MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Lawrence Family Development Charter
(District)
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 05/15/2012.
Mandatory One-Year Compliance Date: 05/15/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 2
Criterion Title
Required and optional assessments
SE 3
SE 4
Special requirements for determination of specific learning
disability
Reports of assessment results
SE 25
Parental consent
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 2 Required and optional assessments
Partially Implemented
Department CPR Findings:
The review of student records and staff interviews indicated that not all required
assessments are conducted by the charter school; specifically, educational assessments
(Forms A & B) which include the student's school history, educational progress in the
general education curriculum, a teacher's assessment of the student's academic
performance , attention, participation , communication and social interactions were not
proposed for any student receiving either an initial evaluation or re-evaluation.
Description of Corrective Action:
All students who are being evaluated or re-evaluated will receive an educational
assessment in which all aspects of their learning will be observed and discussed including
their past and present academic performance, their attention to task, ability to get along
with peers, and their ability to communicate their ideas and feelings to teachers. The
following forms will be utilized: Home Assessment form; Student Observation, School
Nurse Report, and Educational Assessment Parts A and B.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Coordinator
Completion:
08/28/2012
Evidence of Completion of the Corrective Action:
Completed forms will be placed in student's binders upon completion of the Team
meeting.
Description of Internal Monitoring Procedures:
Once all components of the evaluation are completed, they will be submitted to the
Special Education Coordinator who will track the timely completion of the evaluations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 2 Required and optional assessments
Corrective Action Plan Status: Partially
Approved
Status Date: 06/14/2012
Basis for Partial Approval or Disapproval:
The Department requires specific procedures for ensuring that the district obtain consent
for all initial evaluations and re-evaluations and that the district conduct the required
educational assessments (Forms A and B). The Department also requires training for all
staff that are required to complete the educational assessment forms.
Department Order of Corrective Action:
Please submit procedures as described above and evidence of staff training on the
procedures for conducting educational status assessments.
Required Elements of Progress Report(s):
Submit a copy of the procedures for ensuring that the district obtain consent for all initial
evaluations and re-evaluations and conduct the required educational assessments (Forms
A and B). Submit evidence of staff training on the completion of required and optional
assessments and the newly developed procedures, which will include a training agenda,
attendance sheet (with staff name and role) and copies of the materials presented. Please
submit the above by October 29, 2012.
The district must conduct a review of student records after completing its corrective
actions. Please submit the results of an administrative review of student records of initial
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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evaluations or re-evaluations conducted. 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 by February 3, 2013. *Please
note when conducting administrative 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):
10/29/2012
02/03/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 3 Special requirements for determination of specific learning
Partially Implemented
disability
Department CPR Findings:
The review of student records and staff interviews indicated that when the district
identified a student as having a specific learning disability, the IEP Team did not create a
written determination that was signed by all members of the IEP Team.
Description of Corrective Action:
Staff was trained at the staff meeting in March 2012, and will be retrained at the
orientation in August 2012 in utilizing the paperwork and completing the required
observations and interviews with teachers to determine specific learning disability. All
paper work for students identified as having specific learning disability will be discussed
and filled out by the Team at the Team Meeting after which the Team will sign in
agreement that the students does indeed have a specific learning disability.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Coordinator and staff
Completion:
03/14/2012
Evidence of Completion of the Corrective Action:
Completed paperwork placed in the student's binders upon completion of the Team
meeting.
Description of Internal Monitoring Procedures:
The special education coordinator will discuss the paperwork with the special education
teacher to ensure that it is being completed. The paperwork will also be monitored
through the ESPED web site to determine its' progress.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 3 Special requirements for
Status Date: 06/14/2012
determination of specific learning
disability
Basis for Partial Approval or Disapproval:
The district provided training to staff in March 2012 and indicated additional training
would be provided in August 2012 regarding the appropriate procedures for the
completion of Specific Learning Disability (SLD) documents, IEP Team certification and the
completion of observations.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit the district's procedures regarding this criterion. Also, provide evidence of
staff training on use of the SLD forms, which will include a training agenda, attendance
sheet (with the name and role of staff) and copies of the training materials. Please submit
the above by October 25, 2012.
The district must conduct a review of student records after completing its corrective
actions. Submit the results of an administrative review of a sample of student records
across grade levels for students found eligible for an SLD. 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
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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district to address any identified noncompliance. Please submit this by February 3, 2013.
