ensure and maintain
compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 6 Determination of transition services
Status Date: 12/07/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as agendas and sign-in sheets, that all special education
staff have been trained on the requirement to discuss the students transition needs on or
before their 14th birthday. This progress report is due February 4, 2011.
Please conduct internal monitoring. Please select a sample of 5-8 student records
representative of middle and high school to ensure that the IEP Team is discussing the
student transition needs on or before the students 14th before and their discussion is
documented on the required Transition Planning Form. This progress report is due May 4,
2011
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Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
Student records did
not evidence that one year prior to the student reaching age 18, the district
informs the student of his or her right at age 18 to make all decisions in
relation to special education programs and services.
Description of Corrective Action:
The director of Special Education will train the facilitators, program coordinator and
liaisons in the rights at age of majority for the IEP. This age of majority form will fully
describe the rights of the student at age of majority. Age of Majority will be included on
Team meeting notes.
Anticipated Results:
One year prior to the student reaching age 18, the district will inform the student of his or
her right at age 18 to make all decisions in relation to special education programs and
services.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
Provide the training agenda and handouts for age of majority with a sign-in sheet
including date, name, role and signature for each attendee. Include Age of Majority
information on Team Meeting Notes. Provide a summary report that includes the number
of records reviewed at each level for age of majority, the rate of compliance and any
steps the district will take to address any noncompliance.
Description of Internal Monitoring Procedures:
Facilitator/Coordinator will periodically review local files to ensure compliance; Director of
Special Education to randomly review files monthly to ensure and maintain compliance
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 7 Transfer of parental rights at age of
Approved
majority and student participation and
Status Date: 12/07/2010
consent at the age of majority Basis for Partial Approval or Disapproval:
Recently, the Department issued an Administrative Advisory related to the Age of Majority
requirement. As result, districts are now required to provide notification of age of majority
to both the student and the parent. Therefore, please revise the proposed corrective
action to include notification of age of majority to both the student and the parent one
year prior to the student's 18th birthday. For additional information, the administrative
advisory can be found here: http://www.doe.mass.edu/sped/advisories/11_1.html
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as agendas and sign-in sheets, of professional development
conducted for all special education staff on the requirement to notify the students and
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parents of the age majority one year prior to the student's 18th birthday. This progress
report is due February 4, 2011.
Please conduct internal monitoring. Please select a sample of 5 student records and
conduct an analysis to ensure that both the student and the parent received notification of
age of majority one year prior to the students 18th birthday. Should noncompliance be
identified, please conduct an analysis to identify the root cause of the noncompliance and
describe any subsequent corrective action implemented.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9A Elements of the eligibility determination; general
Partially Implemented
education accommodations and services for ineligible students
Department CPR Findings:
Staff interviews indicated that upon determining that
a student is not eligible for special education, but may be eligible for
accommodation(s) for disability(ies) under Section 504, school personnel do not
always consider the development of a section 504 plan.
Description of Corrective Action:
The School District will implement the following:
1. The Special Education Facilitator/Coordinator will review the flow chart at the eligibility
meeting, and identify potential resources; including, as appropriate, the following: a
DCAPP, 504 plan, behavior strategies/ plan, social skills, literacy/Title 1 support.
Additionally, the team will identify regular education accommodations that promote the
student?s academic progress. The parent is referred to the appropriate school personnel
for details and follow-up.
2. The information will be further reflected in the N1 letter explaining the School District?s
position and reason for finding of ?no special needs?.
Anticipated Results:
The school district will always consider the development of a section 504 plan when a
student is found not eligible for special education.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
The School District will submit examples of N1 letters; and district policy/school
handbooks on DCAPP, 504 plans, behavior supports, literacy/Title 1 and social skills.
Description of Internal Monitoring Procedures:
The Special Education Director will select a sample of referral files that resulted in a
determination of ?no special needs?. The Special Education Director will review the flow
chart and N1 letter. If the documents do not reference resources within the regular
education community, the Special Education Director will do the following:
1) Immediately remedy the individual student file;
2) Conduct an analysis to determine if similar student files lack the required information
and determine if additional professional development is needed
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 9A Elements of the eligibility
Approved
determination; general education
Status Date: 12/07/2010
accommodations and services for
ineligible students Basis for Partial Approval or Disapproval:
The corrective action does not include professional development for staff on the use of a
Section 504 Accommodation plan once the IEP Team determines there is a finding of no
eligibility under IDEA.In addition, the district does not articulate how the IEP Team
informs the 504 Coordinatorof those students who the require a Section 504
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accommodation plan.
Department Order of Corrective Action:
Please provide professional development for all staff on the IEP Team's responsibility to
consider a Section 504 Plan once the Team determines there is a finding of no eligibility
under IDEA and please describe the procedures used to coordinate with regular education
for those students who require a 504 accommodation plan.
Required Elements of Progress Report(s):
Please submit evidence, such as agendas and sign-in sheet(s), of professional
development conducted for all staff on the Team's responsibility to consider a referral for
a Section 504 Accommodation plan once the IEP Team determines her is a finding of no
eligibility under IDEA. This progress report is due February 4, 2011.
