MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Hampden-Wilbraham
CPR Onsite Year: 2011-2012
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/21/2012.
Mandatory One-Year Compliance Date: 09/21/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 18B
Criterion Title
Determination of placement; provision of IEP to parent
SE 32
Parent advisory council for special education
CPR Rating
Partially
Implemented
Partially
Implemented
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:
Student records, parent surveys and staff interviews indicated that the parent is not
consistently provided with two copies of the proposed IEP and placement immediately
following the Team meeting.
Description of Corrective Action:
(A) In May 2012, the Director of Special Education met with the two Administrative
Assistants responsible for disseminating IEPs and Amendments to parents. The Special
Education office sends 2 copies of the proposed IEP and 2 placement pages, and 2 copies
of Amendments, to our parents for review and signature. In addition, there is a
statement at the bottom of page 1 of the N-1 to list enclosures which now contains an
entry indicating the enclosing of 2 copies, and there is a statement on page 2 of the N-1
in answer to question 6 which now indicates that 2 full copies are enclosed and were
mailed to parents.
(B) The Director of Special Education will review the regulations regarding the timelines
for IEPs to be provided to parents/guardians with Educational Team Leaders (ETLS),
Special Educators, and Related Service Professional Staff to ensure that the requirements
are followed.
Title/Role(s) of responsible Persons:
Expected Date of
Debra L. Tobias, Director, Special Education
Completion:
03/29/2013
Evidence of Completion of the Corrective Action:
(A) A sampling of N-1s. There will be 100% documentation of the distribution of 2 copies
of IEPs and 2 copies of placement pages to parents.
(B) Documentation will be provided of 1) specific training with ETLs on IEP timelines; and
2) training meetings with special educators and related service professional staff
regarding the need to maintain IEP timelines.
Description of Internal Monitoring Procedures:
(A) The Director will conduct a student record review of a sample of N-1s (question #6)
from June 2012 until November 1, 2012 to determine if the District has consistently
provided parents with 2 copies of the proposed IEP and placement pages, and 2 copies of
Amendments. Review results will be recorded on a checklist. If not 100% compliant, the
Director will perform a root cause analysis and determine the necessary steps to address
areas of concern.
(B) The Director will conduct a student record review of a sample of files from
elementary, middle and high school for the dates of the IEP meetings and the subsequent
dates indicating when the final IEP was provided to parents in order to monitor
compliance with timelines. If not 100% compliant, the Director will perform a root cause
analysis to determine the necessary steps to address areas of concern.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 10/19/2012
provision of IEP to parent
Basis for Partial Approval or Disapproval:
The district has indicated that it has: (1) met with appropriate staff members,(2) initiated
new procedures and (3) will continue self-monitoring to ensure the parent will be
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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consistently provided with two copies of the proposed IEP and placement immediately
following the Team meeting.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of its internal oversight checklist and a sample of (N1)
forms demonstrating distribution of two copies of the proposed IEP and placement
immediately following the Team meeting. Additional evidence may also include
memorandums, training and email correspondence. Please submit this evidence to the
Department on or before December 3, 2012.
Subsequent to all corrective actions, the district will conduct an administrative sample
record review and submit the results. Please select a sample representative of all school
levels for evidence that parents are immediately provided with two copies of the IEP and
placement page. Indicate the number of records reviewed, the number found to be
compliant, an explanation of the root cause for any continued noncompliance and a
description of additional corrective actions taken by the district to address any identified
noncompliance. Please submit this to the Department on or before March 29, 2013.
Please note that when conducting internal monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade level for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
12/03/2012
03/29/2013
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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:
A review of documentation and interviews with parents and staff members demonstrated
that the parent advisory council (PAC) duties do not include the evaluation of the school
district´s special education programs.
Description of Corrective Action:
At one scheduled SEPAC meeting during the 2012-2013 school year, the agenda will
include a focus time for collaboration on the evaluation of the school district's special
education programs.