*Please note when conducting administrative 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):
10/29/2012
02/03/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
The review of student records and staff interviews indicated that each person conducting
an assessment did not always summarize in writing the procedures employed, the results,
the diagnostic impression and did not define in detail and in educationally relevant and
common terms, the student's needs, offering explicit means of meeting them; specifically
when conducting speech and language and achievement testing.
Description of Corrective Action:
All evaluations will be reviewed upon receipt to determine that the proper information has
been included and a clear picture of the student's disability, strengths and weaknesses,
and recommended accommodations/modifications are clearly stated in the report. If
these are not present, the evaluator will be asked to address the missing aspects.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Director
Completion:
Special Education Coordinator
06/01/2012
Evidence of Completion of the Corrective Action:
Evaluations will be placed in the student's binders upon completion of the Team meeting.
Description of Internal Monitoring Procedures:
The Special Education Coordinator will preview evaluations upon their completion and
then forwarded to the Special Education Director for final review. Any missing information
will be documented and the evaluation will be sent back in order to be completed
appropriately.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Partially
Approved
Status Date: 06/15/2012
Basis for Partial Approval or Disapproval:
The Department requires training for all staff that conduct speech and achievement
assessments.
Department Order of Corrective Action:
Please provide evidence that the school personnel responsible for completing speech
assessments and achievement assessments received training on the requirements of the
evaluation summary to ensure evaluations include the evaluators' recommendations.
Required Elements of Progress Report(s):
Provide evidence of staff training to all staff responsible for completing speech and
achievement assessments to ensure the assessments summarize in writing the
procedures employed, the results, and the diagnostic impression, and has defined in
detail and in educationally relevant and common terms, the student´s needs, offering
explicit means of meeting those needs. The evidence should include a training agenda,
attendance sheet (with the name and role of staff) and copies of the training materials.
Please submit the above by October 29, 2012.
Please conduct internal monitoring of student records after the completion of the district's
corrective action activities. Select a sample of student records representative of the
elementary and middle school with the most recent IEP activity either an initial evaluation
to determine eligibility, or a reevaluation completed subsequent to the training and any
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other corrective actions. Review the records to determine whether speech and
achievement assessments contained the elements required in this criterion. 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
by February 3, 2013. *Please note when conducting administrative 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):
10/29/2012
02/03/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lawrence Family Development Charter (District) CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
Student records indicated that there was not always documented evidence of multiple
attempts to secure the consent/signature of the parent for a proposed IEP. Student
records and staff interviews indicated that several students had proposed IEPs that took
several months to secure approval. Furthermore, the charter school did not document its
attempts to contact the Bureau of Special Education Appeals (BSEA) when the school
determined that subsequent to an initial evaluation and initial placement, the parent's
failure to consent denied the student a Free and Appropriate Public Education (FAPE).
Description of Corrective Action:
A tracking system has been implemented in which the date the IEP was sent out is
documented as well as 30, 60, and 90 days from the initial send out date. Once parents
have reached the 30 day mark without returning the signed IEP, they will receive a letter
reminding them that they must sign and return the document for the IEP to be
implemented. The same will happen after 60 days, should the IEP not be returned after
90 days, the parents will be asked to come into school to sign the IEP.
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Coordinator
Completion:
06/01/2012
Evidence of Completion of the Corrective Action:
The tracking sheet and any correspondence will be placed in the student's binder.
Description of Internal Monitoring Procedures:
An extensive tracking sheet will be attached to the student's folder with due dates and
return dates highlighted for constant review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Partially
Approved
Status Date: 06/15/2012
Basis for Partial Approval or Disapproval:
The Department requires training of staff involved in documenting attempts at contacting
parents. Also, the procedures submitted by the district did not include at what point it
would contact the Bureau of Special Education Appeals (BSEA) when the school
determines that subsequent to an initial evaluation and initial placement, the parent's
failure to consent denied the student a Free and Appropriate Public Education (FAPE).
Department Order of Corrective Action:
The district needs to revise its procedures to include when it would contact the Bureau of
Special Education Appeals (BSEA) if the school determines that subsequent to an initial
evaluation and initial placement, the parent's failure to consent denied the student a Free
and Appropriate Public Education (FAPE).
The district needs to conduct training regarding its revised procedures for ensuring that
the district obtain timely consent/rejection to proposed IEPs.