Additionally, please conduct internal monitoring. Please select student records where the
IEP Team determined the student is not elgible for services under IDEA but qualified for a
504 accommodation plan.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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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:
While the onsite
team did not identify any concerns with this criterion in the examination of
the student records, the review of parent survey data as well as staff
interviews indicated that the district does not always provide the parent with
two (2) copies of the proposed IEP and proposed placement along with the
required notice immediately following the IEP Team meeting.
Description of Corrective Action:
The School District will do the following:
1. the Special Education Facilitator/Coordinator completes the Team Meeting Summary
during the team meeting; recording team discussion regarding placement, service
delivery, goals, accommodations, diagnosis, current progress/evaluation findings,
extended year and extended day.
2. the parents are given a copy of the summary, and asked to sign the school copy,
indicating receipt.
Anticipated Results:
The district will always provide the parent with two (2) copies of the proposed IEP and
proposed placement along with the required notice immediately following the IEP Team
meeting.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
The district will submit a copy of the newly revised Summary Notes; which incorporates
the afore-mentioned categories.
Description of Internal Monitoring Procedures:
The Special Education Director will select a sample of files, and review the Team Meeting
Summaries. If the documents are incomplete or inaccurate, the Special Education
Director will do the following:
1. Immediately remedy the individual student file;
2. Conduct an analysis to determine if similar student files lack the required information
and determine if additional professional development is needed
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 18B Determination of placement;
Approved
provision of IEP to parent Status Date: 12/07/2010
Basis for Partial Approval or Disapproval:
The district's proposed corrective action does not include any evidence of notification sent
to IEP Team facilitators on the use of Team Meeting Summary form.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide evidence, such as a meeting agenda or a copy of a notification, that IEP
Team facilitators were trained on the use of the Team Meeting Summary. This progress
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report is due February 4, 2011
Additionally, please conduct internal monitoring. Please select five student records from
each school level ( i.e. elementary, middle, and high school ) and conduct an analysis to
determine if the IEP Team facilitators provided the parents with a copy of the Team
Meeting Summary immediately following the meeting and (2) copies of the IEP within 10
days of the meeting. Should noncompliance be identified please conduct an analysis to
identify the root cause and describe any subsequent corrective action. This progress
report is due May 4, 2011.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
Student records
indicated that if the student is removed from the general education classroom,
the IEP Team does not always state why the removal is considered critical to
the student´s program and the basis for its conclusion that education of the
student in a less restrictive environment, with the use of supplementary aids
and services, could not be achieved satisfactorily.
Description of Corrective Action:
The Director of Special Education will train the facilitators, program coordinator and
liaisons in the proper writing of the non-participation justification section of the IEP. This
narrative will fully describe the nature of the disability and its impact on the child?s ability
to participate in the general education curriculum.
Anticipated Results:
When the student is removed from the general education classroom the IEP Team will
always state why the removal is considered critical to the student´s program and the
basis for its conclusion that education of the student in a less restrictive environment,
with the use of supplementary aids and services, could not be achieved satisfactorily.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
Provide the training agenda and handouts with a sign-in sheet including date, name, role
and signature for each attendee. Provide a summary report that includes the number of
records reviewed at each level for transitional planning, the rate of compliance and any
steps the district will take to address any noncompliance.
Description of Internal Monitoring Procedures:
Special Education Facilitator/coordinators will periodically review local files to ensure
compliance; Director of Special Education to randomly review files monthly to ensure and
maintain compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 20 Least restrictive program selected
Status Date: 12/07/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as agendas and sin-in sheets, of the training held with team
facilitators, program heads, and coordinators of the district responsibility to justify the
student's removal from general education in the IEP. This progress report is due February
4, 201.
Additionally, please conduct internal monitoring. Please select five student records from
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each school level ( i.e. elementary, middle, and high school) and conduct an analysis to
determine if the IEP Team states why the removal from general education is considered
critical to the student´s program and the basis for its conclusion that education of the
student in a less restrictive environment, with the use of supplementary aids and
services, could not be achieved satisfactorily. Should noncompliance be identified please
conduct an analysis o identify the root cause and describe any subsequent corrective
action. This progress report is due May 4, 2011.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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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:
Although student
records revealed that the district does provide interpreters fluent in the
primary language of the home at the IEP team meeting, there was no evidence in
the student record that written communications are provided in the primary
language of the home if such primary language is other than English.
Description of Corrective Action:
The special education director, in collaboration with the CR coordinator will develop school
wide procedures to ensure the timely translation of IEP?s and other important documents.
The procedure will include the requirement to document notices provided to parents
orally, or in another mode of communication. The special education administrator and the
civil right coordinator will provide notice to the staff of the newly developed procedures.
The special education director will conduct internal monitoring of student records to
ensure that communications are consistently provided to parents in a language that they
can understand.
