MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Greenfield Public School District
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Kathleen Titus, Director of Student Services
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as possible
and no later than one year from the issuance of the Coordinated Program Review Final Report to the
school or district.
Mandatory One-Year Compliance Date: April 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8 IEP Team composition and attendance
Rating: Partially Implemented
Department CPR Finding: Student record review and interviews indicated that general education
teachers at the high school level are not always present at IEP Team meetings.
Narrative Description of Corrective Action: Team meetings at GHS will always include at least one
general education teacher who works with the student.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: GHS Special Education Coord.
Corrective Action Activity: Immediately
Evidence of Completion of the Corrective Action: Meeting invitations and sign-in sheets showing general
education teachers’ participation. N-1 meeting summaries show that the input of the teacher is part of the
data used to develop the team’s IEP proposal.
Description of Internal Monitoring Procedures: Monthly meeting of GHS Sp.Ed. Coord. and the Director
of Student Services, to review all meeting participants for the previous month and all invitations for the
upcoming month’s meetings. The GHS secretary who works with the Poet Seat program will prepare
meeting invitations for the special education teachers.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan developed by the district includes a
report on review of student records, but does not specifically state how the district will communicate to staff
the requirements of this regulation or district procedures they must follow to ensure full compliance with this
criterion.
Department Order of Corrective Action: The Department is adding a requirement for the district to submit
evidence of staff training to the district’s plan to report on its review of student records.
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Required Elements of Progress Report(s):
By November 17, 2010 submit the following documents as evidence of training for high school and
Poet Seat staff on required participants in Team meetings:
 Agenda
 Signature and title of high school and Poet Seat staff members in attendance
 Training materials
By January 17, 2011 submit the results of the district’s internal review of student records, which
includes the following information:
 Number of student records reviewed at the high school
 Number that include an meeting invitation and sign-in sheet that evidence a general
education teacher was in attendance at the most recent IEP Team meeting
 Root cause of continued non-compliance, if found
 Corrective action taken if continued non-compliance was found
*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): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 9 Timeline for determination of eligibility and
Rating: Partially Implemented
provision of documentation to parent
Department CPR Finding: Student record review and interviews indicated that for re-evaluations, the
district does not always determine eligibility and provide the IEP to parents within forty-five school working
days after receipt of the parent’s written consent.
Narrative Description of Corrective Action: When the team first seeks parental consent to evaluate. it will
also send a meeting invitation, to hold the date for a meeting to review results and determine eligibility
within the 45-day timeline.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Pre-K, Elementary, Middle, High,
Corrective Action Activity: Sept. 30, 2010
and Out-of-District Special Ed. Coords.
Evidence of Completion of the Corrective Action: Documentation through student record review and
through Evaluation Calendar review shows that all re-evaluations and meetings to determine eligibility are
held within the required 45-day time frame.
Description of Internal Monitoring Procedures: Each school will maintain a year-at-a-glance calendar for
reevaluations, to ensure that the distribution of required evaluation over the course of the year will work
within required timelines. Dates of actual team meetings will also be recorded on that calendar. One Sp.Ed.
Coord. meeting each month will focus solely on review of compliance with regulations for timelines.
Student record reviews and review of the evaluation calendar will be completed at each monthly meeting.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 9
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan developed by the district includes
a report on review of student records and use of year-at-a-glance calendar, but does not specifically state how
the district will communicate to staff the requirements of this regulation or district procedures they must
follow to ensure full compliance with this criterion.
Department Order of Corrective Action: The Department is adding a requirement for the district to submit
evidence of staff training to the district’s plan to report on its review of student records and the year-at-aglance calendar.
Required Elements of Progress Report(s):
By November 17, 2010, submit the following documents as evidence that training on required
timeline requirements for determination of eligibility for initial, re-evaluation or before IEP services
are discontinued was attended IEP Team chairpersons, special education administrative staff, related
services professionals and other staff members involved in setting IEP meeting dates and/or
completing assessment required for re-evaluations, if applicable:
 Agenda
 Signature and title of staff members in attendance
 Training materials
By November 17, 2010, submit the year-at-a-glance calendar for each school with due dates for
evaluations following receipt of a parent’s signed consent to evaluate
By January 17, 2011 submit results of the district’s internal review of student records, which
includes the following information:
 Number of student records reviewed at each school building for students that had an initial
evaluation or re-evaluation IEP meeting after training was provided to staff on this topic
 Number of records in compliance with initial and re-evaluation timelines
 Root cause of continued non-compliance, if found in monthly Special Education
Coordinators’ meetings
 Specific corrective action taken to ensure full compliance if continued non-compliance was
found
*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): November 17, 2010 and January 17, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 12 Frequency of re-evaluation
Rating: Partially Implemented
Department CPR Finding: Student record review and interviews indicated that the district does not always
conduct re-evaluations every three years.
Narrative Description of Corrective Action: All teams will document the evaluation and eligibility process
for each student, at least every three years. Even if the team has agreed to waive a specific standardized test
that is no longer necessary to shed new light on the student’s needs, the team will document on a Consent to
Evaluate Form all evidence and evaluations it does need, and will seek written parental consent. The team
will then complete those evaluations, meet to determine eligibility, and document ts proposal for continued
eligibility or not (N-1 or N-2 forms.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: All special ed. Coords.
Corrective Action Activity: Sept. 30, 2010
Evidence of Completion of the Corrective Action: Evaluation Calendar for 2010-11, student records
containing current evaluation reports and N-1 or N-2 forms summarizing the team’s proposal regarding
eligibility for special education services.
Description of Internal Monitoring Procedures: One meeting per month of special ed coordinators focuses
solely on accuracy of reevaluation dates in esped, and on the scope of upcoming evaluations. Reorganization
of student records now keeps all records for a three year span together in one “current” file. As had already
been the case, a section of the file is set aside for evaluation reports.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 12
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan developed by the district includes
a report on review of student records and use of year-at-a-glance calendar, but does not specifically state how
the district will communicate to staff the requirements of this regulation or district procedures they must
follow to ensure full compliance with this criterion.