Required Elements of Progress Report(s):
The district will submit a copy of its revised tracking procedures as well as any sample
30,60 and 90 day correspondence used to contact parents as well as a sample copy of the
tracking sheets mentioned in the district's corrective action proposal. The district will
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lawrence Family Development Charter (District) CPR Corrective Action Plan
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submit evidence of training including the agendas, signed attendance sheets (with the
name and role of the staff members in attendance) and training materials on its new
procedures for ensuring that the district receives timely consent/rejection to proposed
IEPs. This progress report is due by October 29, 2012.
Subsequent to the completion of all its corrective action, the district will conduct an
internal review of a sample of records to indicate whether the record included
documented evidence of multiple attempts to secure the consent/signature of the parent
for a proposed IEP when the IEP was not signed within 30 days of the district sending it to
parents. Submit the number of student files that followed district procedures had
proposed IEPs developed prior to the expiration date of the former IEP and any corrective
actions taken if continued noncompliance was identified by the district. This progress
report is due by February 3, 2013. *Please note when conducting administrative
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):
10/29/2012
02/03/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: LAWRENCE FAMILY DEVELOPMENT CHARTER SCHOOL
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Patricia Karl, Principal
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)
Rating: Partially Implemented
Criterion & Topic: ELE 5 Program Placement and
Structure
Department CPR Finding:
Documentation reviewed and onsite interviews indicated that the district does not have an ESL
curriculum. An ESL component should have accompanied the general education curriculum since
80% of ESL instruction takes place in the classroom. Regarding the ESL curriculum, the district
should note that the Department has new regulations in place, which may affect the district’s
corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/retell/ for more information.
Documents reviewed indicated that English language learners (ELLs) scoring at any of the four
MEPA (Massachusetts English Proficiency Assessment) levels are not receiving sufficient amounts of
ESL instruction. (Please refer to http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5)
Please refer to ELE 15 for comments on Sheltered English Immersion (SEI) professional development
training.
To summarize the district has not put in place an ESL curriculum, content area teachers have not
trained in all four SEI categories and the amount of hours of ESL instruction provided to ELLs is
inconsistent with Department guidance.
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Narrative Description of Corrective Action: LFDCS has evaluated the curriculum implemented in
the regular classroom and that implemented by the ESL instructors and has selected the following
curriculum for ELL students effective September 2013:
 Pull-out, grades K-2: Passport. Passport was selected for its successful implementation with
beginners. It is a reading intervention program designed to reinforce vocabulary, reading
fluency, reading comprehension, and phonics through thematic units. It is aligned to WIDA
standards and is supplemented with a writing curriculum also aligned to WIDA. Passport
includes elements to support growth across all four language domains: listening, speaking,
reading, and writing. Trophies has been selected to supplement Passport adding additional
literature choices once students have shown progress through fidelity to Passport.
 Pull-out, Grades 1-5: Trophies: The Trophies curriculum is designed to reinforce vocabulary,
reading fluency, reading comprehension, and writing development using best practices to
foster English Language development across all domains. Trophies is aligned to ELA common
Core standards and WIDA and is used in the regular classroom ELA curriculum.
 Push-in, Grades 1-5: Emphasis on Writing: Push-in support is based on the subject area of
highest need. The ESL staff co-plan with general education teachers and provide additional
resources and scaffolding to shelter instruction in the classroom. General education staff have
been trained to write MPI’s that align to Massachusetts common core standards (August, 2013)
LFDCS has addressed the training of regular classroom teachers to support the language acquisition
needs of ELL students in each of the following years:
 2011-2012: Regular education teachers at all grades were encouraged to prepare for and pass
the ESL MTEL and earn additional certification in ESL. Six teachers in K-2 passed the ESL
MTEL, two earned the additional license.
 2012-2013 The two regular education teachers who held ESL certification, plus the 3 member
ESL team increased licensed staff to five. Additionally three teachers who passed ESL MTEL
in 2011-12 and one additional in 2012-13, all Kindergarten teachers, ensured strong English
Language Immersion strategies in the full day classroom for the largest number of ELL
students. No teachers were able to take Category trainings during this school year because they
were not available.
 2013-2014: Five licensed ESL instructors and four teachers who have passed the ESL MTEL
are instructing ELL students. The four teachers, who passed the ESL MTEL and were
informed they would need to fulfill an ESL practicum, will complete the practicum during this
school year, bringing the ESL licensure staff to nine. Additionally LFDCS has been pro-active
in planning for RETELL training and SEI endorsement and sought approval for hosting a
regional RETELL, 45 hour course, beginning in January 2014. As of this date 30 LFDCS staff
are enrolled in the course to be offered at LFDCS, (28 teachers and 2 administrators).Two
other staff are enrolled at other sites due to conflicts with graduate courses. By June 2014 it is
expected that LFDCS will have 32 staff with SEI endorsement, plus nine licensed ESL
teachers. Therefore, 90% of the core academic staff will hold either ESL licensure or SEI
endorsement.