Anticipated Results:
Written communications will be provided in the primary language of the home if such
primary language is other than English.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Administrator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
1) The district will submit a copy of the newly developed procedures to ensure that
communications are in a language that parents can understand;
2) Sign in sheets from staff training on the newly developed procedure; and
3) Results of internal monitoring
Description of Internal Monitoring Procedures:
The Special Education director will conduct internal monitoring of student records to
ensure that parents whose language is other than English receive communications in a
mode they that can understand. If records identified in the review do not contain
communications in the primary language of the home the special education director will
complete the following:
1) immediately remedy the individual student file;
2) conduct an analysis to determine if similar student files lack the necessary
communications to parents in a langue or mode that they can understand. If continued
noncompliance is identified through the analysis, the Special Education administrator will
review of the recently developed procedures with staff.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 12/07/2010
primary language of home Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
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Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence, such as meeting agendas or notifications sent to all staff
explaining the translation protocols.This progress report is due February 4, 2011.
Please conduct internal monitoring. Please select 5-8 student records where the primary
language of the parent is other than English. Please conduct an analysis to determine if
the communications to the parent were made in a language or mode they understand.
Should noncompliance be identified, please conduct an analysis to identify the root cause
of any noncompliance and any subsequent corrective action. This progress report is due
May 4, 2011
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 32 Parent advisory council for special education
Partially Implemented
Department CPR Findings:
Interviews with Parent Advisory Council (PAC) members
as well as district administrators verified that the PAC has not been meeting
regularly with school officials to participate in the planning, development,
and evaluation of the school district´s special education programs.
Additionally, interviews indicated that the school district has not conducted,
in cooperation with the parent advisory council, at least one workshop annually
on the rights of students and their parents under the state and federal special
education laws.
Description of Corrective Action:
The Special Education Administrator will ensure that the Special Education Parent
Advisory Council (SEPAC) members as well meet regularly with school officials to
participate in the planning, development, and evaluation of the school district´s special
education programs.
The Special Education Administrator will ensure that the school district will conduct, in
cooperation with the parent advisory council, at least one workshop annually on the rights
of students and their parents under the state and federal special education laws.
This will be done through parent (SEPAC) surveys, agenda items during four SEPAC
meetings pre year and in meetings with SEPAC officers and/or designated committee
members.
Anticipated Results:
The PAC will meet regularly with school officials to participate in the planning,
development, and evaluation of the school district´s special education programs.
Additionally, the school district will conduct, in cooperation with the parent advisory
council, at least one workshop annually on the rights of students and their parents under
the state and federal special education laws.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Administrator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
SEPAC agendas: Copy of survey results; meeting notes Completion and delivery of a
SEPAC advisory of strength and weakness and recommendations for program
development and improvement.
Description of Internal Monitoring Procedures:
Special Education Administrator will request a copy for review of the minutes and agendas
of all the SEPAC meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 32 Parent advisory council for special
Status Date: 12/07/2010
education Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
Please submit a copy of the SEPAC bi-laws. Additionally, please submit evidence the
district, in conjunction with the SEPAC held at least one workshop annually on the rights
of students and their parents under the state and federal special education laws. This
progress report is due May 4, 2011
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 43 Behavioral interventions
Implemented
Department CPR Findings:
The Department
found no issues related to the district's implementation of this criterion.
Description of Corrective Action:
NA
Anticipated Results:
NA
Title/Role(s) of responsible Persons:
Expected Date of
NA
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
NA
Description of Internal Monitoring Procedures:
NA
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 43 Behavioral interventions -
Corrective Action Plan Status: Approved
Status Date: 12/07/2010
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
NA
Progress Report Due Date(s):
03/21/2011
05/04/2011
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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:
Student records and staff interviews indicated that
the district has a practice of placing student’s in a 45-day placement although
the basis for such placement is not consistent with federal regulatory
requirements. Student records indicated that once a student has been suspended
for 10 consecutive or cumulative days, the IEP team reconvenes within 10 days
to conduct a manifestation determination. However, in cases where the IEP team
determines that the behavior was not a manifestation of the student’s
disability, the district does not always offer services for the student to
continue to progress in the general education curriculum and to progress
towards IEP goals for the duration of the removal beyond the 10th consecutive
or cumulative day of suspension.
Description of Corrective Action:
Principals notify Administrator of Special Education regarding the suspensions for Special
Education children and/or children referred for Special Education. To assist Program
Coordinator and the Facilitators in identifying the children, the Admin-Plus program has
been updated to provide improved access to the special education office to information
and reflect suspension data on all students with disabilities.
The Program Coordinator and the Facilitators schedule a manifestation determination
hearing within 5 days for any Special Education child or any child in referral when the
suspension exceeds 10 cumulative days or in the event that there is a pattern of
removals.
For disabled students under 504 regulations, the principal has designated a 504
Coordinator at the building level to set this meeting.