Title/Role(s) of responsible Persons:
Expected Date of
Debra L. Tobias, Director, Special Education
Completion:
03/19/2013
Evidence of Completion of the Corrective Action:
The Director will provide all documentation of SEPAC compliance with its duty to evaluate
the school district's special education programs: agenda, attendance sheet by name and
role, a description of outcomes/activities to be completed, and results of parent survey.
Description of Internal Monitoring Procedures:
The Director of Special Education will maintain all records from SEPAC meetings and will
ensure compliance. Yearly focus time for collaboration on the evaluation of special
education programs will be added to at least one agenda for SEPAC by the Director. The
Director will also document concern areas from the survey and outline the necessary
steps to resolve areas of concern.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 32 Parent advisory council for special
Status Date: 10/19/2012
education
Basis for Partial Approval or Disapproval:
The district will schedule a SEPAC meeting to ensure collaboration and resulting
evaluation of the district's special education programs with the members of its special
education parent advisory council.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit evidence of the date of its mutually scheduled meeting with its
SEPAC to ensure compliance. Please include agendas, notices, memorandums, surveys,
or email correspondence related to the SEPAC's opportunities to evaluate the school
district's special education programs. Please submit this evidence to the Department on or
before December 3, 2012.
Progress Report Due Date(s):
12/03/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Hampden-Wilbraham CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Hampden-Wilbraham Regional School District
Corrective Action Plan Review
Program Area: English Learner Education
Prepared by: Sharlene DeSteph
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 20, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and Rating: Partially Implemented
Structure
Department of Elementary and Secondary Education Comments:
Documentation reviewed indicated that the district has not developed an ESL curriculum. At the time
of the onsite visit, the district was in the process of identifying resources and determining how best to
proceed with curriculum development. Concerning the curriculum, the district should note that the
Department has new regulations in place which may affect its corrective action plan (CAP). Please
refer to: http://www.doe.mass.edu/rettell/ for more information.
Documentation reviewed and onsite staff interviews indicated that English language learners (ELLs) at
all educational levels are not receiving amounts of ESL services that are consistent with Department
guidance, and based upon the students’ MEPA (Massachusetts English Proficiency Assessment) levels.
Also, the district did not consistently report the amount of ESL services that ELLs receive per week.
(Please refer to http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5).
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Please see ELE 15 for comments on Professional Development Requirements.
The Department concluded that the district does not have a fully implemented SEI Program as
required by Chapter 71A. The district has not developed an ESL curriculum, the amounts of ESL
services provided to ELLs are not consistent with Department guidance, and content area teachers
instructing ELLs have not completed all of the required Sheltered English Immersion Category
Trainings.
Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent
for Curriculum & Instruction, ELL Director,
and Superintendent of Schools
Expected Date of Completion for Each
Corrective Action Activity: By January 1, 2014,
implementation of an ESL curricular program and
presentation of ESL staffing/servicing needs.
October 2013, SEI PD plan commences.
Evidence of Completion of the Corrective Action:
1. At the time of the CPR, the district had begun a review process of ELL curriculum and
instructional resources. However, upon the state’s commitment to joining the WIDA Consortium, the
district’s review of instructional materials was halted as the district waited for WIDA’s debut of the
2012 ELD standards and updated state regulations. From that point on, the focus was dedicated on
trainings and workshops to understand, learn and make the transition from the ELPBO to WIDA. The
district has since refocused on its commitment to the selection of effective ESL instructional materials
and curriculum that is in complete alignment with WIDA and the CCSS and best suits the district’s
needs. After an extensive search for the best ESL instructional programs, and those well received
within the region, the district has narrowed the selection to two programs that are both WIDA Prime
Correlated. They are: National Geographic’s ESL series (ex. Reach) and Imagine Learning. The
implementation timeline is targeted for January 1, 2014. Further updates to DESE will be furnished
once the curricular program has been purchased.
