MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Lunenburg
CPR Onsite Year: 2012-2013
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 09/26/2013.
Mandatory One-Year Compliance Date: 09/26/2014
Summary of Required Corrective Action Plans in this Report
Criterion
SE 18B
Criterion Title
Determination of placement; provision of IEP to parent
SE 29
SE 54
Communications are in English and primary language of
home
Professional development
SE 55
Special education facilities and classrooms
SE 56
Special education programs and services are evaluated
CR 14
CR 23
Counseling and counseling materials free from bias and
stereotypes
Comparability of facilities
CR 25
Institutional self-evaluation
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
Interviews with district administration indicated that following the development of an IEP,
the district sends one copy of the proposed IEP and placement along with two copies of
the signature page to parents, rather than two complete copies.
Description of Corrective Action:
Immediately following the development of the IEP, Lunenburg Public Schools provides the
parent with two (2) copies of the proposed IEP and proposed placement along with the
required notice, except that the proposal of placement may be delayed according to the
provisions of 603 CMR 28.06(2)(e) in a limited number of cases. If the parent chooses to
waive two copies or wants additional copies, the request must be made in writing and will
be subject to change back to receiving two full copies at any time the parent so chooses
via email, phone, written, or verbal communication.
Title/Role(s) of Responsible Persons:
Expected Date of
Julianna Bahosh / Director of Special Services
Completion:
01/13/2014
Evidence of Completion of the Corrective Action:
Copies of N1 will show that two complete copies have been sent or that a written request
for alternative copies has been requested by the parent.
Description of Internal Monitoring Procedures:
Director of Special Services will monitor outgoing IEPs in January, March, and May to
ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 18B Determination of placement;
Approved
provision of IEP to parent
Status Date: 12/04/2013
Basis for Status Decision:
The district submitted a plan to provide two copies of the proposed IEP and indicate it on
the N1, along with the person responsible to track and monitor but the regulations do not
allow provision for parental waiver of the two copies.
Department Order of Corrective Action:
Please include the required provision of two copies of the proposed IEP in the revised
district procedures and subsequent staff training.
Required Elements of Progress Report(s):
The district will provide evidence of staff training on the requirement to provide parents
with two copies of the proposed IEP and proposed placement which will include but not be
limited to email correspondence, a training agenda, attendance sheet, copies of the
materials presented and the date of the system's implementation. Please submit this to
the ESE on or before March 1, 2014. Submit the results of an administrative review of
student records for immediate provision of two copies of the Hep. This sample must be
drawn from records with IEP development that occurred after all corrective actions have
been implemented. Indicate the number of records reviewed at each school level, 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 ESE by June 15, 2014.
*Please note when conducting administrative monitoring the district must maintain the
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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following documentation and make it available to the See upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
Student records and staff interviews indicated that although the district has procedures
for translating documents for parents who require them, translated copies of assessment
summaries and progress reports are not consistently found in student records.
Description of Corrective Action:
Staff will be made aware of expectations for translating assessment summaries and
progress reports for those families who require from home language surveys or from
requests.
Title/Role(s) of Responsible Persons:
Expected Date of
Julianna Bahosh / Director of Special Services
Completion:
08/01/2014
Evidence of Completion of the Corrective Action:
Training sign-in sheet, Record Review. Procedures Manual and samples of translated
documents from 2013-2014 school year.
Description of Internal Monitoring Procedures:
Periodic review of student files at every level, review of Procedures Manual, ongoing
training of staff as needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 29 Communications are in English and
primary language of home
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will provide a narrative description along with evidence of staff training
(including principals) of the updated procedures related to ensuring that required
translated documents including assessment summaries and progress reports are included
within student records. Evidence will include but not be limited to email correspondence,
training agendas, attendance sheets and copies of the materials presented. Also include a
narrative description of the internal oversight and tracking system regarding translated
documents identifying the person(s) responsible with the date of implementation. Please
submit to ESE by March 1, 2014. Submit the results of an administrative review of a
sample of student records at each level for evidence of translated documents including
assessment summaries and progress reports. 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 ESE by June 15, 2014.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the ESE 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):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
Document review and interviews indicated that not all general education teachers receive
required training on special education local policies and procedures or state and federal
laws and regulations.
Description of Corrective Action:
Training will be given yearly on policies and procedures on special education.
Title/Role(s) of Responsible Persons:
Expected Date of
Julianna Bahosh / Director of Special Services
Completion:
08/01/2014
Evidence of Completion of the Corrective Action:
Attendance sheets from faculty meetings where training has occurred on local policies,
procedures, as well as laws and regulations.