The manifestation determination hearing will be held to consider whether or not there is a
substantial connection to the incident with either the disability and/or the implementation
of the IEP. When the Team determines that the incident was indeed a manifestation of the
disability, an FBA is either reviewed or completed and the student returns to school. When
the Team determines that the incident was not a manifestation of the disability, an FBA is
considered, the student completes the suspension and receives instruction in the
curriculum and meets the IEP requirements through the Home/Hospital department or in
an Interim Alternate Educational Setting.
Principals, Assistant Principals, Program Coordinators and Facilitators will provided with
in-depth training around this requirement from the law firm Sullivan, Nuttall, MacAvoy &
Lyons P.C. Ongoing training through-out the year around these regulations will be
provided to ensure understanding and compliance.
The district has developed a flow-chart to illustrate the steps around this regulation. This
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will be shared as part of the training to staff.
Anticipated Results:
When placing students in a 45 day placement,the district will follow federal regulatiory
requirements. The district will offer services for the student to continue to progress in the
general education curriculum and to progress towards IEP goals for the duration of the
removal beyond the 10th consecutive or cumulative day of suspension.
Title/Role(s) of responsible Persons:
Expected Date of
Administrator of Special Education
Completion:
Special Education Facilitators
10/27/2011
Program Coordinators
Evidence of Completion of the Corrective Action:
Training for Principals/Assistant Principals/ Deans
Training for Program Coordinators/ Special Education Facilitators
Develop a Flow chart that will walk the school administration and special education staff
through the procedure of disciplining a student with disabilities.
Train all staff in the use of the Flow chart
Agendas and sign-in sheets from all staff trainings.
The district will maintain a suspension log on all students with disabilities that will include:
Dates of suspensions
Length of suspension
Reason for suspension
Date and results of Manifestation Hearing
Date of completed Functional Behavioral Assessment (FBA)
Date of complete and accepted Behavioral Intervention Plan (BIP)
Description of Internal Monitoring Procedures:
The Special Education Administrator will conduct a monthly review of records of students
that were suspensions of more than 10 days to ensure that the procedures for suspending
students has been followed and that there is appropriate documentation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 46 Procedures for suspension of
Status Date: 12/07/2010
students with disabilities when
suspensions exceed 10 consecutive
school days or a pattern has developed
for suspensions exceeding 10 cumulative
days; responsibilities of the Team;
responsibilities of the district Basis for Partial Approval or Disapproval:
The Department accepts the district's proposed corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence of the professional development conducted for staff onthe
discipline of students with disabilities. Additionally, please submit a copy of the
suspension logs used to track the number and days of suspensions as well the flow chart
developed to provide school based staff with technical assistance in this area. This
progress report is due February 4, 2011.
Please conduct internal monitoring. Please select a sample of five student records to
review. Please conduct an analysis to determine if suspensions are documented, the IEP
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Team conducted the manifestation determination meeting, and in applicable instances, if
the use of a 45-day placement was consistent with federal regulatory requirements. This
progress report is due May 4, 2011.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 48 FAPE (Free, appropriate, public education): Equal
Partially Implemented
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as participation in
regular education
Department CPR Findings:
Staff interviews
indicated that the district does not offer vocational program options to
students with disabilities who are not accepted into a vocational school
program. Please see CR 13 for additional related information.
Description of Corrective Action:
The district has implemented programs, services and activities to include the following:
1. vocational education through a contract with Job Opportunities
2. work study and employment opportunities through Work Opportunities
3. counseling services available at all levels of the district with district school psychologist
4. physical education, including adapted physical education
5. scheduled culinary lessons
6. scheduled daily living instruction
Anticipated Results:
The district will offer vocational program options to students with disabilities who are not
accepted into a vocational school program.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Facilitator/Coordinator
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
Sign in sheets will be used to maintain records of students participating in Work
Opportunities training. Attendance and meeting notes are maintained by the school
counselors, the school adjustment counselor and school psychologist for students
receiving counseling services. Culinary and daily living lessons included in Life Skills
curriculum frameworks.
Description of Internal Monitoring Procedures:
Special Education Facilitator/coordinators will periodically review attendance records to
ensure full participation. Special Education Facilitator/coordinators will periodically review
full scope of Life Skills curriculum
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 48 FAPE (Free, appropriate, public
Status Date: 12/07/2010
education): Equal opportunity to
participate in educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
Please provide a description of the opportunities available to students through the
contract with Job Opportunities. This progress is due February 4, 2010.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 53 Use of paraprofessionals
Partially Implemented
Department CPR Findings:
Although
paraprofessionals are under the supervision of an appropriately certified or
licensed professional, interviews with paraprofessionals throughout the
district indicated that paraprofessionals occasionally design instruction for
students with disabilities.
Description of Corrective Action:
The district will ensure that staff training will provide the necessary information to all
Special Education Teaches and Paraprofessionals to remedy this area of non-compliance.
The purpose of the staff training will be to inform and in some cases reiterate to all special
education teachers that paraprofessionals and special education aides do not design
instruction for students with disabilities. However, they are expected to implement
instruction under the supervision of an appropriately certified or licensed professional who
is proximate and readily available to provide such supervision.