2. Since the district’s evaluation in May 2012, the ELL position has been raised by 0.4 to allow for
1.0 FTE for an ELL caseload averaging 15-20 students and a FLEP caseload of about 10-12 students.
This has allowed for an increased amount of ESL services received by each student. However, the
scheduling of ESL services by 1.0 FTE teacher in up to as many as 7 schools in the district, remains to
be the greatest challenge in fulfilling the state recommended servicing hours. A collection of data
regarding ESL services and staffing cross-walked with the Department’s staffing guidance. This data
will be presented to the Superintendent of Schools for fiscal consideration and staffing by January 1,
2014.
3. The district’s professional development plan is requiring that all content area teachers instructing
ELLs complete the state-mandated SEI Endorsement Course. The content area teachers of the ELLs
in the district are currently enrolled in the first round of SEI Endorsement Courses scheduled to begin
October 2013.
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Description of Internal Monitoring Procedures:
1. Site visits have been arranged to regional low-incidence districts to see how their ESL teachers
have implemented these instructional programs and to find out what is best about the chosen program.
Meetings with Sales Reps have been set in order to take a more in-depth examination of the programs
being considered, to see if the product can truly meet the district’s unique needs. Product trial may
follow and ultimately a program will be purchased upon the agreement of the ELL Director, Assistant
Superintendent for Curriculum & Instruction, and the Superintendent of Schools.
2. The Department’s staffing guidance, the district’s data collection, and a description of the district’s
ELLs’ needs (by proficiency level) will be presented to the Superintendent of Schools for
consideration.
3. See ELE 15 – Professional Development
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:
Although purchased materials can be used as resources, they cannot replace the curriculum districts are
expected to develop based on WIDA standards. This curriculum will reflect the content to be taught
and address the instructional needs of the ELL population at all levels. Therefore the district should
provide the Department with information about the process of developing ESL/ELD curriculum that
integrates the WIDA standards as well as the timeline for implementation.
The district should note that all corrective action must be fully implemented and all noncompliance
indicated in the Coordinated Program Review Final Report issued to the district on August 21, 2013
should be corrected by August 20, 2014. The Department cannot approve a possible proposal to
increase ESL staff to be included in next year’s school budget as a corrective action for the
noncompliance described in the Department’s CPR finding for ELE 5.
See ELE 15 for comments on professional development of content area teachers.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
1) Please provide a detailed plan that shows that the district is providing sufficient ESL
instruction to all ELL students during the 2013-2014 school year based on the Department's
Transitional Guidance on Identification, Assessment, Placement, and Reclassification of
English Language Learners found at http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
2) Please complete district information in the attached spreadsheet labeled ELL List by school for
each ELL student in the district.
3) Submit a plan that includes information about a process for reviewing or developing ESL
curriculum that integrates WIDA ELD standards.
Progress Report Due Date(s): February 28, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program Exit and Readiness
Rating: Partially Implemented
Department CPR Finding: District documentation indicated that the district follows the ELE
program exit and readiness procedures. However, the district’s ELE exit procedures also stated that
students may be exited from the Sheltered English Immersion (SEI) program without having met the
exiting criteria if based on a team of professionals (teachers, principal and parents) determines that a
student can “meaningfully participate in the regular education classroom but may not be able to meet
the qualifying test scores or it is determined that other services (such as SPED, speech, Title I) are
what is needed to improve academic performance rather than ESL services.”
Narrative Description of Corrective Action:
Formerly, the district determined an ELLs’ readiness to exit the program by multiple measures,
including MEPA results, grades, teacher observation, special education team input, parental input,
review of complete data, etc. The main need for this was discovered upon the hire of the current ELL
teacher, prior to the CPR, who discovered errors in the previous identification process and in the record
keeping system that had kept fully proficient and misidentified students in the program. The special
exiting procedure described above had helped to place the students in the correct setting with the
appropriate services.