Description of Internal Monitoring Procedures:
Director of Special Services will work with Principals to determine which faculty meetings
the training will take place at each building.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will provide a narrative description of the updated professional development
along with evidence of staff training for all staff regarding required training on special
education local policies and procedures which will include but not be limited to training
agenda, attendance sheets and copies of the materials presented. Please submit this to
the ESE on or before March 1, 2014.
Progress Report Due Date(s):
03/01/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
Facility observations indicated that at the Lunenburg Primary School, small group special
education support sessions are held in the hallways and in the loft area of the library,
which are not comparable to the educational spaces offered to other students in the
district. At the middle school, more than two groups of speech-language are held
simultaneously in the same classroom space, thus creating auditory distractions.
Description of Corrective Action:
At the Primary School, the common areas will serve groups of all students - not just
special education students. At THMS, the speech classroom schedules will be evaluated to
see where service times are overlapping and schedules changed to minimize multiple
groups occurring simultaneously.
Title/Role(s) of Responsible Persons:
Expected Date of
Julianna Bahosh / Director of Special Services and Principals
Completion:
09/26/2014
Evidence of Completion of the Corrective Action:
At the Primary School, schedules of groups will be collected and maintained by the
Principal to ensure comparability. Schedules will be sent to the Director of Special
Services to show students served. At THMS, schedules of speech groups will be collected
by the Principal and overlapping times will be rescheduled to other areas in building.
Description of Internal Monitoring Procedures:
Director will meet with Principals monthly about SE#55 to discuss CAP and progress
towards fulfillment.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Submitted
SE 55 Special education facilities and
Status Date: 12/04/2013
classrooms
Basis for Status Decision:
The district submitted a plan to review speech-language schedules at the middle school
but did not address the issue of special education instruction being offered in the hallway.
Department Order of Corrective Action:
The Administrator of Special Education will coordinate with the building administration at
the Lunenburg Primary School to ensure that small group special education support
sessions are not conducted in the hallway.
Required Elements of Progress Report(s):
Please submit on or before March 1, 2014. speech-language schedules for the Middle
School to ensure that no more than two groups of speech-language instruction is held
simultaneously in the same classroom space, thus limiting auditory distractions. Please
provide a letter of assurance from the Superintendent that at Lunenburg Primary School,
the Principal has provided students with disabilities with instructional space that is
comparable to the instructional space of others and does not include instruction provided
in a hallway. Please submit this letter and a floor plan designating the new designated
instructional space to the ESE by March 1, 2014. Include a proposed date for an onsite
visit by the ESE, which shall take place no later than June 15, 2014 to confirm the plan
for relocation of the small group special education instruction.
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 56 Special education programs and services are evaluated
Partially Implemented
Department CPR Findings:
According to interviews and document review, the district does not have a district-wide
system for evaluating special education programs and services.
Description of Corrective Action:
Budget will be submitted to include outside consultant for yearly evaluating of special
education programs and services. Parents/PACSAL will also be included in the process.
Title/Role(s) of Responsible Persons:
Expected Date of
Julianna Bahosh / Director of Special Services
Completion:
06/01/2014
Evidence of Completion of the Corrective Action:
Budgetary pages and allocation for consultant.
Description of Internal Monitoring Procedures:
Director will pursue line-item in budget for evaluation at budget meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 56 Special education programs and
services are evaluated
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit an outline of the proposed special education program evaluation plan,
elements, participant group, survey samples, and timelines for such evaluation. Submit
this to ESE by March 1, 2014. Submit the results of the special education program and
services evaluation indicating goals and benchmarks to ESE by June 15, 2014. *Please
note that an outside consultant is not mandatory and is a district decision. Evaluations
may include in-district surveys with planned meeting dates and creation of district goals
with benchmarks for progress based on indicators from data collection.
Progress Report Due Date(s):
03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 14 Counseling and counseling materials free from bias and
Partially Implemented
stereotypes
Department CPR Findings:
According to interviews, the district communicates effectively with English Language
Learners (ELLs) and students with disabilities to facilitate full access to district
programming and provides ELLs the opportunity to receive guidance and counseling in a
language they understand. However, document review demonstrated that the district did
not provide evidence that high school guidance counselors conduct activities to ensure
that counseling and counseling materials are free from bias and stereotypes on the basis
of race, color, sex, gender identity, religion, national origin, sexual orientation, disability,
and homelessness. This was confirmed by interviews with district staff.