LFDCS has reviewed the recommended hours of daily instruction for ELLs, previously based on
MEPA scores. As there are no MEPA scores for the current years, and new recommendations based on
RETELL are not yet available, the following are based on MEPA recommendations (Listed BOLD)::
 Levels 1 & 2, 2.5 hours a day Actual: 31 K students have full day/ 8 have 40 minutes. In
Grade 1six students have full day, 7 have 40 minutes.
 Level 3: 1-2 hours/day. Actual: 1 hour, 20 minutes per day – 100% of students
 Level 4 & 5: 2.5 hours per week. Actual: 2.6 hours per week – 100% of students
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation: Principal is responsible for
administrative oversight of trainings and
evaluation of ESL staff. ESL team is responsible
for selecting/ implementing curriculum and
supporting regular classroom teachers who are
instructing ELL students. ESL team responsible
for establishing groupings and schedules
Expected Date of Completion for Each
Corrective Action Activity:
Curriculum Implementation: 9/1/2013
Training: 2011-2012 and 2012-2013 complete
2013-14 ESL practicum completion 6/1/2014
RETELL Training: completion 6/1/2014
Instructional Hours: implementation
9/1/2013
Evidence of Completion of the Corrective Action: Daily/weekly lesson plans by each teacher, on Tdrive
Description of Internal Monitoring Procedures: Weekly review of lesson plans/teacher
licenses/roster of LFDCS teachers enrolled in SEI RETELL course
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Approved
Partially Approved
Criterion: ELE 5
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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: Student records and staff interviews indicated that upon identification of a
student as limited English proficient (LEP), and annually thereafter, the district has not always
provided a notice to the parents that informs parents of the reasons for the identification of the student
as LEP, the child’s level of English proficiency, program placement and/or the method of instruction
used in the program and the parents’ right to apply for a waiver or to decline to enroll their child in
the program. While documentation indicated that the district has a form for progress reporting, student
records and interviews indicate that the district does not provide parents of LEP students with progress
reports in the same manner and with the same frequency as general education reporting.
Narrative Description of Corrective Action: Beginning in 2011-2012 parental notification to both
current and former ELL students has been mailed to parents in both English and Spanish. This letter
informs the parents of the reasons for identification as Limited English Proficient, the child’s level of
English Proficiency, then placement or method of instruction used at LFDCS and the parent’s right to
apply for a waiver. Since 2012-2013 Progress Reports in English and in Spanish have been prepared
for each ELL student and distributed on a quarterly basis with regular education report cards.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal is responsible for
Corrective Action Activity: parent notification
ensuring that letters to parents are prepared and
letters: implemented since 2011-2012
mailed, ESL team is responsible for preparing the
Progress reports: distributed quarterly with
letters based on student assessment data. ESL
report cards, completed: 11/2012
instructors are responsible for preparing the
Parents will initial that ELL Report has been
quarterly reports which are distributed quarterly
received along with Report cards at parent
with Report Cards.
Conference: date implemented 11/2013
Evidence of Completion of the Corrective Action: Sample forms of Parent notification letter in
English and Spanish, attached as Appendix. Progress Report Sample, attached as Appendix
Description of Internal Monitoring Procedures: Principal signs letters to parents re notification.
Parents sign attendance sheet at all report card conferences, initial line for ELL Progress report
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action: vb
Required Elements of Progress Report(s):
Progress Report Due Date(s):
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Academic Programs and Services
Rating: Partially Implemented
Department CPR Finding: Documentation indicated that LEP students are not receiving
sufficient services in English as a Second Language (ESL) from a qualified teacher and that
teachers have not received sufficient training in Sheltered English Immersion (SE) to ensure
that LEP students have full access to the general education curriculum.