Department Order of Corrective Action: The Department is adding a requirement for the district to submit
evidence of staff training to the district’s plan to report on its review of student records and the year-at-aglance calendar.
Required Elements of Progress Report(s):
By November 17, 2010, submit the following documentation of the meeting of special education
coordinators focusing on required timelines for 3-year re-evaluations, accuracy of re-evaluation dates in
Esped, and the scope of upcoming evaluations:
 Agenda
 Signature and title of IEP staff members in attendance
 Training materials
By November 17, 2010, submit the year-at-a-glance calendar for each school that includes due
dates for re-evaluations
By January 17, 2011 submit results of the district’s internal review of student records, which
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includes the following information:
 Number of student records reviewed at each school building for students that had an reevaluation IEP meeting after training was provided to staff on this topic
 Number of records in compliance with re-evaluation timelines
 Root cause of continued non-compliance, if found in monthly Special Education
Coordinators’ meetings
 Specific corrective action taken to ensure full compliance if continued non-compliance was
found
*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): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 13 Progress Reports and content
Department CPR Finding: Student record review indicated that parents do not always receive reports on
the student's progress toward reaching the goals set in the IEP at least as often as parents are informed of
the progress of non-disabled students.
Narrative Description of Corrective Action: All special education liaisons will provide IEP progress
reports at the time that the school sends report cards for general education progress. Liaisons are responsible
for compiling the progress report data from each of the IEP service providers, and giving one progress report
document to the parent(s).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education teachers, SpEd
Corrective Action Activity: by end of first report
Coordinators at each site, building Principals.
card period (Nov for high, Dec for middle and elem,
Jan for Pre-K)
Evidence of Completion of the Corrective Action: Spot checks of student records for completed progress
reports; verification form signed by each building secretary and special ed coordinator, stating that the
progress reports have been sent home with report cards (to be kept in central office files).
Description of Internal Monitoring Procedures: Progress report due dates will be on the year-long
calendars that list important dates. Special Ed Coordinators will spot-check progress reports during the
writing process, to supervise and ensure that they are completed on time.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan developed by the district includes
a report on review of student records and use of year-at-a-glance calendar, but does not specifically state how
the district will communicate to staff the requirements of this regulation or district procedures they must
follow to ensure full compliance with this criterion.
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Department Order of Corrective Action: The Department is adding a requirement for the district to submit
evidence of staff training to the district’s plan to report on its review of student records and the year-at-aglance calendar.
Required Elements of Progress Report(s):
By November 17, 2010,submit the following documentation of training on requirements to send
IEP progress reports to parents as often as general education progress reports are mailed:
 Agenda
 Signature and title of IEP staff members in attendance, including special education teachers
and related services professionals who write IEP progress reports as well as building
secretaries responsible for mailing progress reports to parents and filing them in student
records
 Training materials
By November 17, 2010 submit the year-at-a-glance calendar that includes due dates for IEP
progress reports
By November 17, 2010 submit the verification form signed by the high school building secretary and
special education coordinator, stating that progress reports have been sent home with report cards
By January 17, 2011 submit the verification form signed by each Pre-K, elementary and middle school
building secretary and special education coordinator, stating that progress reports have been sent home with
report cards
By January 17, 2011 submit a report on results of the district’s review of student records that
includes the following information on IEP progress reports:
 Number of student records reviewed at each school building
 Number that include progress reports mailed to the parents by due date(s) listed on the Yearat-a-Glance Calendar set by the district prior to the beginning of the 2010-2011 academic
year
 Root causes of continued non-compliance, if found by special education coordinators
 Specific corrective action taken if non-compliance is identified to ensure that all students
receive an IEP progress report
*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): November 17, 2010 and January 17, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 18B Determination of
placement; provision of IEP to parent
Department CPR Finding: Student record review and interviews indicated that parents are not
provided with a copy of the proposed IEP and proposed placement, or a “summary”, which at a
minimum provides a completed IEP service delivery grid describing the types and amounts of
special education and/or related services proposed by the district, and a statement of the major goal
areas associated with these services, within the required timelines.
Narrative Description of Corrective Action: 1. Revised 3-page IEP meeting summary, with tear-off third
page containing all required information (types, amts. of special education and related services,), plus
information on transportation, extended year, major accommodations. 2. Retrained staff on importance of
noting on that document the date that it was given to the parent, and making a copy of that for the official
student record. 3. Retrained staff on the importance of generating the full IEP immediately afterward, if it
cannot be completed in full at the team meeting. 4. As of September, 2010, will provide computers and
printers in each conference room to expedite minor changes and allow for team signatures right at the
meeting when possible. 5. Starting in September, 2010 special ed coordinators will meet weekly any with
special education teacher liaison who is struggling with completing the IEP timeline responsibilities, in order
to work through the issues and bring case to closure. 6. One Special Ed Coordinator meeting each month
will focus solely on IEP’s (content and timeframe). Student records will be reviewed for evidence of the IEP
Meeting Summary Sheet, the date that the full IEP was proposed, and the substance and measurability of the
services and goals.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: SpEd Coordinators in each building Corrective Action Activity: full compliance by
April 1, 2011, but significant improvement expected
at each monthly checkpoint. (Weekly checks for
any teachers who are having significant trouble with
timelines)
Evidence of Completion of the Corrective Action: copies of IEP Meeting Summary Sheets kept in central
office student files, with parent signatures and date; or, copy of IEP proposal given to parents, with date and
signature of special ed coordinator on Response page.
Description of Internal Monitoring Procedures: Date that IEP is given/sent to the parent will be recorded
on the calendar of due dates, directly beside the annual review date. All calendars will be kept electronically,
and will be available for review at any time. Special Ed. Coordinators will meet weekly with any special
education liaison teacher who cannot independently complete paperwork responsibilities within required
timelines. This will be a required meeting during the teacher’s work day.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18B
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan developed by the district includes
a report on review of student records, revision of the IEP Meeting Summary Sheet and establishment of
weekly meetings with teachers who have difficulty with workload and timelines, but does not specifically
state how the district will communicate to staff the requirements of this regulation or district procedures they
must follow to ensure full compliance with this criterion.