Description of Corrective Action:
Services and materials related to counseling and recruitment must be free of
discrimination and stereotyping in language, content and illustration.
To ensure that counseling and counseling materials are free from bias and stereotypes on
the basis of race, color, sex, gender identity, religion, national origin, sexual orientation,
disability, and homelessness, all counselors:
1. encourage students to consider programs of study, courses, extracurricular activities,
and occupational opportunities on the basis of individual interests, abilities, and skills;
2. examine testing materials for bias and counteract any found bias when administering
tests and interpreting test results;
3. communicate effectively with limited-English-proficient and disabled students and
facilitate their access to all programs and services offered by the district;
4. provide limited-English-proficient students with the opportunity to receive guidance and
counseling in a language they understand;
5. support students in educational and occupational pursuits that are nontraditional for
their gender.
In Lunenburg Public Schools, the Guidance Counselors will meet 2x a year to review these
statements and sign that they are in compliance with all areas. For any areas that there
is not compliance, reasons will be stated and an alternative course of action will be noted
to ensure future compliance.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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Counselor Name I am in compliance in all areas (yes/no)
Title/Role(s) of Responsible Persons:
Julianna Bahosh / Director of Special Services
Expected Date of
Completion:
06/30/2014
Evidence of Completion of the Corrective Action:
Copy of procedures, meeting dates/times, agenda
Description of Internal Monitoring Procedures:
Yearly review of procedures.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 14 Counseling and counseling
materials free from bias and stereotypes
Basis for Status Decision:
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit evidence of training of the district's newly developed procedures to ensure
that high school guidance counselors conduct activities to ensure that counseling and
counseling materials are free from bias and stereotypes on the basis of race, color, sex,
gender identity, religion, national origin, sexual orientation, disability, and homelessness
which will include but not be limited to email correspondence, a training agenda,
attendance sheet, copies of the materials presented and the date of the system's
implementation. Please submit this to the ESE on or before March 1, 2014. By June 15,
2014, please submit to ESE meeting dates/times, agenda and sign-in sheets along with a
copy of the results of the district's review of counseling and counseling materials and the
changes made, if any, as a result of the review.
Progress Report Due Date(s):
03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CR 23 Comparability of facilities
Department CPR Findings:
See SE 55.
Description of Corrective Action:
see response to SE#55
Title/Role(s) of Responsible Persons:
Julianna Bahosh / Director of Special Services
CPR Rating:
Partially Implemented
Expected Date of
Completion:
09/26/2014
Evidence of Completion of the Corrective Action:
see response to SE#55
Description of Internal Monitoring Procedures:
see response to SE#55
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 23 Comparability of facilities
Corrective Action Plan Status: Partially
Approved
Status Date: 12/04/2013
Basis for Status Decision:
See SE 55.
Department Order of Corrective Action:
See SE 55.
Required Elements of Progress Report(s):
See SE 55.
Progress Report Due Date(s):
03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: CR 25 Institutional self-evaluation
CPR Rating:
Partially Implemented
Department CPR Findings: Interviews and document review indicated that the district
has not developed a K-12 annual institutional self-evaluation to ensure equal access to all
programs and services to all groups of students.
Description of Corrective Action: The Superintendent shall have a committee evaluate
all aspects of its K-12 program annually. This committee will ensure that all students,
regardless of race, color, sex, gender identity, religion, national origin, limited English
proficiency, sexual orientation, disability, or housing status, have equal access to all
programs, including athletics and other extracurricular activities. It makes such changes
as are indicated by the evaluation.
The annual review of all aspects of K-12 programming in Lunenburg public Schools
occurred on __________________________. Committee members are listed below
along with changes that are needed.
Committee Member
Role/Position
Changes needed:
Title/Role(s) of Responsible Persons:Loxi Jo Calmes
Expected Date of
Completion:
09/26/2014
Evidence of Completion of the Corrective Action:
Meeting agenda, attendance sheet, completed CAP form.
Description of Internal Monitoring Procedures:
Superintendent will review procedures and process each year to be sure that Lunenburg
Public Schools remain in compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion: CR 25 Institutional selfevaluation
Corrective Action Plan Status: Approved
Status Date: 12/04/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit by March 1, 2014 a narrative to ESE of the newly developed
procedures/plans along with role(s)/names of person(s) responsible for ensuring that all
programs are evaluated on an annual basis for equal access to all students including the
newly added protected category of gender identity, and documentation of the proposed
2013-2014 evaluation activities. Include in submissions sample materials and surveys and
planned meeting date. By June 15, 2014, submit to ESE conclusions reached on the basis
of the annual evaluation, and any steps planned to resolve identified issues to ensure
equal access to all programs and services to all groups of students.