Narrative Description of Corrective Action: Beginning with the 2012-2013 school year all LEP
students are being taught by qualified teachers, licensed ESL teachers or regular classroom teachers
who have passed the ESL MTEL. (for specifics please see ELE #5) While no teachers were able to
receive additional category training in 2012-13, 30 core academic teachers and two administrators are
enrolled in RETELL training for SEI endorsement beginning in January 2014. The four teachers who
have passed ESL MTEL are completing an ESL practicum, supervised by a licensed ESL teacher
during the 2-13-14 school year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: The Principal is responsible for
Corrective Action Activity: Placement of
hiring staff, certifying credentials, and ensuring that qualified teachers to teach LEP students 9/2012
LEP students are being taught by qualified teachers. Implementation of ESL Practicum 10/13
Certified ESL teachers will mentor teachers
Implementation of RETELL course for SEI
completing the ESL practicum.
endorsement 1/8/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
LFDCS Teacher roster, license in personnel
files. Practicum completion will be documented in Portfolios and documentation sent to DESE;
RETELL roster of enrolled students available 9/2013 and on-line. SEI endorsement list available
6/2014
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure Requirements
Rating: Partially Implemented
Department CPR Finding: Documentation reviewed indicated that the district has three ESL certified
teachers in the elementary grades, but none in middle school – a paraprofessional is teaching ELLs in
those grades. The onsite visit revealed that the district has one teacher who is licensed in Moderate
Disabilities and Elementary but has no ESL credentials – she has not taken or passed the ESL MTEL.
Narrative Description of Corrective Action: Beginning in the 2012-13 school year one of the three
previously licensed ESL teachers is now the instructor for all LEP students in the middle school. The
position of paraprofessional was eliminated. The district has three teachers licensed in Moderate
Disabilities and Elementary. While none of these currently has ESL credentials, all are enrolled in the
January 2014 RETELL course at LFDCS for SEI endorsement. The new Director of Special Education
has taken all category trainings. As of 9/1/2012 LFDCS has five licensed ESL teachers and four early
childhood teachers who have passed the ESL MTEL exam
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: The Principal is responsible for
Corrective Action Activity: Elimination of
hiring and placing certified teachers in all positions. paraprofessional position to teach LEP students:
6/2012. Qualified instructors with ESL
credentials to teach LEP students: 9/2012
ESL instructors with ESL/SEI training 6/2014
Evidence of Completion of the Corrective Action:
LFDCS staff roster for 2012-13 and 201314. Teacher licensure in personnel files. RETELL roster and SEI endorsement, 6/2014
Description of Inter Not Implementednal Monitoring Procedures:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14
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):
Progress Report Due Date(s):
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 many of the teachers in the
district have completed several of the four SEI categories; however, in the elementary grades only one
teacher completed all four categories and none have done so in the middle grades. Therefore, few
content are teachers have completed their training. Also a multi-year profession al development plan
to train its teachers in Sheltered English Immersion (SEI) was not available for review.
The district should note that the Department’s regulations and requirements concerning SEI training
have changed. Refer to: http://www.doe.mass.edu/retell/ for more information
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Narrative Description of Corrective Action: As stated in previous Criterion reporting in this
document, teachers were unable to receive Category trainings in the 2012-13 school year while the
planning for SEI endorsement was underway. As soon as it was possible, LFDCS was pro-active in
seeking approval to host a 45 hour course at LFDCS to ensure that the largest number of teachers
possible would receive the training to best serve ELL students. LFDCS was approved to host a regional
course and as of this writing 28 teachers and two administrators have enrolled at the LFDSC site. (and
two teachers at other programs). This includes Kindergarten, elementary, and middle school teachers
as well as all special education teachers. By June 2014 more than 90% of LFDCS core academic
teachers at all levels will have strong ESL/SEI training. Additionally, while category Training was not
available during 2012-13, the ESL teachers conducted workshops for regular education teachers,
offering strategies to improve Sheltered English immersion. They also prepared monthly newsletters
with tips for the classroom. Prior to the opening of school of the 2013-14 school year the ESL team
conductive an intensive 3 hour workshop on the WIDA standards, providing clear information on
language acquisition levels and the use of MPIs in the classroom. Teachers met in grade level teams to
create lesson plans integrating MPIs.
The ESL team specifically prepared all school staff with essential background knowledge on WIDA;
the World class Instructional Design and Assessment model which encompasses three criteria: 1)
linguistic complexity (the amount and quality of speech or writing for a given situation); 2) vocabulary
usage: (the specificity of words or phrases for a given context0 and 3) language control (the
comprehensibility of the communication based on the amount and typed of errors.). Using the WIDA
model’s language development standards, all core academic teachers will focus on the academic
language of mathematics, science, social studies and the language arts and are focused on developing
listening, speaking, reading and writing proficiency.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: The Principal is responsible for Corrective Action Activity: Training for
classroom teachers, 2012-3013 and 8/2013.
ensuring that appropriate professional training
is provided for staff. The ESL team has accepted RETELL training for SEI endorsement1/2014
in-house responsibility to inform their colleagues
on ESL strategies.