Department Order of Corrective Action: The Department is adding a requirement for the district to submit
evidence of staff training to the district’s other planned activities to address the Department’s findings for this
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criterion.
Required Elements of Progress Report(s):
By November 17, 2010 submit the following evidence of staff training on district procedures to
document the date the IEP Meeting Summary Sheet is given to parents and ensure the full IEP is provided to
parents within required timelines:




Agenda
Signature and title of staff members in attendance
Revised 3-page IEP meeting summary, with tear-off third page containing all required information
Other materials handed out at training
By January 17, 2011 submit a report on results of the district’s review of student records that
includes the following information on provision of IEP Meeting Summary Sheet and/or completed
IEP to the parent:
 Number of student records reviewed at each school building
 Number that include the revised 3-page IEP Meeting Summary Sheet completely filled out with all



required information and parent signature
The number of days after the IEP meeting that the parent is sent the completed IEP
Root causes of continued non-compliance with timelines, if found by special education
coordinators during meetings with special education liaison teachers
Specific corrective action taken if continued non-compliance with required timelines for
provision of the IEP to the parent
*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): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 41 Age span requirements
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that in two classes (i.e.,
Essential Skills and Foundations, both located at the Federal Street Elementary School) the ages of the
youngest and oldest child differ by more than 48 months and the district did not request a waiver from the
Department.
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Narrative Description of Corrective Action: The Federal St. Essential Skills program had four students at
the time of the Coordinated Program Review. Their birth dates all fell between 2/2000 and 10/2001.
However, at the time of the CPR, the high school’s Essential Skills program did have an age span of more
than four years. This was a temporary problem, which was corrected as soon as a program for older postgraduate age students was relocated to the high school building. The relocation had been postponed several
times, from Sept. 1 to Nov. 30. As soon as it was completed, caseloads were shifted between the two
programs and that problem was resolved. The Federal St. Foundations Program did have more than four
years’ age and grade span between the youngest and the oldest student. However, this highly individualized
program provides one behavioral instructor for each student. Also, the program uses three classrooms plus
office areas for a total of 6 students. Instructional spaces were set up in each of the different classrooms, with
the space for the two youngest students in one of the rooms. Given this individualized situation, we did not
believe a waiver was required. The corrective action will be to include this information on a waiver request
for the future.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Student Services
Corrective Action Activity: Immediate.
Evidence of Completion of the Corrective Action: Waiver request filed concurrently with submission of
this corrective action plan.
Description of Internal Monitoring Procedures: Continue the highly individualized instruction, but also
submit a waiver request if this age difference situation recurs in the future.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 41
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: It is the Department’s expectation that the classroom
assignments for the coming school year will be designed to ensure that no instructional grouping of students
exhibits an age span of more than 48 months.
Department Order of Corrective Action: Submit a copy of 2010-2011 class list for the Federal St.
Foundations Program using student initials and including birthdates which indicates that the age of the
youngest and oldest student do not differ by more than 48 months.
Required Elements of Progress Report(s):
By November 17, 2010 submit a copy of 2010-2011 class list for the Federal St. Foundations Program
using student initials and including birthdates which indicates that the age of the youngest and oldest student
do not differ by more than 48 months.
Progress Report Due Date(s): November 17, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 53 Use of paraprofessionals
Rating: Partially Implemented
Department CPR Finding: Interviews indicated that, at times, persons employed as paraprofessionals and
assistants design instruction for students with disabilities.
Narrative Description of Corrective Action: Director of Students Services reviewed with special
education teacher liaisons that they are responsible for designing instruction and supervising
paraprofessionals who implement their lessons. Principals also watch for this as they walk through and
supervise instructional groups. A series of paraprofessional trainings is set for the 2010-11 early release
days, which will include more focused discussion on the role and boundaries.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special ed teacher liaisons – but,
Corrective Action Activity: Immediate.
ultimately, principals in their roles as staff evaluators.
If this type of issue is seen, it will be addressed in
both the paraprofessional’s and the supervising
teacher’s evaluation reports.
Evidence of Completion of the Corrective Action: Paraprofessional and teacher evaluations verify that
they are performing their roles as intended. Any evidence that this is not the case will be reflected in both the
paraprofessional and supervising teacher’s evaluations.
Description of Internal Monitoring Procedures: Training sessions will emphasize importance of separate
teacher and paraprofessional roles; walk-throughs and supervision/evaluation reports will also stress that
paras are accountable for working within the boundaries of their roles, and that teachers are accountable for
designing instruction and supervising any paraprofessionals who implement it.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 53
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit documentation of training for special education teacher liaisons on their
responsibility to design instruction and supervise paraprofessionals who implement their lessons, including:
 Agenda
 Signature and title of staff members in attendance
 Training materials
By November 17, 2010 submit the following documentation of training for paraprofessionals on their
role, responsibility and boundaries of their position:
 Agenda
 Signature and title of staff members in attendance
 Training materials
By January 17, 2011 submit a report on the practice in the district regarding the design of special
education instruction and supervision of paraprofessionals using information from staff evaluations
of special education teachers and paraprofessionals and principals’ observations from walkthroughs.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 54 Professional development
Rating: Partially Implemented
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Department CPR Finding: Documentation review and interviews indicated that the district has not
conducted training on the following topics:
a. state and federal special education requirements and related local special education policies and
procedures.
b. analyzing and accommodating diverse learning styles of all students in order to achieve an objective
of inclusion in the regular classroom of students with diverse learning styles
c. methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate
diverse learning styles of all students in the regular classroom.