Progress Report Due Date(s):
03/01/2014
06/15/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Lunenburg Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by:
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: March 6, 2015
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 1 Annual Assessments
Rating: Partially Implemented
Department CPR Finding: Document review demonstrated that the district has created a Waiver of
Language Proficiency Evaluation (Testing) form, which asks parents to waive annual English
proficiency assessments
Narrative Description of Corrective Action: The district has updated its program manual. The
section on Assessment reads as follows:
Assessment Procedure
Step 2: Assess the English language proficiency of all students whose home language
is not English. Speaking, listening, reading and writing must all be assessed. ELL
assessment is based on the state’s requirements. All ELL students new to the Lunenburg
Public Schools are initially given the W-APT (Grades K-12).
In compliance with the state requirements, the ACCESS assessment is administered each
January to all ELL students (Grades K – 12). The ACCESS assesses all four domains; reading,
writing, listening and speaking. This assessment is given to students by a qualified and certified
administrator and the results are reported to the school and family late in the spring to help with
student placement and instruction.
Title/Role of Person(s) Responsible for
Implementation: The ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: January 2014
Evidence of Completion of the Corrective Action: Program Manual
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance with ACCESS testing.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 1 Annual
Assessments
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district references its updated program manual as
evidence of compliance for this criterion but has confused the process of initial assessment and
ACCESS testing. The area of concern is that the district is attempting to offer a waiver for initial
testing which is not permitted and there is no remedy. The submitted information includes the district’s
updated Program Manual but the manual must be changed to delete the provision whereby the district
asks for permission to test to students during initial identification as this is not required.
Department Order of Corrective Action: Please conduct staff training on the need to assess all
students in the English language learner program in the areas of speaking, listening, reading and
writing. Please refer to the Transitional Guidance Document which may be accessed at
http://www.doe.mass.edu/ell/TransitionalGuidance.pdf.
Required Elements of Progress Report(s): Please include the agenda, training materials and sign-in
sheets for training provided by September 30, 2014.
Please provide the results of a record review of 10 ELL student records to ensure that these files
contain copies of the assessments ACCESS results.
Please provide a detailed summary of the record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of records reviewed;
2) The number of records in compliance;
3) For all records not in compliance, determine the root cause(s) of the non-compliance; and
4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by December 30, 2014.
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): September 30, 2014 and December 30, 2014.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: Document review and student records demonstrated that the district
requires parent permission to test students for English language proficiency.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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Narrative Description of Corrective Action: The district has updated its program manual. The
section regarding Initial Identification reads as follows:
Identification Procedure
Step 1: Administer a Home Language Survey. The registration process for each student
upon arrival in the Lunenburg Public Schools will include a Home Language Survey.
The primary purpose of a Home Language Survey is to find out if a student speaks a language
other than English at home and thereby needs to be assessed for English language proficiency.
It is vital that the Home Language Survey is completed by the parent/guardian all new
students. The Home Language Survey also presents an opportunity to collect other useful
information about the student that will help district personnel understand the student’s personal
and educational history in order to plan an appropriate educational program for the student.
Note that a positive response to an item on this survey does not in itself identify a student as an
English Language Learner; it merely helps to screen students for potential consideration.
Responses on the Home Language Survey must be used along with other indicators to identify
ELLs. The parent/guardian’s signature also gives permission for the administration of
appropriate screening tools to determine the student’s proficiency level.
The survey has been translated into more than 25 languages and can be found at
http://www.doe.mass.edu/ell/hlsurvey/
The link can also be found on the Lunenburg Public School’s Special Service website. The survey
can be translated into other languages upon request.
Completed surveys must be filed in the student’s cumulative folder, and a copy sent to the
ELL Coordinator at the Special Services Office to document the administrations of the Home
Language Survey.
It is important to note that some parents may be reluctant to reveal that English is not their
home language because they may fear negative consequences for their children. It is
important that school personnel make every effort to clearly explain the purpose of the
questionnaire. Parents need to know that the information requested will be used to help make
the best possible placement decisions for their children.
Students who have been identified that a language other than English is spoken at home will be
referred for assessment of their English language abilities.