The Administrator of Special Education will meet on a regular basis with the program
coordinators and special education facilitators to ensure that they are continuing
discussion and reviewing protocols with the staff at the monthly departmental meetings.
Anticipated Results:
Paraprofessionals will not design instruction for students with disabilities.
Title/Role(s) of responsible Persons:
Expected Date of
Administrator of Special Education
Completion:
Special Education Facilitators
10/27/2011
Program Coordinators
Evidence of Completion of the Corrective Action:
Provide the training agenda and handouts with a sign-in sheet including date, name, role
and signature for each attendee.
Description of Internal Monitoring Procedures:
Program and classroom observations
Special education teacher interviews and questionnaires,
Paraprofessional interviews and questionnaires.
Teacher and program evaluations
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 53 Use of paraprofessionals -
Corrective Action Plan Status: Approved
Status Date: 12/07/2010
Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide evidence, such as agendas and sign-in sheets, that all staff have been
informed that paraprofessionals may not design instruction and must be supervised by
licensed personnel. This progress report is due February 4, 2011.
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Please provide the results of the district's observations and meetings verifying that
paraprofressionals are not designing student instruction. Please indicate any additional
corrective action taken if continued noncompliance is identified. This progess report is due
May 4, 2011.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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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:
A facilities tour
of Penn Brooke Elementary School revealed that special education students
receive instruction in a loft located above the library. This space is not
equal in all physical respects to the average standards of general education
facilities and classrooms throughout the school. Additionally, some spaces at Penn Brooke
Elementary School used to provide related services to students with
disabilities are identified by signs that stigmatize such students.
Description of Corrective Action:
The School District will do the following:
1. Remove signs from offices where related services take place.
2. Review the growing population and needs of the Penn Brook Elementary School
community and developing a building campaign.
3. The Building Principal will review and adjust the space assignments for September,
2011.
Anticipated Results:
The district has relocated the program from the loft location in the library and all signs
stigmatizing students with disabilities has been removed throughout the building.
Title/Role(s) of responsible Persons:
Expected Date of
Building Principal
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
The evidence will be apparent at on-site visits by the DOE.
Description of Internal Monitoring Procedures:
The Building Principal will monitor the service location and confidentiality provided for all
students with disabilities, throughout the building
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 12/07/2010
classrooms Basis for Partial Approval or Disapproval:
The Department accepts the district 's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The Department will conduct an onsite verification for correction of noncompliance.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 56 Special education programs and services are evaluated
Partially Implemented
Department CPR Findings:
Documentation
submitted indicated that the district has not conducted an evaluation of
special education programs and services for two years.
Description of Corrective Action:
The district internally evaluates its Special Education Programs, services and
administrative areas on an ongoing basis.
Internal evaluation components:
Parent, staff, and student questionnaires
Parent and student participation data for IEP meetings
Compliance/complaint data
Enrollment, attendance, drop out, and graduation data
MCAS and other standardized testing data
Building level school improvement plans
IEP data: measurable goals, percentages of goals met
In addition to the internal evaluations the district will be contracting with a private agency
that specializes in special education program evaluations.
Public Consulting Group
200 International Dr.
Portsmouth, NH 03801
www.publicconsultinggroup.com
PCG Education specializes in customized program evaluations that utilize multiple
methodologies and data sources to answer questions about program effectiveness, equity,
accountability, and continuous improvement. PCG Education's team of education
specialists have conducted evaluations of local, state, and federally funded programs,
specific interventions, and school reform initiatives across the country.
Anticipated Results:
The district will conduct evaluations on all special education programs on an annual basis.
Title/Role(s) of responsible Persons:
Expected Date of
Administrator of Special Education
Completion:
10/27/2011
Evidence of Completion of the Corrective Action:
A copy of the contract with the Independent evaluation agency, dates of the evaluations
and a copy of the evaluation will be submitted to the DESE upon completion.
Description of Internal Monitoring Procedures:
The Special Education Director and the Superintendent will meet with the Program
Evaluation Sub-committee to review the results of the internal evaluation on an annual
basis.
The Special Education Director, the Superintendent and the Program Evaluation Subcommittee will review the evaluation completed by the independent evaluation agency.
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All evaluation will be shared with the SEPAC and post on the district?s website.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 56 Special education programs and
Status Date: 12/07/2010
services are evaluated Basis for Partial Approval or Disapproval:
The Department accepts the district's corrective action plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide a time line for the district's evaluation. This progress report is due
February 4, 2010.
Please provide samples of any evaluative results and the district's determinations as of
May 4, 2011.
Progress Report Due Date(s):
03/21/2011
05/04/2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Georgetown Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Georgetown Public Schools/David Dempsey or Carol?
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: October 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR6 – Availability of in-school
Rating: Partially Implemented
programs for pregnant students.
Department CPR Finding:
The district policy indicated that a copy of continued approval from a physician must be on file at the
school for the duration of student’s pregnancy and staff interviews indicated that the district does not
require such certification for all students for other physical or emotional conditions requiring the
attention of a physician.