Narrative Description of Corrective Action: 1. The Director of Student Services will complete electronic
training modules in the summer of 2010 for a) and b) above, to be used flexibly at special education
department and at school faculty meetings. The basis for these modules has been created in consultation with
special education coordinators, district administrators and teachers. The training materials will review
policies and procedures, and the central focus will be on the shared responsibility of general and special
educators to deliver free, appropriate, public education in the least restrictive environment. 2. All special
education professional staff will receive an updated Special Educators’ Handbook, to use as a reference guide
for a), b) and c) above. The Handbook was partially updated during the 2009-10 school year, and will be
completed in time for the opening of school in September, 2010. In addition to explaining required policies
and procedures, the Handbook will provide examples and tools to use for effective collaboration between
general and special educators. 3. In the spring of 2010, The Elementary Special Ed Coordinator offered a
graduate course on the IEP and shared general/regular ed responsibilities for its implementation. In the fall
of 2010, she will offer a course on general/special education collaboration.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: : Director of Student Services and
Corrective Action Activity: 1) & 2) Aug.31, 2010;
principals, with input from special ed coordinators
3) fall/spring graduate courses
Evidence of Completion of the Corrective Action: Documentation of special ed dept and special ed coord
meetings and training in the spring of 2010. Training modules and revised Handbooks available for flexible
use by August 31, 2010, and presentations of these materials will be made at all initial 2010-11 faculty
meetings. Ultimately, we expect to see increased rates of inclusion, with successful academic and social
outcomes
Description of Internal Monitoring Procedures: Director of Student Services will complete formal written
observations of inclusion services in each building at least twice each year. Principals will include evidence
of successful general ed and special ed collaboration in their written observations of instruction. The
district’s data monitoring process will shed light on the progress of students with and without disabilities,
which informs program evaluation and improvement efforts.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 54
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit an outline of the training module developed on the topic of state and federal
special education requirements and related local special education policies and procedures
By November 17, 2010 submit an outline of the training module developed on the topic of analyzing and
accommodating diverse learning styles of all students in order to achieve an objective of inclusion in the
regular classroom of students with diverse learning styles
By November 17, 2010 submit pages from the district’s revised Special Educators’ Handbook that addresses
methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate diverse
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learning styles of all students in the regular classroom
By November 17, 2010 submit documentation of staff training on the three topics listed above. If trainings
are held on multiple days, submit the following for each training held:
 Agenda(s)
 Signature and titles of staff members in attendance
 Additional materials handed out at the meeting(s)
By January 17, 2011 submit a brief summary of results of district procedures to track staff attendance at
required trainings and ensure that staff members who were absent from a training on the initial day it was
offered, received the training in an alternate manner.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 55 Special education facilities and classrooms Rating: Partially Implemented
Department CPR Finding: The Strides classrooms at the Newton School are not equal in all physical
respects to the average standards of general education facilities and classrooms in that school building (for
instance, other classrooms are equipped with running water and new carpeting, while the two Strides
classrooms do not enjoy these improvements) .
Narrative Description of Corrective Action: (See CR 23) Carpeting in the portable classrooms is slated
for replacement in the summer of 2010. A portable bubbler was provided as of January, 2010. Part of the
original concern was that the classroom was located far from the rest rooms in the building. However, the
instructional day for students in the program has been completely redesigned over the course of the year. No
student spends the entire day in the program space. It is a home base from which students go to typical
classrooms for part or all of the day. Social and academic outcomes provide strong evidence to continue this
inclusion support for next year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Student Services,
Corrective Action Activity: August 31,2010
principal and assoc principal of Newton School
Evidence of Completion of the Corrective Action: Completion of carpet project.
Description of Internal Monitoring Procedures: Internal monitoring will continue to focus on inclusion
with appropriate academic and behavioral supports. A full-time behavior analyst will be assigned to the
program. For 2010-11, this will be a person in an intern status, working under the consultation of a full-time
BCBA. Also in 2010-11, both special educators at Newton will have instructional responsibilities for the
students in the Strides program. They will no longer be a homeogeneous instructional group, even within the
program’s instructional space.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 55
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
(See also CR 23) Required Elements of Progress Report(s):
12
Disapproved
By November 17, 2010 submit the following documentation:
 Work order and or voucher for purchase of materials for replacement of carpets in the Strides
classrooms at the Newton School that indicate this renovation project has been completed.
 Schedules of students assigned to Strides classrooms at Newton School that clearly indicate no
student spends the entire day in Strides program space
Progress Report Due Date(s): November 17, 2010
13
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Greenfield Public School District
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Kathleen Titus, Director of Student Services
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as possible
and no later than one year from the issuance of the Coordinated Program Review Final Report to the
school or district.
Mandatory One-Year Compliance Date: April 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 6 Availability of in-school
programs for pregnant students
Rating: Partially Implemented
Department CPR Finding:
Documentation review indicated that the district’s policy for pregnant students requires a doctor’s
note for the pregnant student to remain in school and it 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: This policy, along with all district policies, is
undergoing revision. A subcommittee of the School Committee leads this process, with input from the
schools and the public. While this process is being completed, the procedure for pregnant students now
is to only require a doctor’s note to excuse any medically necessary absences or tutoring requests. This
is in line with how other medical conditions and requests are handled. Only when a student or staff
member is medically excused from attendance by their physician is a note required to return to school.
Otherwise, no note is required simply to remain in school while pregnant.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: GHS Principal
Corrective Action Activity: Policy Handbook
entirely revised and approved by 12/10.
Evidence of Completion of the Corrective Action: Revised policy by 12/10. However, the procedure
has been changed already
Description of Internal Monitoring Procedures: Evidence such as doctor’s notes or tutoring requests
are kept by the principal, and will be available for review.
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
14
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 17, 2011 submit the following documentation:
 District’s written procedures to maintain enrollment of pregnant students that has been
approved by a subcommittee of the Greenfield School Committee
 Report on services provided to pregnant students who presented the district with a doctor’s
note to excuse any medically necessary absences or who requested tutoring in the 2010-2011
fall semester.
Progress Report Due Date(s): January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7A School year schedules
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that the high school is
scheduled for less than 990 hours of structured learning time a year.
Narrative Description of Corrective Action: GHS will provide structured independent study time for
students to practice core academic skills independently. The school is also investigating different
options for increasing instructional time through a) moving from 40 minute lunch to a shorter lunch
period; b) reduce passing time between classes from its current 4 minutes c) lengthening the school
day.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal and Superintendent, in
Corrective Action Activity: Master schedule
collaboration with staff and families
has been finalized - July 2010.