Title/Role of Person(s) Responsible for
Implementation: The ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: April 2014
Evidence of Completion of the Corrective Action: Program Manual, language on Home Language
Survey states: Home Language Survey
Massachusetts Department of Elementary and Secondary Education regulations require that all schools determine the language(s) spoken
in each student’s home in order to identify their specific language needs. This information is essential in order for schools to provide
meaningful instruction for all students. If a language other than English is spoken in the home, the District is required to do further
assessment of your child. Please help us meet this important requirement by answering the following questions. Thank you for your
assistance.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
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Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance with use of DESE Home Language
Survey.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial
Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: There is confusion in the district between the initial
identification process and state-mandated ACCESS testing.
Department Order of Corrective Action: Please conduct staff training on the initial identification
process and update the district’s Program Manual based on the Transitional Guidance document
which can be accessed at http://www.doe.mass.edu/ell/TransitionalGuidance.pdf.
Required Elements of Progress Report(s): . Please include the agenda, training materials and sign-in
sheets for training provided by September 30, 2014
Please provide a copy of the updated Program Manual by December 30, 2014.
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 4 Waiver Procedures
Rating: Not Implemented
Department CPR Finding: According to document review, the district has confused the waiver
process with opting out. The district’s waiver form identifies sheltered English immersion (SEI) and
English as a second language (ESL) instruction as two separate program models and incorrectly lists
standard curriculum instruction as a program alternative to SEI classes and ESL support.
Narrative Description of Corrective Action: Both of these options are referenced on the
Parent Notification Form used to initially and/or annually notify parents of the child’s
assessment results and the district’s placement recommendations. A waiver is a request for a
different English Learner Education program. An opt-out means that although the child is still
classified as an ELL, the classroom teacher(s) support the child in the regular classroom but
the child will not receive ESL instruction.
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: April 2014
Evidence of Completion of the Corrective Action: Program Manual, Waiver/Opt out Forms in
Appendixes
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance with use of DESE Home Language
Survey.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Lunenburg CPR Corrective Action Plan
17
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 4 Waiver Procedures
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action: Please conduct staff training on the waiver and opt-out
procedures that the district offers to parents for ELL students.
Required Elements of Progress Report(s): Please include the agenda, training materials and sign-in
sheets for training provided by September 30, 2014
Please provide the results of a record review of a sample of ELL student records across all levels to
ensure that these files contain evidence that the waiver and opt out procedures are appropriately offered
to parents of ELL students.
Please provide a detailed summary of the record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of records reviewed;
2) The number of records in compliance;
3) For all records not in compliance, determine the root cause(s) of the non-compliance; and
4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by December 30, 2014.
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): September 30, 2014 and December 30, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding:
Interviews and a review of documentation indicated that the following English proficiency levels
receive the following amounts of direct ESL instruction: Level 2 students receive 45 minutes of direct
ESL instruction twice a week in the elementary school level and 45 minutes per week in the high school
level; Level 3 students receive approximately 75 minutes of direct ESL instruction per week in the
elementary school and 30 minutes per week in the middle school; Level 4 students receive
approximately 30 minutes of direct ESL instruction per week in the elementary school and 40 minutes
per week in the high school; Level 5 students do not receive any direct ESL instruction. Current hours
of ESL instruction ELLs receive are insufficient at all levels of English proficiency and are, therefore,
inconsistent with Department guidelines. Please see the “Transitional Guidance on Identification,
Assessment, Placement, and Reclassification of English Language Learners August 2013” as found on
http://www.doe.mass.edu/ell/guidance_laws.html.
Although it was stated on the ESL/ELD Curriculum form that the district had an ESL curriculum, a
copy of the curriculum was not included into the documentation submitted by the district. Interviews
also demonstrated that the district had not taken steps to align its ESL instruction with the WIDA
English Language Development Standards at the time of the review. Therefore, there is no indication
showing that ELL students are provided with ESL instruction that is aligned to the 2011 Massachusetts
Curriculum Frameworks and integrates WIDA English Language Development (ELD) Standards.
Narrative Description of Corrective Action: See “Hours of Instruction” spreadsheet for detailed
hours required by DESE. An additional 1.5 FTE ESL staff has been requested by the Director
and will be submitted for the FY15 budget. Once approved, the hiring process will be started.