Narrative Description of Corrective Action: The district is revising policy JIE (Pregnant Students).
“The physician’s approval of this continued attendance must be on file at the school” will be removed
from the policy.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent
Corrective Action Activity: 1/13/11
Evidence of Completion of the Corrective Action: The policy will reflect the change and be
approved by the Georgetown School Committee at their January 13, 2011 meeting.
Description of Internal Monitoring Procedures: The Superintendent will ensure that the policy is
revised and reviewed by the School Committee.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 6
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not include information regarding the
notification of administrators of the change in policy once it has been approved by the school
committee.
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Department Order of Corrective Action: Please submit evidence that all appropriate building based
administrators were notified of the change in the pregnancy policy.
Required Elements of Progress Report(s): Please submit a copy of the newly revised pregnancy
policy. Additionally, please submit evidence that all building based administrators have been notified
of the change in the pregnancy policy.
Progress Report Due Date(s): February 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR10A – Student handbooks and
codes of conduct.
Department CPR Finding:
Rating: Partially Implemented
A review of the student handbook determined that the requirement to include the appropriate procedures
assuring due process in disciplinary proceedings is missing. Additionally, a review of the student handbook
indicated that the districts’ policy regarding the discipline of students with disabilities is incorrect. The policy
states that if a student violates the code of conduct, the district may change a student’s placement from their
current educational setting to an interim alternative educational setting. The policy does not include the specific
discipline procedures articulated under federal regulations when placing a student in an interim alternative
educational setting. Furthermore, the district refers to outdated state regulations as the source of the district’s
discipline policy (section 3385 (b) of the Chapter 766 regulations). Finally, the handbook does not include any
procedures assuring due process for students with a Section 504 Accommodation Plan.
Narrative Description of Corrective Action: The district will revise the student handbook language
to include:
1. A revised policy regarding the discipline procedures for dealing with special education
students.
2. Specific disciplinary procedures by federal regulations when placing a student in an internal
alternative education setting.
3. Reference to current state regulations for the district’s discipline policy.
4. Procedures assuring due process for students with a 504 Accommodation Plan.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent
Corrective Action Activity: 5/1/11
Evidence of Completion of the Corrective Action: Student handbooks will include approved and
revised language regarding disciplining students, particularly regarding placements in an
interim alternative settings and procedures regarding due process for students with 504 plans.
Description of Internal Monitoring Procedures: The Superintendent will review handbooks to
ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide any evidence that building
administrators and other relevant staff will be notified of the districts polices and procedures related to
the discipline of students with disabilities and those students with a Section 504 Accommodation plan.
Department Order of Corrective Action: Please submit evidence that all building based
administrators have been notified of the district policies and polices and procedures related to the
discipline of students with disabilities and those students with a Section 504 Accommodation plan.
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Required Elements of Progress Report(s): Please submit evidence of an amendment made to the
student handbook which includes the district policies and polices and procedures related to the
discipline of students with disabilities and with a Section 504 Accommodation plans. Additionally,
please submit evidence that all building based administrators have been notified of the district policies
and polices and procedures related to the discipline of students with disabilities and with a Section 504
Accommodation plan.
Progress Report Due Date(s): February 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR13 – Availability of
Rating: Partially Implemented
information and academic counseling on general
curricular and occupational/vocational
opportunities.
Department CPR Finding:
Staff interviews indicated that the district does not make available information about vocational
opportunities to students with disabilities who may require such programming. Please see SE48 for
additional related information> SE48: Staff interviews indicated that the district does not offer
vocational program options to students with disabilities who are not accepted into a vocational school
program.
Narrative Description of Corrective Action: The Director of Guidance is revising and clearly
delineating information about vocational opportunities to students with disabilities who require such
programs. The Director will inform staff of the process for providing information to students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: High School Principal
Corrective Action Activity: 5/1/11
Evidence of Completion of the Corrective Action: A written process and procedure will be
created. Documentation will be available in the guidance office.
Description of Internal Monitoring Procedures: The School Principal will monitor this via
meetings and review of documentation with the Director of Guidance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR13 – Availability of
Status of Corrective Action:
Approved
Partially Approved
Disapproved
information and academic counseling
on general curricular and
occupational/vocational
opportunities.
Basis for Partial Approval or Disapproval: The Department accepts the district corrective action
plan.
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit a copy of the newly revised policies and
procedures related to the vocational opportunities available for students with disabilities in the district.
Please be sure that the information is translated into the dominant languages of the district.
Progress Report Due Date(s): February 4, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR17A – Use of physical
Rating: Partially Implemented
restraint on any student enrolled in a publiclyfunded education program.
Department CPR Finding:
Upon review of the documentation submitted, there is no evidence that the district developed
procedures regarding the physical restraint of students. Additionally, the document review and staff
interviews indicated that the district has not developed reporting procedures consistent with regulatory
requirements.