Evidence of Completion of the Corrective Action: Time on Learning Worksheet showing more than
990 hours of direct instructional time per year (attached).
Description of Internal Monitoring Procedures: The instructional learning time worksheet will be
completed each year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7A
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Student Learning Time Worksheet was not received.
Department Order of Corrective Action: Submit a copy of the Student Learning Time Worksheet for
the high school that indicates students receive at least 990 hours of direct instructional time per year.
Required Elements of Progress Report(s):
By November 17, 2010 submit the Student Learning Time Worksheet for the high school that indicates
students receive at least 990 hours of direct instructional time per year.
Progress Report Due Date(s): November 17, 2010
15
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks and Rating: Partially Implemented
codes of conduct
Department CPR Finding: Documentation review indicated that the district’s code of conduct is not
revised annually and does not contain the school’s procedure for accepting, investigating and
resolving complaints alleging harassment. Documentation review also indicated that the district’s
code of conduct does not contain the disciplinary measures that the school may impose if it determines
that harassment or discrimination has occurred.
Narrative Description of Corrective Action: A revised Student Handbook and Code of Conduct will
be ready for distribution on the first day of school in September, 2010. It will fully explain the
district’s policies regarding harassment and discrimination, including an explanation of the disciplinary
measures that the school may impose if it determines that harassment, discrimination or retaliation has
occurred. During the 2010-11 school year, administrators will seek input from faculty members,
students and families regarding the substance of the handbook, its clarity, and its implementation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: District Administrators, with
Corrective Action Activity: August 31, 2010
School Committee review
Evidence of Completion of the Corrective Action: copy of Student Handbook/Code of Conduct and
signed documentation that families have reviewed it
Description of Internal Monitoring Procedures: Signed documentation from all families of students
in the district. Year-long calendar of annual district goal-setting and initiatives, including the revision
of Student Handbooks.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Page(s)from the 2010-2011 student handbook with district procedure for accepting,
investigating and resolving complaints alleging harassment clearly highlighted
 Pages from the 2010-2011 student handbook with disciplinary measures the district may
impose if it determines that harassment or discrimination has occurred
 Ten statements, signed by parents, that they have reviewed the contents of the student
handbook and code of conduct
 Calendar that indicates dates student handbooks will be revised before the beginning of the
2011-2012 academic year
By January 17, 2011 submit the following documentation:
 Written description of methods the district used to seek input from faculty members, students
and families regarding the substance of the handbook, its clarity, and its implementation.
 Report on types of revisions that will be made in response to feedback from these sources
16
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 12A Annual and continuous
notification concerning nondiscrimination and
coordinators
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that while the
district does take continuing steps to notify applicants, students, parents, and employees
(including those with impaired vision or hearing), as well as unions or professional
organizations holding collective bargaining or professional agreements with the district, that
it does not discriminate on the basis of race, color, national origin, sex, or disability, the
notifications do not include the name(s), office address(es), and phone number(s) of the
person(s) designated under CR 11A to coordinate compliance under Title IX and Section 504.
Narrative Description of Corrective Action: Include names along with the roles of the persons
designated to coordinate compliance in all written statements regarding Title IX and Section 504 (i.e.:
faculty and student handbooks, district policy manual and all public meeting notices).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent designates the
Corrective Action Activity: Aug 31, 2010
persons who will coordinate each area.
Evidence of Completion of the Corrective Action: copies of revised wording in each of the above
documents
Description of Internal Monitoring Procedures: Review/update of all district documents will be on
the year-at-a-glance calendar of ongoing district responsibilities.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 12A
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit page(s) from the following documents, in which the name, office
address, and phone number of persons designated to coordinate compliance under Title IX and Section
504 is clearly highlighted:
 Advertisements of job openings
 Employment application form
 Student handbook(s)
 Faculty handbook
 Bargaining agreements
 District policy manual
Progress Report Due Date(s): November 17, 2010
17
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Notice to students 16 or
over leaving school without a high school diploma,
certificate of attainment, or certificate of completion
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that the district does not
always send a notice to students 16 or over who are leaving school without a high school diploma,
certificate of attainment, or certificate of completion, and does not send annual written notice to the
last known address of each former student who attended high school in the district within the previous
two years and has not yet earned their competency determination or transferred to another school.
Narrative Description of Corrective Action: Letters will go out every summer reminding students
who have left school without earning a diploma of their educational options. Those options have
expanded this year due to dropout prevention and recovery efforts of the GHS Alternative Education
program, and the new onsite collaborative program with Hampshire Educational Collaborative. With
these developments students now have more flexible options, including after-hours programs, to
complete high school credits or dual enrollment credits.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: GHS Principal
Corrective Action Activity: August 1, 2010
Evidence of Completion of the Corrective Action: copies of letters outlining educational options
Description of Internal Monitoring Procedures: Add this outreach responsibility to the Year-at-aglance calendar of ongoing high school course scheduling and enrollment timelines.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Letter outlining educational options that will be given to students age 16 or older who are
considering leaving school without a high school diploma, certificate of attainment, or
certificate of completion and are not transferring to another school
 Written notice mailed in summer 2010 to the last known address of each former student who
attended high school in the district within the previous two years and has not yet earned their
competency determination or transferred to another school
 2010-2011 calendar that includes date for mailing annual written notice in summer 2011
By January 17, 2011 submit a report on the number of enrolled students who were given the letter
outlining their educational options, the staff member(s) the student met with before leaving school and
staff member responsible for maintaining addresses of these students so they can be mailed the annual
notification letter.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
18
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 20 Staff training on
confidentiality of student records
Rating: Partially Implemented
Department CPR Finding: Documentation and interviews indicated that not all school personnel
have received training on confidentiality of student records.