Steps to align ESL instruction with WIDA Standards:
Introduce staff to WIDA CAN DO: This would be effective as a continuation of the Director
of Special Services’ communications with staff, recruiting staff for 2014-15 Structured
English Immersion training (SEI). A follow-up message from Director could link SEI and
CAN DO, so staff can see the connection between SEI and the World Class Instruction and
Design (WIDA) CAN DO descriptors for planning instruction in the general classroom, as
well as other background material. This is also well-timed to provide context for interpreting
and using the ACCESS results.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Services
Expected Date of Completion for Each
Corrective Action Activity: January 2015
Evidence of Completion of the Corrective Action: “Hours of Instruction” spreadsheet, new staff
hired, emails to staff regarding WIDA and alignment of ESL instruction
Description of Internal Monitoring Procedures: The Director of Special Services will continue to
meet weekly with the Superintendent about the hiring of additional ESL teachers. The Director will
continue to meet with the ESL Coordinator weekly to align ESL instruction with staff.
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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:
While the Department appreciates that WIDA Can DO descriptors will be used in the district both for
ESL and SEI instruction, the district has not submitted a plan to develop an ESL curriculum that will
reflect the content to be taught and address the instructional needs of the ELL population at all levels.
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.
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 2014-2015 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. a plan for WIDA implementation including
information such as WIDA training opportunities for the district staff, responsible district
staff, meeting dates, minutes and signing sheets and timelines for implementation
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8 Declining Entry to a
Rating: Not Implemented
Program
Department CPR Finding: Document review demonstrated that the district has confused the waiver
process with opting out. See also ELE 4.
Narrative Description of Corrective Action: Please see ELE 4
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: April 2014
Evidence of Completion of the Corrective Action: Program Manual
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 8 Declining Entry to
a Program
Status of Corrective Action:
Approved
Partially Approved
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Disapproved
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Basis for Partial Approval or Disapproval:
Department Order of Corrective Action: Please see ELE 4.
Required Elements of Progress Report(s): Please see ELE 4.
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Grouping
Rating: Partially Implemented
Department CPR Finding: Documentation submitted indicated that ELL students receive instruction
in their regular mainstream classroom. The district did not submit documentation about how students
are grouped when providing ESL instruction. Therefore, it is unclear whether the district only groups
ELL students together in instructional settings if their levels of English proficiency are similar as
indicated in G.L. c. 71A, §
Narrative Description of Corrective Action: This will need to be documented in ELL
placement and SEI staffing for next year, based on current enrollment as documented in the
“Hours of Instruction” spreadsheet.
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: September 2014
Evidence of Completion of the Corrective Action: Class lists of ESL students will be provided
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Grouping
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):
Provide a copy of the most recent ESL teacher schedules for all grade levels district wide. All
schedules should include the following for each block of time:
1. Names of the ELL students
2. Grade level for each student
3. English proficiency level for each student
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: Document review demonstrated that the district has a parental
notification process, but the notice does not conform to the requirements of Chapter 71A: 1) parents
are required to provide permission for ELE proficiency testing and programming; 2) the district does
not define
SEI as a combination of direct English instruction by an ESL Teacher and sheltered
English content but rather refers to time devoted to English Language Learning ; and 3) parents are
informed of both waiver and opt-out but this description is unclear.
The district has updated its program manual. The section regarding Parent Notification reads as
follows:
Narrative Description of Corrective Action: Parent/Guardian Notification
Within 30 days from the beginning of the school year or 14 days of enrollment during the
school year, parents of students identified as limited English proficient through language
proficiency testing, are notified by writing of the results of the testing and invited to have their
children participate in the ELL support program. Program details are provided to the parents
in a language they can understand. These details are:
 The reasons for the identification of the student as limited English proficient and in
need of placement in an ELL/SI program.
 The student’s level of English proficiency and how such level was assessed.
 The method of instruction to be used in the English Language Instruction
educational program.
 The options to decline to enroll their child in an English Language Instruction
educational program or to choose another program or method of instruction if
another program or method is available.
Parents/Guardians shall have the opportunity to waive participation of their child in ESL
tutoring services outside of the classroom. Waiver letters will be sent to the homes of all
students who qualify. Signed forms that are returned to school will serve as documentation of
the waived services.
If parents/guardians do not waive participation in the program, students are given additional
English Language support services outside of the classroom by a licensed ESL teacher or ESL
tutor. ELL’s prior education, English Language proficiency, native language literacy, and
parent input are key components for placement decision-making.