Evidence of Completion of the Corrective Action: Program for Teacher Orientation, August 2013
(enclosed as attachments)
Copies of Newsletters from ESL staff (enclosed as attachments)
Description of Internal Monitoring Procedures: Principal, Superintendent, and School Board
review plan for training, teacher orientation, and SEI endorsement plan.9/2013
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lawrence Family Development Charter (District) CPR Corrective Action Plan
16
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Not Implemented
Department CPR Finding: Interviews indicated that the district has not conducted periodic
evaluations of the effectiveness of its ELE program in developing students’ English language skills and
increasing their ability to participate meaningfully in the educational program.
Narrative Description of Corrective Action: LFDCS put steps in place during the 2012-2013 school
year to better document evaluation of programs and staff. LFDCS uses an RTI (Response to
intervention) model to evaluate the progress of each student individually, and collectively the
effectiveness of its curriculum. Grade level teachers along with Administration, SPED and ELL
teachers meet monthly for 2.5 hours on each grade levels. Students who are Tier II and III (this would
include ELL and former ELL students) are discussed with review of samples of student work.
Strategies and increased time for support are recommended, and outcomes are documented. In this
way, for example, that the Passport curriculum, implemented with fidelity, successfully resulted in 10
Kindergarten students exiting the program. The data from ACCESS testing, received in June, 2013
helped group students and identify areas of the curriculum important for stronger support. This analysis
resulted in the decision to use Trophies for most of the grade levels and language levels, except
beginners. LFDCS recognizes that ACCESS data has only been in use for one round of assessments
and should not be the sole student assessment. It will be balanced by data from RTI meetings and
evidence of student work. In 2013-14 the RTI program will be co-chaired by two members of the ESL
team.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent and Principal
Corrective Action Activity: Use of RTI
are responsible for the policies relative to
process and ACCESS data to evaluate for
current year: 6/2013
implementation of RTI. The co-chairs of RTI
will be responsible for implementing the monthly
meetings and gathering the student data to allow Use of RTI data throughout 2013-14 and
for further analysis and evaluation of curriculum ACCESS data to evaluate for 2014-14: 6/2014
and the overall program for LEP students.
Evidence of Completion of the Corrective Action: RTI Schedule, Grade level folders of student data
on strategies, curriculum, and overall program. Review of 2014 ACCESS testing
Description of Internal Monitoring Procedures: Principal and Special Education Director sit in on
all RTI meetings to oversee and evaluate process and recommendations on individual students and
evaluation of curriculum and other recommended strategies. Minutes are kept on each RTI meeting.
These both document and monitor ongoing evaluation
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lawrence Family Development Charter (District) CPR Corrective Action Plan
17
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP
Students
Rating: Partially Implemented
Department CPR Finding: The review of student records indicated that home language surveys, the
results of identification and proficiency tests and evaluations, MEPA results, initial and annual
parental notification letters, and English Language Development progress reports were not always
found in all students’ ELL files.
Narrative Description of Corrective Action: Since September 2011, when current ESL staff
arrived, copies of the Home Language Survey have been placed in Student folders, along with
Intake assessment; initial notification, annual notification and MEPA results. Beginning in the
2012-13 school year, all ELL student folders contain a copy of the Home Language Survey. All
LEP students’ folders also contain copies of: Intake Assessment, initial notification, annual
notification, ACCESS results, and progress reports. A checklist for all documents with the school
year noted will be stapled to all folders. ESL teachers will be responsible for completing/verifying
checklist of students on their roster.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Parent Liaison responsible for
Corrective Action Activity: Home Language
conducting Home Language Survey during
Survey in student folders 9/2011
Kindergarten screening; ESL team responsible
Assessments and parent notification letters
for placement of documents in student folders
9/2012.
and checking off each document placed
ACCESS results, progress reports 6/2013
inside
Checklist for documents in each folder
9/2013
Evidence of Completion of the Corrective Action: Student folders and document checklist
Description of Internal Monitoring Procedures: Superintendent, Principal, and Heads of School
conduct periodic review of folders
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18
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):
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lawrence Family Development Charter (District) CPR Corrective Action Plan
18