Narrative Description of Corrective Action: All staff members will receive refresher training on
confidentiality of student records at the first staff meeting, when they receive a copy and review the
contents of the revised faculty handbooks. Training modules will also be prepared, for flexible followup use as needed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principals, with central office
Corrective Action Activity: Sept 10, 2010
support
Evidence of Completion of the Corrective Action: signed documentation that all staff members and
volunteers have received training and understand their responsibility to keep student record information
confidential.
Description of Internal Monitoring Procedures: Volunteer Coordinators will also have access to the
training resources that are prepared in the summer of 2010. They will be responsible for ensuring that
new volunteers are oriented fully to their responsibilities. Confidentiality is also an ongoing
supervisory responsibility of all school and central office administrators.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 20
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Agenda, for training on confidentiality of student records
 Signature of staff members and volunteers who attended training(s)
 Page(s) from the faculty handbook with information regarding confidentiality of student
records clearly highlighted that was reviewed at training(s)
 Outline of training module developed on this topic
By January 17, 2011 submit written description of how Volunteer Coordinators and central office
administrators utilized newly developed training resources to orient new volunteers to their
responsibilities regarding confidentiality of student records.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
19
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 21 Staff training regarding civil
rights responsibilities
Rating: Not Implemented
Department CPR Finding: Documentation and interviews indicated that staff has not received
training regarding civil rights responsibilities.
Narrative Description of Corrective Action: As already stated, district policies and staff/student
handbooks are under revision led by a subcommittee of the School Committee, with input from faculty
and administration. The staff handbooks will include specific updated information on civil rights
responsibilities and information on the filing and investigation of complaints regarding civil rights.
Handbooks will be reviewed every year at staff meetings, and additional training resources will be
posted in shared files for easy access. Updated informational posters will be distributed to each school
for the staff workroom areas.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: District administrators will
Corrective Action Activity: 1) Policy and
disseminate updated handbook information yearly.
handbook reviews: ongoing since January, 2010
Director of Student Services will provide updated
2) Staff Meetings to Disseminate and Document
informational posters for each school.
Training Information: by Sept 10, 2010
3)Informational posters for workrooms by Sept
1, 2010
Evidence of Completion of the Corrective Action: copies of information from staff and student
handbooks regarding civil rights responsibilities under the law and district policies. Minutes of
meeting of all district administrators, ensuring that everyone is clear as to designated contact persons
for civil rights complaints or questions at the building level and the central office level. Annual
updating of this information will be included on the yearly calendar of tasks to complete prior to a new
school year.
Description of Internal Monitoring Procedures: Building contact persons will report any civil rights
concerns immediately to the central office. Depending on the circumstance, additional individual
training may be necessary for the person(s) involved in the complaint.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 21
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Minutes of meeting at which district administrators were informed of designated contact
persons, in each building and at the central office, for civil rights complaints or questions
 Agenda for staff training in civil rights responsibilities and district contact persons
 Signature of staff members in attendance at training
 Page(s) from revised staff handbook with information regarding civil rights responsibilities
under the law and district policies that was reviewed at this training
 Page(s) from student handbook(s) with information regarding civil rights responsibilities under
the law and district policies that was reviewed at this training
 Calendar that includes timelines for review of civil rights policies before the beginning of the
20
2011-2012 academic year
By January 17, 2011 submit a report on all civil rights concerns raised in the district, procedures
followed and actions taken.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 23 Comparability of facilities
Rating: Partially Implemented
Department CPR Finding: The Strides classrooms at the Newton School are not equal in all physical
respects to the average standards of general education facilities and classrooms in that school building
(for instance, other classrooms are equipped with running water and new carpeting, while the two
Strides classrooms do not enjoy these improvements) .
Narrative Description of Corrective Action: (See SE 55) Carpeting in the portable classrooms is
slated for replacement in the summer of 2010. A portable bubbler was provided as of January, 2010.
Part of the original concern was that the classroom was located far from the rest rooms in the building.
However, the instructional day for students in the program has been completely redesigned over the
course of the year. No student spends the entire day in the program space. It is a home base from
which students go to typical classrooms for part or all of the day. Social and academic outcomes
provide strong evidence to continue this inclusion support for next year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Student Services,
Corrective Action Activity: August 31,2010
principal and assoc principal of Newton School
Evidence of Completion of the Corrective Action: Completion of carpet project.
Description of Internal Monitoring Procedures: Internal monitoring will continue to focus on
inclusion with appropriate academic and behavioral supports. A full-time behavior analyst will be
assigned to the program. For 2010-11, this will be a person in an intern status, working under the
consultation of a full-time BCBA. Also in 2010-11, both special educators at Newton will have
instructional responsibilities for the students in the Strides program. They will no longer be a
homogeneous instructional group, even within the program’s instructional space.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 23
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
(See also SE 55) Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Work order and or voucher for purchase of materials for replacement of carpets in the Strides
classrooms at the Newton School that indicate this renovation project has been completed
Schedules of students assigned to Strides classrooms at Newton School that clearly indicate no
student spends the entire day in Strides program space
21
Progress Report Due Date(s): November 17, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 25 Institutional self-evaluation
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that the district has a
written plan to evaluate all aspects of its K-12 program to ensure that all students, regardless of race,
color, sex, religion, national origin, limited English proficiency, sexual orientation, disability, or
housing status, have equal access to all programs, including athletics and other extracurricular
activities; however, there is no evidence that the district has begun to implement its self-evaluation
plan.
Narrative Description of Corrective Action: Data from the district’s written plan will be reviewed
during administrative summer retreat each year, beginning with the August 9,10, 11 retreat in the
summer of 2010. This will be part of the annual review of all district data, including trends in student
outcomes.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: All district administrators, as part Corrective Action Activity: First review by
of continuous improvement process.
Aug 20, 2010. Ongoing review at the building
level to assess effect of programs on student
outcomes (through building-level leadership
teams and through Intervention and Support
(IST) Teams . Ongoing review at the district
level through curriculum work groups (summer
of 2010: social studies committee)
Evidence of Completion of the Corrective Action: Minutes of administrative retreat, minutes of
curriculum revision group meetings, beginning to use Powerschool software to track student
involvement in extracurriculars, Powerschool enrollment and grading reports to show proportion of all
student subgroups successfully participating in courses across the curriculum.