The district’s revised policy is now in accordance with the DESE’s guidelines of measures to use when
determining an ELL’s readiness to exit the program. A spreadsheet will be used to document major
points of data for each student, including: unit assessment scores, content grades, district-based
reading program scores, DRA, AR and FAST (Universal Screening Tool), sight-word inventories,
teacher input on independent work habits, etc. The ELL teacher will track the students’ language
proficiency level and performance gains using WIDA-based report cards. ACCESS and MCAS scores
will be added when received. The spreadsheet will document the evidence for appropriate placement
and program exit readiness.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Building
Principals, and Assistant Superintendent for
Curriculum & Instruction
Expected Date of Completion for Each
Corrective Action Activity: Revision of the
ELE program exit and readiness procedures
policy completed September 23, 2013.
Evidence of Completion of the Corrective Action:
The district will submit its revised policy on the ELE program exiting procedures to the DESE. A
sample copy of the spreadsheet developed for data documentation will also be submitted.
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Description of Internal Monitoring Procedures:
The ELL Director will keep a spreadsheet of student data collected throughout the year. After each
marking period, the ELL Director will contact the students’ teachers to collect the data in order to track
the students’ progress. The ELL Director will add state assessment scores and English language
proficiency levels (determined by the WIDA performance definitions and the Can-Do Descriptors), as
evidenced on the ELL report card. This spreadsheet will be used when conferencing with admin and
teachers about ELL student performance. The team will look at multiple data points to discuss a
student’s progress. At the end-of-the-year, the team of admin and teachers will reconvene to
determine which students have acquired full English language proficiency and consistently complete
academic work without language support. A summary report will be furnished to the Superintendent
of Schools at the conclusion of each year. For those ELLs who are not ready to exit the program,
discussion will follow to consider individual students’ needs and determine the best placement for the
upcoming year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6 Program Exit and
Readiness
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please submit a description of the district’s reclassification procedures and other supporting documents
listed by the district under their “Evidence of Completion of the Corrective Action”.
Progress Report Due Date(s): February 28, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: Documentation indicated that the English language learner parent
notification letter mailed by the Hampden-Wilbraham Regional School District does not contain: (b)
the child’s current level of English proficiency; (c) program placement and/or the method of
instruction used in the district’s program.
Narrative Description of Corrective Action:
The district’s parental notification letter needed to be written with more specific information as to the
reasons why the child would or would not qualify for ESL services. The letter was revised so that the
student’s current level of language proficiency is stated and explained to the parents. Additionally, the
type of program/method of instruction that the child will receive, based on his/her level of language
proficiency, is now included in the letter, as well.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Director, Building
Corrective Action Activity: Revised as of
Principals, and Assistant Superintendent for
September 3, 2013.
Curriculum & Instruction
Evidence of Completion of the Corrective Action:
A copy of the district’s parental notification letter for ESL program eligibility will be provided
to the DESE along with a sample of both an ‘eligibility’ and ‘ineligibility’ letter that were sent
to parents for the 2013-14 school year.
Description of Internal Monitoring Procedures:
Parental notification letters, signed by corresponding building principals, will be sent by the ELL
Director to parents by September 30th of each school year. This allots enough time for all incoming
students to be screened for ESL service eligibility. The ELL Director will meet with building
principals individually to share the names and learner profile of both the ELL and FLEP students
within each school. The parental notification letters reference either the ACCESS or the screening tool
used to inform the eligibility status of each student. The outcome of the assessment correlates with a
child’s current English Language proficiency level, which is stated and explained in the parental
notification letter. The method of instruction and/or program placement is also stated, as is determined
by the current level of English language proficiency. A copy of each letter is kept in a file kept in the
office of the ELL Director. Another copy of the letter is kept in the child’s student record file.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
By February 28, 2014, submit to the Department the revised ELE Parent Notification letter containing
all required elements. (See a template for the Parent Notification Form in the Transitional Guidance on
Identification, Assessment, Placement, and Reclassification of English Language Learners;
www.doe.mass.edu/ell/guidance_laws.html)
.