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: April 2014
Evidence of Completion of the Corrective Action: Program Manual, Initial/Annual Parent
Notification form found in Appendix of Manual
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
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 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action: Please conduct staff training on the required elements of
the updated parental notification letter which can be found at
http://www.doe.mass.edu/ell/guidance_laws.html . The parental notification letter must include the
following elements:
a) the reasons for identification of the student as ELL;
b) the child’s level of English proficiency;
c) program placement and/or the method of instruction used in the program;
d) how the program will meet the educational strengths and needs of the student;
e) how the program will specifically help the child learn English;
f) the specific exit requirements;
g) the parents’ right to apply for a waiver (see ELE 4), or to decline to enroll their child in the
program (see ELE 8); and
h) If the student has additional education needs that require Special Education Services, how
the Title III program will meet the objectives of the Individualized Education Plan (IEP)
and staff training must include these elements.
Required Elements of Progress Report(s): Please include the agenda, training materials and sign-in
sheets for training provided by September 30, 2014
Please provide the results of a record review of 10 ELL student records to ensure that these files
contain copies of the Parent Notification letter.
Please provide a detailed summary of the record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of records reviewed;
2) The number of records in compliance;
3) For all records not in compliance, determine the root cause(s) of the non-compliance; and
4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by December 30, 2014.
*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): September 30, 2014 and December 30, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Follow up Support
Rating: Partially Implemented
Department CPR Finding: Document review indicated that while the district has developed a two
year monitoring period as appropriate, it does not articulate which specific data-points will be
collected following the change of student’s status to former English Language Learner (FELL), who
specifically monitors the student, and what will be recorded and reported to assess student progress in
the general curriculum. Additionally, there was no indication of SIMS reporting of FELL student data.
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Narrative Description of Corrective Action: The district has updated its program manual. The
section regarding FELL students reads as follows:
Step 5: Reclassification (responsibility of the ESL Coordinator)
 Reclassify the students as proficient in English by NOT coding them as LEP on
the October SIMS data collection. (SIMS: DOE 25 – record 00 under “LEP”).
 Notify parents/guardians of reclassification.
 Update school/district records.
It is recommended that, in most cases, a child designated as LEP in Kindergarten continue to
be designated as LEP in Grade 1, so that more substantial data on achievement in reading will
be available when making the decision to reclassify a young LEP student as English proficient.
Formerly Limited English Proficient Students
FLEP students will be monitored for two years after exiting the district ELL program.
Monitoring must ensure that former LEP students who have been reclassified to FLEP are
able to participate meaningfully in the regular educational program, which means:
1. Students have adequate command of the English Language to be
performing on-par with their native English-speaking peers in the
regular educational program
2. Students are able to have full access to all aspects of the school’s
mainstream curriculum and participate successfully without the use of
simplified English material
3. Students have access to SEI instruction services if needed.
4. All teachers of FLEP’s will be trained in SEI.
The ESL Coordinator will maintain a database of students who need to be monitored for two
years. This follow-up will occur at the end of the second grading period for two years after the
reclassification. The district will collect data on the academic performance of
the former LEP students. Sources of information collected may include:
 Grades in content area classes
 Teacher observations
 Completed FLEP follow-up forms
Documentation of monitoring is kept at the school (student cumulative folder) with a copy
forwarded to the ESL Coordinator. Formal notification of any changes in student status will
be sent home to the parent.
Examples of intervention and/or program modification:
 Additional teaching time devoted to English Language Development
 Additional professional development for teachers
 Additional tutoring in English Language Acquisition
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: April 2014
Evidence of Completion of the Corrective Action: Program Manual
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Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 13 Follow up Support
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district’s plan does not include evidence of
continuous monitoring of FELL students.
Department Order of Corrective Action: Please develop a plan for continuous monitoring of FELL
students and describe the elements of the plan specifically the requirement to collect specific datapoints following the change of student’s status to FELL, who specifically monitors the student, and
what will be recorded and reported to assess student progress in the general curriculum.
Required Elements of Progress Report(s): Please submit the development plan by September 30,
2014.
Please provide the results of a representative sample of FELL student records to ensure that these files
contain evidence of FELL support and who provides it.
Please provide a detailed summary of the record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of records reviewed;
2) The number of records in compliance;
3) For all records not in compliance, determine the root cause(s) of the non-compliance; and
4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by December 30, 2014.
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): September 30, 2014 and December 30, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure Requirements
Rating: Not Implemented
Department CPR Finding: The district reports on the documentation that ESL instruction is provided
to ELL students by a licensed ESL teacher. However, neither the name nor the license information for
the ESL teacher(s) is provided. Therefore, there is no indication showing that the district has an ESL
licensed teacher.