Description of Internal Monitoring Procedures: School administrators track data for each building,
with their leadership team members. Quarterly review meetings in the central office to review trends
and identify action steps as needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 25 Institutional selfevaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 17, 2010 submit the following documentation:
 Minutes of administrative retreat meeting at which data is reviewed to identify trends in
participation of subgroups of students in academic and extracurricular opportunities
 Minutes of curriculum revision group meetings at which data is reviewed to identify trends in
participation of subgroups of students in academic offerings
By January 17, 2011 submit the following documentation:
22




Results of analysis of data on student involvement in extracurricular activities, broken down by
student subgroups, that is tracked using Powerschool software
Results of analysis of data on student participation in courses across the curriculum, broken
down by student subgroups, that is tracked using Powerschool and grading reports
Written description of root cause(s) of under-representation of participation in academic or
extracurricular opportunities by students of a sub-group, if found
Written description of steps taken by the district to address root cause(s) of underrepresentation of participation in academic or extracurricular opportunities by students of a
sub-group, if found
.
Progress Report Due Date(s): November 17, 2010 and January 17, 2011
23
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Greenfield Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Kathleen Titus, Director of Student Services
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as possible
and no later than one year from the issuance of the Coordinated Program Review Final Report to the
school or district.
Mandatory One-Year Compliance Date: April 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Structure
24
Rating: Partially Implemented
Department CPR Finding: Sheltered English immersion (SEI) is a program model for limited English
proficient (LEP) students composed of two parts—English as a second language (ESL) and sheltered
content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP
students only and designed to promote the English language development of LEP students. Sheltered
content instruction is an approach for teaching content to LEP students in strategic ways that make the
subject matter concepts comprehensible while promoting the LEP students’ English language
development.
A review of district documents shows that the district does have an ESL curriculum based on the
Massachusetts English Language Proficiency Benchmarks and Outcomes, but from documentation
submitted, it is the curriculum provided by the textbook company.
Documentation indicates that a program of language support to be in place, and for the majority of
LEP students in the district, the number of hours of support is 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." The primary gaps in instructional hours appear to be
for beginners at the secondary level and for transitioning students in general who are entitled to 2.5
hours per week of direct ESL instruction.
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as no teachers have completed all
of the required categories of SEI professional development focused on the skills and knowledge
necessary for sheltering instruction, as described in the Commissioner’s Memorandum of June 2004.
However, district staff have clearly completed several of the Category trainings, but without the benefit
of a comprehensive SEI PD plan, the district cannot ensure completion of all Category trainings in a
systematic way.
Narrative Description of Corrective Action: 1) ESL instruction is based on the Massachusetts
English Language Proficiency Benchmarks and Outcomes, and all teaching resources are used with
those benchmarks and outcomes in mind. In quarterly meetings to review student progress toward
English language proficiency, the benchmarks will be directly referenced, so that we are sure that
instruction is fully aligned and that students are making clear progress. 2) As of January, 2010, all
part-time teaching responsibilities outside of ESL have been eliminated. All three ESL teachers, and
one tutor spend their full time working with ESL students and consulting with their classroom teachers.
This change added two class periods each day for ESL instruction and collaboration for sheltered
content instruction. 3) Greenfield has participated in a regional Title III professional development
grant with other Franklin County districts, and has set up in-house SEI trainings through HEC for the
summer of 2010. These will be repeated on a rotating basis until all teachers have participated.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher/Coordinator,
Corrective Action Activity: Schedule 1)
District Director of Grants and PD, Director of
adjustments completed to ensure adequate
Student Services
instructional hours: Jan, 2010; 2) SEI trainings
ongoing, through April, 2011. HEC is
providing the summer trainings. District
teachers will provide additional training dates
during the year to ensure wider participation.
Evidence of Completion of the Corrective Action: Student record reviews and schedules, records of
teachers completing SEI professional development.
Description of Internal Monitoring Procedures: The professional development will be an ongoing
need, subsidized each year partly by Title III and IIA grants, and partly by local resources. The ESL
Teachers will identify and prioritize teachers to participate in scheduled trainings. Director of Grants
and Prof Devel will keep a database of participants’ names.
25
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Greenfield’s Corrective Action Plan does not address
the following issues:

The district did not provide specific details with regard to the amount of time English
language learners (ELLs) overall will receive direct ESL instruction. In particular, it
does not provide details on how gaps in instructional hours for beginners and
transitioning ELLs will be filled. ESL/ELD instruction-hours need to be provided in a
manner that is consistent with ESE recommendations. For students in Level 1 and 2,
the recommended daily minimum of direct ESL instruction is 2.5 hours to a full day;
level 3 – daily minimum is 1-2 hours, and Level 4-5 - a 1/2/ hour per day or a
weekly minimum of 2.5 hrs of direct ESL instruction (Refer to the “Guidance on
Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make
Reclassification Decisions for Limited English Proficient Students”).

In regards to SEI professional development, the district does not address plans for
ensuring completion of the four categories of SEI training for all content teachers who
instructs English language learners (ELLs).

It remains unclear how the district will ensure that ELL placement is with content
teachers who are trained in the four SEI categories.

If ESL teachers are teaching content, the district needs to provide evidence that they
have acquired appropriate content licensure.
The district’s internal monitoring does not specifically address the means of ensuring that
areas noted in the CPR report will be continually monitored.

The district’s internal monitoring must address tracking of the four SEI category
trainings that have been completed by teachers in the district to ensure that teachers
instructing ELLs have been trained, and that student placement is with content teachers
who have received all four category trainings.

There is no indication of what evidence the district intends to submit to ESE to
demonstrate completion of the Corrective Action plan.
Department Order of Corrective Action: Please provide specific details with regard to the
amount of time all ELLs will receive direct ESL instruction consistent with ESE guidance.
(e.g., a spreadsheet of student proficiency levels and hours of ESL, sample student and teacher
schedules, etc.). Provide this evidence by February 7, 2011.