By May 2, 2014, submit the results of an administrative review of ELE student records and report to
the Department the number of student records that contained the revised Parent Notification Letter and
how many student records, if any, do not contain the revised letter. Submit the number of student
records reviewed, the number in compliance, the root cause of any non-compliance and the corrective
actions the district will take to remedy any identified non-compliance.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names and
grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the
review, with their role(s) and signature(s).
Progress Report Due Date(s): February 28, 2014 & May 2, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Hampden-Wilbraham CPR Corrective Action Plan
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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: Documentation reviewed indicated that the district developed a multi-year
Sheltered English Immersion (SEI) PD training plan and has been implementing SEI Category
Training since SY 2007-08 through 2010-11. According to district documentation none of the teachers
have completed all four of the Category Trainings. The district reported that across the district ten
teachers completed Category 1, five completed Category 2, two completed Category 3 and none of the
teachers have completed Category 4.
The district should note that the Department’s regulations concerning SEI professional development
requirements have changed. Please refer to: http://www.doe.mass.edu/retell/ for more information.
Narrative Description of Corrective Action:
The district’s professional development plan was to recommend that teachers of ELL students take the
SEI Category Trainings. This plan became obsolete upon the unveiling of the state initiative RETELL.
The district’s professional development plan needed to be updated to reflect the state’s mandated SEI
Endorsement requirement. The SEI Endorsement course prepares teachers and administrators to
strengthen their English Language Learner instructional program to best meet the needs of all ELLs.
To meet these new requirements, the district needed to develop a 3-year strategic plan for teacher
assignment to the SEI Endorsement course so that all core academic teachers with ELL students, and
their respective administrators, would have the opportunity to take the state-offered course at no cost if
taken by July 1, 2016. In addition to the SEI Endorsement course, the district needs to ensure that
every licensed educator earn at least 15 PDPs related to SEI or English as a Second Language and 15
PDPs related to training in strategies for effective schooling for students with disabilities and
instruction of students with diverse learning styles, in order to be eligible for license renewal.
Title/Role of Person(s) Responsible for
Implementation: Superintendent, Assistant
Superintendent for Curriculum & Instruction,
Director of Student Services, Building Principals,
and ELL Director
Expected Date of Completion for Each
Corrective Action Activity: Both the
strategic plan for assigning teachers of ELLs to
take the SEI Endorsement Course and the
district offered SEI/ESL professional
development workshop will be implemented by
August 20, 2014.
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Evidence of Completion of the Corrective Action:
By August 20, 2014, the district will submit a plan to the DESE specifying the 3-year timeline (20132016) for qualifying district teachers to provide sheltered content to ELL students, starting with
teachers who have ELLs placed in their classrooms currently. A spreadsheet will also be provided to
evidence the teachers who have been SEI trained and to show when others are anticipated to take the
SEI Endorsement course, in addition to district and regional opportunities to take an ESL/SEI
workshop to obtain the additional required15 PDPs. The spreadsheet will be organized by schools,
grade level, and at the secondary level will specify content area. Evidence that students are placed
with content area teachers who are SEI qualified will also be included.