Narrative Description of Corrective Action: The district is developing written procedures regarding
the physical restraint of students and reporting procedures consistent with regulatory requirements.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent
Corrective Action Activity: 5/1/11
Evidence of Completion of the Corrective Action: The procedures will be written and staff will
be informed and trained on the reporting procedures. The Superintendent will ensure
procedures are written.
Description of Internal Monitoring Procedures: The School Principals will be responsible for
training staff on the procedures for restraint and reporting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR17A – Use of physical
Status of Corrective Action:
Approved
Partially Approved
Disapproved
restraint on any student enrolled in a
publicly-funded education program.
Basis for Partial Approval or Disapproval: The district did not include evidence of correction action
through internal monitoring.
Department Order of Corrective Action:, Please conduct internal monitoring of all internal tracking
and reporting procedures to ensure that they are consistent with state and federal regulations after the
staff members are trained on the physical restraint policies and procedures.
Required Elements of Progress Report(s): Please submit a copy of the newly developed physical
restraint policies and procedures. Please provide evidence, such as staff meetings and agendas and
sign-in sheets, that all staff members were informed of the physical restraint policies and procedures.
This progress report is due February 4, 2011.
Please submit the result of the internal monitoring to ensure physical restraints are tracked and reported
appropriately. Should inconsistencies be indentified, please conduct an analysis to identify the root
cause and describe any subsequent corrective actions(s). This progress report is due May 4, 2011.
Progress Report Due Date(s): February 4, 2011 and May 4, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR18 – Responsibilities of the
Rating: Partially Implemented
School Principal
Department CPR Finding:
The document review and staff interviews identified inconsistent practices regarding documenting the
use of interventions for students. The impact of such practices results in incomplete information on the
use of instructional supports as part of the evaluation information reviewed by the IEP Team to
determine eligibility for special education.
Narrative Description of Corrective Action: The district administrative team is currently reviewing
its pupil study team process to include greater use of DECAP plan to provide support to students.
Teachers will receive additional training on the DECAP plan and the daily use of strategies to meet the
needs of all students. The pupil study teams will include the requirements to assist the IEP Teams by
providing assessment data about interventions that have been done successfully and unsuccessfully
with the student as part of the professional development plan. A consistent set of forms will be used
which include listing consistent information regarding interventions.
Title/Role of Person(s) Responsible for
Implementation: School Principals
Expected Date of Completion for Each
Corrective Action Activity: 5/1/11
Evidence of Completion of the Corrective Action: The schools will have a clearly defined and
well functioning pupil study team that is focused on data and the development of a DCAP to
support students. A manual will also be developed.
Description of Internal Monitoring Procedures: The Superintendent will work with the
administrative team to ensure this is completed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR18 – Responsibilities of
the School Principal
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide any evidence of completion
through internal monitoring.
Department Order of Corrective Action: Please conduct internal monitoring. Please select a sample
of 5-10 student records representative of elementary, middle and high school students who were
referred for a special education evaluation. Please be sure the sample selected consists of students
referred after the district conducted training for staff on the on the use of the DCAP, and the
documentation of instructional supports, as part of the evaluation information to determine eligibility
for special education. Please conduct an analysis to determine if the newly developed policies and
procedures regarding the documentation of instructional supports are consistently implemented.
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Required Elements of Progress Report(s): Please submit the result of any revisions made to the pupil
study team procedures, including any revised policy changes. Please provide evidence, such as agendas
and sign-in sheets, that all staff received training on the changes and updates made to the DCAP and
the documentation of instructional supports as part of the evaluation information to determine
eligibility for special education. This progress report is due February 4, 2011.
Please submit the results of the internal monitoring conducted of student records by May 4, 2011.
Progress Report Due Date(s): February 4, 2011 and May 4, 2010.
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Georgetown Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Georgetown Public Schools/Dr. Kristan Rodriguez
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: October 27, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial assessments
Rating: Partially Implemented
Department CPR Finding:
A review of the documentation indicated that the district does not assess students in grades K-3 using
all four modalities. These students are only assessed for their speaking and listening ability in English.
The school will now use the oral, reading, and writing portions of the IPT to determine eligibility for
the LEP program in our district.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dr. Kristan Rodriguez
Corrective Action Activity: November 30,
2010
Evidence of Completion of the Corrective Action: All students assessed after this date will have
evidence of their results in their cum. folders and will be evidenced on their eligibility letters.
Description of Internal Monitoring Procedures: As referral percents are low, each one assessed will
be reviewed by the Dr. Rodriguez for completeness of all subtests of the IPT.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not submit any evidence that staff will be
made aware of changes in the initial identification procedures for LEP students.
Department Order of Corrective Action: Please submit evidence that appropriate staff were made
aware of the changes and are trained in the initial identification procedures for LEP students.
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Required Elements of Progress Report(s): Please submit evidence that appropriate staff were made
aware of the changes and are trained in the initial identification procedures for LEP students. This
progress report is due May 4, 2011
Additionally, please conduct internal monitoring. Please submit the results of the internal monitoring
document of all students assessed to determine language proficiency. In the case that a student was not
assessed using all four modalities, please administrator the necessary assessment. Please submit the
results of the internal monitoring by September 16, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program placement and
structure
Department CPR Finding:
Rating: Partially Implemented
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 has an ESL curriculum based on the
Massachusetts English Language Proficiency Benchmarks and Outcomes for the grade levels
where the two LEP students are currently located, and the district is developing an ESL
curriculum for other grade levels as well.