Provide the district’s plan for tracking how many of the four categories of SEI professional
development teachers instructing ELLs have completed. Provide the district’s plan to ensure
that ELLs are placed with content teachers who have been trained in SEI. Provide these plans
by February 7, 2011.
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Provide evidence of the implementation of the plan by May 13, 2011.
The district’s internal monitoring does not specifically address the means of ensuring that
areas noted in the CPR report will be monitored regularly. The monitoring plan must address
at a minimum, the following:
 Hours of ESL instruction provided to all ELLs by proficiency level at all grade levels.
 Teaching of appropriate grade level content to all ELLs at all grade levels.
 The licensure of content and ESL at all levels.
 The placement of ELLs with content teachers who have received SEI PD.
Provide the monitoring plan by February 7, 2011.
Provide evidence of the implementation of the monitoring plan by May 13, 2011.
Required Elements of Progress Report(s):
By February 7, 2011:
Submit SEI PD plan with specific dates, names of all staff members, presenters’ names, and agendas
for the completion of all four Categories of training.
Provide evidence of completed SEI PD Category Training. Include: attendance sheets that indicate
grades/subjects taught, and dates of training.
Provide evidence of quarterly meetings in which student progress toward English language proficiency
is reviewed (e.g., agenda topics, name of participants, and list and # of ELL students reviewed and
recommended action items).
Provide teacher schedules and sample of ELL schedules
By May 13, 2011:
Provide an update of completed SEI PD Category Training. Include: attendance sheets that indicate
grades/subjects taught, and dates of training.
Provide an update of quarterly meetings in which student progress toward English language
proficiency is reviewed (e.g., agenda topics, name of participants, and list and # of ELL students
reviewed and recommended action items.
Progress Report Due Date(s): February 7, 2011; May 13, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Requirements
Rating: Partially Implemented
Department CPR Finding: Content instruction is based on the appropriate Massachusetts
Curriculum Framework; however, it is clear that LEP students do not receive sheltered content
instruction as no teachers have completed all of the required categories of SEI professional
development focused on the skills and knowledge necessary for sheltering instruction, as described in
the Commissioner’s Memorandum of June 2004. However, district staff has clearly completed several
of the Category trainings, but without the benefit of a comprehensive SEI PD plan, the district cannot
ensure completion of all Category trainings in a systematic way.
Narrative Description of Corrective Action: As noted above, the trainings will be open to all
teachers, but key staff members will be recruited personally based on the priority needs of their
students. ESL teachers will assist in that process of prioritizing. The Director of Grants and Prof
Devel will maintain a database of all participants. The Director of Student Services will work with the
above, and with building administrators, to ensure that teachers who have not been trained will
complete the trainings.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teachers, Director of Grants Corrective Action Activity: Prof Devel June,
and Prof Devel, Director of Student Services
2010 (Title III), summer 2010 (Title IIA), and
quarterly in 2010-11 through local resources
and Title IIA.
Evidence of Completion of the Corrective Action: Description of SEI PD plan within the District’s
overall professional development plan based on district goals. Database of completed training.
Description of Internal Monitoring Procedures: Ongoing supervision of teachers with the
expectation that effective sheltered content techniques are in place in all classes. Train all new teachers
to the district who have not yet participated in some or all of the category trainings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: SEE ELE 5
Department Order of Corrective Action: SEE ELE 5
Required Elements of Progress Report(s): SEE ELE 5
Progress Report Due Date(s): SEE ELE 5
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Partially Implemented
Department CPR Finding: Documentation review and interviews indicated that the district does not
periodically evaluate the effectiveness of its ELE programs.
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Narrative Description of Corrective Action: The same process that the district uses to evaluate all of
its programs will be applied to evaluation of the ELE program. Quarterly review of student access and
participation in ESL, sheltered content instruction, and extracurricular activities, quarterly review of
student outcomes in all of these areas, and annual review of student progress in English language
acquisition and MCAS scores. ELE Teachers and Coordinator will be responsible for quarterly data
updates to the Director of Student Services. The group will meet to discuss this data and recommend
adjustments to teaching assignments, procurement of additional resources as needed. The Director of
Student Services will follow through on recommendations, and will collaborate with Director of Grants
and Prof Devel to maintain well-trained faculty. Principals will also include evidence of effective
sheltered content instruction in their written classroom observations of teachers. The Director of
Student Services will provide a resource for the principals to use when observing (from HEC training
texts).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELE Teachers and Coordinator, Corrective Action Activity: Quarterly
Director of Student Services, Director of Grants and updates Nov, Jan, Apr of 2010-11 school year.
Prof Devel, Principals
Ongoing professional development status
review at the same times. In August, 2010
Principals will be provided with a template of
practices to look for in observing effective
sheltered content.
Evidence of Completion of the Corrective Action: Minutes of quarterly review meetings,
adjustments to program schedules and resources as needed, database of staff who have participated in
SEI professional development, copies of redacted formal observation reports documenting that
principals look for effective sheltered content instruction techniques.
Description of Internal Monitoring Procedures: The quarterly meetings will be a key aspect of
internal monitoring. The Director of Student Services and the ELL Coordinator will also a)complete
random student record checks to continue to monitor compliance with instructional time regulations;
b)keep updated lists of teachers who have completed SEI professional development.
At monthly ELL staff meetings, the priority will be to review student outcomes for both English
language proficiency and for attainment of grade level expectations on MCAS and district evaluations
(NWEA MAP tests, DIBELS, district benchmarks).
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district submitted a plan to periodically evaluate the
effectiveness of its ELE program.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 7, 2011, conduct a review of student access and participation in ESL, sheltered content
instruction and extracurricular activities and submit a report of the findings
By May 13, 2011
Conduct a review of a sample of student records to monitor compliance with instructional time
regulations and submit:
 Number of records reviewed.
 Number found in compliance with requirements.
 Root causes of any non-compliance.
 Actions taken to remedy any non-compliance.
*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): February 7, 2011; May 13, 2011
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