Description of Internal Monitoring Procedures:
The Assistant Superintendent for Curriculum & Instruction, ELL Director, Student Services
Director, and building principals will meet at key points during the year to review the district
faculty and ELL student roster to make SEI professional development assignments and student
placement decisions. This will ensure that all ELLs will be placed with a qualified content
area teacher (or one registered to be trained) and that there is strategic planning of the
assignment of teachers for each session of the SEI Endorsement course. Since this is a very
low-incidence district, the initial goal will be to have an SEI qualified content area teacher at
each grade level, prepared for the current ELL student population and ready for incoming
ELLs at any time of the year. In the meantime, all other district educators will be able to
enroll in the 15 PDPs SEI/ESL workshops even without having an ELL student in class. The
spreadsheet will track enrollment and endorsement. The ELL Director will update the
spreadsheet. The meetings to review and determine future assignments will take place at least
3 times a year: prior to the start of the school year when classroom assignments occur, midyear, and at end of every school year. Meetings will be documented.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and
administrators that supervise core academic teachers of ELLs are endorsed. No further submission is
required at this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Not Implemented
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Department CPR Finding: Staff interviews and documentation indicated that the ELE program is not
currently being evaluated for its effectiveness. This therefore results in the district’s inability to take
steps to make any program adjustments or changes that may be necessary in developing student’s
English language skills and ensure meaningful participation in educational programs relative to
outcomes of a program evaluation.
Narrative Description of Corrective Action:
The ELE program evaluation tool will be designed to
assess the district’s effectiveness in meeting the specific compliance standards of the 18 criteria that
were addressed during the Coordinated Program Review. The evaluation will include a detailed
checklist for each criterion that will guide the district to the completion of the tasks that meet the
federal and state regulated standards of a comprehensive ELE program. The ELE Director will consult
and complete components of the program evaluation according to the time of the year that ELE tasks
arise. For instance, the parental notification of eligibility section will be completed at the end of
September. The evaluation tool will serve as a guide to ensuring all steps are taken to provide effective
communication with students, families, and faculty, as well as, quality record-keeping for data
collection. As each section of the program evaluation is completed, it will be photocopied and shared
with the building principals to receive evaluative feedback during an admin meeting. The evaluation
process will be overseen by the Assistant Superintendent for Curriculum & Instruction who will sign
off on the review and analysis of each of the 18 criteria. In addition to informal and periodic
conferencing with teachers of ELL students, a survey (developed by the ELE Director) will be
distributed at the mid-point of the year. The survey will ask educators to assess the strengths and
weaknesses of the program and seek their input as to what resources and supports are still needed to
help meet their ELL instructional needs. This feedback will be shared with administration. The
collection of data via this extensive and yearlong evaluation process will provide evidence that will
inform future programmatic decisions leading to the continual improvement of the district’s ELE
program. Year-end summary report to be submitted to the Superintendent of the schools by the
Assistant Superintendent for Curriculum & Instruction.
Title/Role of Person(s) Responsible for
Implementation: Superintendent, ELL Director,
and the Assistant Superintendent for Curriculum &
Instruction
Expected Date of Completion for Each
Corrective Action Activity: Full
implementation will be evidenced by August
20, 2014.
Evidence of Completion of the Corrective Action: By August 20, 2014, the district will be able to
submit a completed ELE program evaluation addressing all compliance standards. The documentation
will include the checklists, surveys, and administrative feedback. It will evidence both program
strengths and areas in need of improvement, including any next steps.
Description of Internal Monitoring Procedures: Administration will meet to review and analyze the
teacher survey feedback and the 18 criteria ELE program evaluation. These administrative discussions
will occur throughout the year, leading to greater involvement and the evolvement of a K-12 team
invested in ELE programmatic improvement. Copies of the program evaluation will be kept on file
with both the ELE Director and the Assistant Superintendent for Curriculum & Instruction.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17 Program Evaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Hampden-Wilbraham CPR Corrective Action Plan
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Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
By February 28, 2014, submit to the Department a copy of the ELE program evaluation tool, the
teacher feedback survey, and notes from any administrative feedback and planning meetings held to
date. (Please note: There is also an optional program evaluation form available at
www.doe.mass.edu/ell/resources.html)
By May 2, 2014, submit to the Department a summary of the progress the district has made in the
evaluation of the ELE program.
Progress Report Due Date(s): February 28, 2014 & May 2, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Hampden-Wilbraham CPR Corrective Action Plan
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