Narrative Description of Corrective Action: Cynthia Rosancrans is our ESL Teacher / Coordinator
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Title/Role of Person(s) Responsible for
Implementation: Director of Special Services
Expected Date of Completion for Each
Corrective Action Activity: January 2014
Evidence of Completion of the Corrective Action: Copy of licensure
Description of Internal Monitoring Procedures: Director of Special Services will continue to
employ ESL teachers who are certified.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14 Licensure
Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Please provide evidence of the licensure of the current ELL teacher(s) or any other staff person
providing ESL instruction to ELLs by the progress report due date.
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
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: According to interviews and document review, the district has developed a
plan for evaluating the effectiveness of its English Language education program, but had not yet
conducted an evaluation at the time of the review.
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Narrative Description of Corrective Action: The district has updated its program manual. The
section regarding Program Evaluation reads as follows:
Program Evaluation
The ESL program will be evaluated yearly by a committee made up of professionals familiar with
ELL students and the program. The professionals may include: the ESL teacher, a building
principal, and a school psychologist or guidance counselor, and a mainstream teacher. The
evaluation will examine and make recommendations to the Director of Special Services regarding
the following:
1. Curriculum goals and objectives, evaluated according to needs
2. The rate of students’ progress toward full proficiency in English
3. Students’ progress in curricular areas measured using tests, portfolios, standardized tests, and
performance assessments
4. Program effectiveness in regard to identification, assessment process, exiting, monitoring,
staffing, parental notifications, and adequacy of facilities and instructional materials
5. Whether ELLs are able to participate successfully in the full curriculum, as determined
by graduation rates, scholastic achievement, awards, and honors in sports and other
extracurricular activities
6. Whether ELLs have access to all district programs, including vocational education and
special education
7. Whether ELLs are being retained in grade or are dropping out at rates similar to their non –
ELL peers
When the evaluation indicates that the ESL program is not achieving its goals, the district will
modify its program accordingly.
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Evidence of Completion of the Corrective Action: Copy of attendance sheet, meeting minutes and
recommendations if applicable.
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
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
Department Order of Corrective Action N/A
Required Elements of Progress Report(s): Please provide a copy of the district’s form that will be
used to evaluate the ELE program and improve its services. An optional form may be accessed at:
http://www.doe.mass.edu/ell/resources.html. Please provide to the DESE by September 30,
2014.
Please provide a copy of the district’s completed evaluation procedures by December 30, 2014.
Progress Report Due Date(s): September 30, 2014 and December 30, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of ELE Students
Rating: Partially Implemented
Department CPR Finding: Review of student records demonstrated that parent notification letters,
progress reports, annual assessment results, and documentation of parents’ consent to opt-out were
not consistently found in files.
Narrative Description of Corrective Action: The district has updated its program manual. The
section regarding Cumulative Records reads as follows:
Cumulative Records
Copies of standardized test results, parental communication and the Home Language Survey
will be placed in the student’s cumulative folder along with a copy to be placed in the
ESL Coordinator’s office.
Title/Role of Person(s) Responsible for
Implementation: ESL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Evidence of Completion of the Corrective Action: Program Manual
Description of Internal Monitoring Procedures: The ESL Coordinator and Director of Special
Services will provide ongoing monitoring and ensure compliance of DESE requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of ELE
Students
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 provide evidence of staff training on the required contents of the records of ELL students.
Please include the agenda, training materials and sign-in sheets for training provided by September 30,
2014.
Please provide the results of a record review of a sample of ELL student records across all levels to
ensure that these files contain the following items:
a) home language survey;
b) results of identification and proficiency tests and evaluations including ACCESS for ELLs test
from SY 2012/2013;
c) MCAS or other tests chosen by the Board of Education and the district;
d) information about students’ previous school experiences;
e) copies of parent notification letters,
f) progress reports, in the native language, if necessary;
g) report cards, in the native language, if necessary;
h) evidence of follow-up monitoring, if applicable;
i) documentation of a parent’s consent to “opt-out” of ELL education, if applicable;
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j) waiver documentation, if applicable
Please provide a detailed summary of the record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of records reviewed;
2) The number of records in compliance;
3) For all records not in compliance, determine the root cause(s) of the non-compliance; and
4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by December 30, 2014.
*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): September 30, 2014 and December 30, 2014
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