For students who do receive direct ESL instruction, documentation indicates amounts of ESL
instruction to be consistent with 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."
Content instruction is based on the appropriate Massachusetts Curriculum Framework;
however, although 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), the teachers sheltering content for the two LEP students in the district have completed
Categories 1 and 2 and are in the process of completing Categories 3 and 4.
Narrative Description of Corrective Action: Currently, we have a licensed ESL teacher doing direct
instruction for our one identified level 3 students for one hour a day. Additionally, the teacher for this
child is enrolled in a graduate course that provides all four categories of training. We also have an
additional staff member taking the SEI graduate course at Gordon College.
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Title/Role of Person(s) Responsible for
Implementation: Dr. Kristan Rodriguez
Expected Date of Completion for Each
Corrective Action Activity: January, 2011
Evidence of Completion of the Corrective Action: We have the license for the teacher on file. We
have the signed course approval and course description for the two teachers attending the category
course and have requested transcripts upon course completion.
Description of Internal Monitoring Procedures: We will review the transcripts once they are
submitted.
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: Georgetown is a low incidence district. Reportedly, the
district has one enrolled English Language Learner (ELLs) at a level three proficiency level. The
Corrective Action Plan (CAP) did not address the process the district will follow to have a fully
developed ESL curriculum and how it will continue to meet the needs of the one ELL as his English
proficiency level increases, and/or should there be increased enrollment of ELLs.
With regard to content instruction and Sheltered English Immersion (SEI), the district is working
toward completing that part of the CAP (See ELE 15).
Department Order of Corrective Action: Provide an ESL curriculum that will meet the needs of the
one ELL according to his/her English proficiency level.
Required Elements of Progress Report(s): Please submit an ESL curriculum as specified by
September 16, 2011
Progress Report Due Date(s): September 16, 2011
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:
Based on a review of documentation submitted, the district does not have teachers who have received
training in all four of the categories for sheltering content required by the Department; therefore LEP
students do not have equal access to the full range of academic opportunities.
Narrative Description of Corrective Action: Currently, we have a licensed ESL teacher doing
direct instruction for our one identified level 3 students for one hour a day. Additionally, the
teacher for this child is enrolled in a graduate course that provides all four categories of training.
We also have an additional staff member taking the SEI graduate course at Gordon College.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Dr. Kristan Rodriguez
Corrective Action Activity: January, 2011
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Evidence of Completion of the Corrective Action: We have the license for the teacher on file. We
have the signed course approval and course description for the two teachers attending the
category course and have requested transcripts upon course completion.
Description of Internal Monitoring Procedures: We will review the transcripts once they are
submitted.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Please see ELE 5 .
Department Order of Corrective Action: Please see ELE 5.
Required Elements of Progress Report(s): Please see ELE 5.
Progress Report Due Date(s): Please see ELE 5.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Rating: Partially Implemented
Department CPR Finding:
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however,
although 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, the teachers sheltering content for the two LEP students
in the district have completed Categories 1 and 2 and are in the process of completing Categories 3
and 4
Narrative Description of Corrective Action: Currently, we have a licensed ESL teacher doing
direct instruction for our one identified level 3 students for one hour a day. Additionally, the
teacher for this child is enrolled in a graduate course that provides all four categories of training.
We also have an additional staff member taking the SEI graduate course at Gordon College.
Title/Role of Person(s) Responsible for
Title/Role of Person(s) Responsible for
Implementation: Dr. Kristan Rodriguez
Implementation: Dr. Kristan Rodriguez
Evidence of Completion of the Corrective Action: We have the license for the teacher on file. We
have the signed course approval and course description for the two teachers attending the
category course and have requested transcripts upon course completion.
Description of Internal Monitoring Procedures: We will review the transcripts once they are
submitted.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Program placement
and structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Two teachers in the district are in the process of
acquiring the skills necessary to shelter instruction for the English language learners. However, the
district did not provide a plan for increasing the capacity of the teachers in Sheltered English
Immersion (SEI). Additional training would enable the district to continue meeting the needs of the
one ELL as he attains higher English proficiency levels and to prepare for an increase in ELL
enrollment.
Department Order of Corrective Action: Please submit a multi-year strategic professional
development plan designed to increase the capacity of the district to provide English language learners
with content instruction from teachers who have been trained in all four sheltered English immersion
categories as required.
Required Elements of Progress Report(s): For the two teachers on staff, submit evidence of
completion of professional development training in all four Categories of SEI. Provide this evidence
by May 4, 2011. Additionally, please submit a copy of the strategic multi-year professional
development plan by September 16, 2011.
Progress Report Due Date(s):
May 4, 2011;
September 16, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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